Articles de revues sur le sujet « Returned students – Germany »

This article follows the story of the first African students in the German Democratic Republic, 11 Nigerians who arrived in 1951. Thousands of other African students followed them in the years leading up to the GDR's dissolution in 1990. My work is the first to chronicle the Nigerians' story, and how East Germans received and reacted to these Africans living among them. I focus on what each side hoped to gain from the exchange. East German government officials and university administrators were intent on using the Nigerian students to promote socialism as an alternative in a British colony quickly moving towards independence. Meanwhile, the students wanted scientific educations to help boost their economic standing and class status when they returned to Nigeria. Although Nigeria would never become aligned with the Soviet Bloc after decolonization, in the 1950s East Germans imagined that a socialist future was possible. Drawing on their country's sizable scientific expertise, officials argued that the GDR offered the ideal blend of technological and Marxist knowledge to attract exchange students like the Nigerians into the communist orbit.

The article presents a specific biographical case for an unrealized female academic career because of the changed political regime in Bulgaria after 1944. The documentary traces of Kostadinka (Dina) Tvardishka are preserved and "hidden" in the archive of her husband (the artist Dimitar Rizov) in Bulgarian Central State Archives. In 1941, through the German Scientific Institute in Sofia, K. Tvardishka studied in Germany with scholarships granted by the foundation Alexander von Humboldt. Until the summer of 1944, under the leadership of the famous Prof. Constantin von Dietze, at the University of Freiburg, she developed a dissertation on "Social problems of the Bulgarian village" (Die sozialen Probleme des bulgarischen Dorfes). Her research was almost completed when a pro-Soviet regime of government was established in Bulgaria. Fearing political repression, like dozens of other students and postgraduate students in the Bulgarian-German scientific networks from the WWII period, K. Tvardishka never returned to scientific work, and her study was never published.

AbstractThis article traces the experiences of Angolan students who attended East German institutions of higher education between Angolan independence and the fall of the Berlin Wall. Based on oral histories collected in Luanda from twenty-one returned Angolan students in 2015, triangulated with archival material from Angola and the GDR, it argues that students negotiated between accommodation and resistance in their everyday life at the university and beyond. Conscious of the importance of academic success and adaptation to the East German learning culture, Angolan students drew a line when regulations infringed on their personal freedom and responded by engaging East German officials in discussion or simply by circumnavigating the rules. The life history of a female student illustrates how she negotiated between responsibility to formal learning and personal needs within a controlling society. When one considers the conditions of Angolan student life in East Germany as a whole, it becomes apparent that the East German notion of the model foreign student did not map onto the complexities of Angolan student lives. This article sheds light on the student migration of a generation of Angolan post-independence technocrats, many of whom studied in the former East during the Cold War. Through the eyes of Angolan educational migrants, we see the limits and possibilities of the lives of foreign students in the GDR.

The purpose of this study is to establish measures of language dominance in bilinguals who speak structurally different languages, in our case German and Turkish, with tools that are based on fluency and oral proficiency. A ‘balanced’ bilingual with equal proficiency in two (or more) languages is hardly ever found (e.g. Grosjean, 1982; Olsson, & Sullivan, 2005) but the identification of the dominant language is a huge methodological problem, especially in studies of structurally different languages (see Daller, van Hout, & Treffers-Daller, 2003). The participants in the present study are a group of Turkish—German bilinguals who grew up in Germany and returned to Turkey during their school career, the so-called ‘returnees’ (n = 60), and a group of Turkish secondary school students who grew up in Turkey and learned German as an L2, the so-called control group (n = 55). We firstly establish the language dominance of the two groups with a C-test. We then use oral picture descriptions in both languages to measure a variety of fluency measures, both manually and using scripts written in ‘Praat’ (Boersma & Weenink, 2007). On the basis of these scores, we are able to develop measures of fluency that correlate highly with the C-test scores and have a highly predictive value in a logistic regression in the prediction of group membership (returnee or member of the control group). We conclude that this corroborates the validity of the measures. Overall we conclude that it is possible to develop measures of language dominance based on fluency and overall oral proficiency.

Background Klasse2000 is the most widely adopted school-based prevention program in Germany. It addresses health promotion, addiction, and violence prevention in primary schools. As a universal prevention program, it has reached more than 1.4 million German children in the past 25 years. Objective The effectiveness of Klasse2000 will be evaluated with a large representative survey among students. Students who have participated in the prevention program (intervention group) will be compared with students who did not participate (control group). The comparison will cover the following outcome domains: well-being, self-esteem, emotion regulation, food habits, behavioral problems, and school and classroom atmosphere. Furthermore, victimization and perpetration regarding bullying, alcohol consumption, smoking, and media consumption are assessed. Methods To control for potential group differences, treatment effects will be estimated using propensity score-matching, which matches students from the intervention and control groups based on an identical propensity score or a propensity score that does not differ by more than a previously defined distance. The treatment effect will then be estimated in the matched sample taking the matching process into account. Results Enrollment of schools began in March 2017. A total of 6376 students participated in the survey (n=4005 in control group; n=2371 in Klasse2000). The parent survey was returned by 52.13% (3324/6376) of parents. Results are expected in mid-2020. Conclusions The results on the effectiveness of the Klasse2000 prevention program will form an empirical basis for legitimizing universal prevention programs and for planning future prevention approaches. Trial Registration German Clinical Trials Register DRKS00014332; https://tinyurl.com/y2trvq4p International Registered Report Identifier (IRRID) DERR1-10.2196/14371

The University of Heidelberg, in Heidelberg, West Germany, had a significant influence on the development of the geological sciences in North America between 1860 and 1913. During these years, in a reversal of the current scene, the brightest young scientists of North America came to Europe to pursue graduate studies. Of these scientists, twelve came to Heidelberg to study the geological sciences and then returned to North America to make significant contributions in their field. For example, two students developed the CIPW normative calculations; one performed the first quantitative laboratory experiments, duplicating rock deformation in the earth's crust; another student became the first "geologist-in-charge" of the United States Geological Survey (USGS); and a fifth mapped Yellowstone before it was a national park. The students came to Heidelberg to learn the newest techniques from professors such as Rosenbusch, Bunsen, and Salomon-Calvi. They also learned to develop theories based on the technique of detailed and careful observation that these men used. They caught the excitement about the world around them exuded by these same men, and they, in turn, spread what they had learned in Heidelberg when they returned to North America as professors and members of the USGS.

Eighteenth-century Russian polymath Mikhail Lomonosov (1711-1765) is a highly celebrated and symbolically important figure in Russian culture, but he is not well known outside of Russia. In this paper I review his biography, his contributions to geology, and the key influences on his geological writings. He spent his youth on the coast of the White Sea, near the Arctic Circle, working with his father, who was a fisherman and merchant. This experience helped him to become a keen observer of natural phenomena. At age nineteen he traveled to Moscow, falsely claimed that he was the son of a nobleman, and talked his way into the Slavo-Graeco-Latin Academy. He excelled as a student and was chosen to continue his studies at the university in St Petersburg. From there he was one of three Russian students chosen to spend several years studying in Germany, primarily to learn about mining and the extraction of metals from ore. Lomonosov's four-and-a-half years in Germany were critical to his development as a scholar and scientist, immersing him in contemporary European knowledge and epistemology. After Lomonosov returned to the St Petersburg Academy of Sciences and Arts in 1741, he worked his way up the academic ladder, eventually becoming professor of chemistry, but it was not a smooth and steady climb. At one point he was under house arrest for eight months for rowdy conduct and discourteous behavior. Lomonosov made significant contributions to many fields of science. He wrote several geological publications, the most significant of which is On the Strata of the Earth (1763), which became available in German only in 1961, and in English only in 2012. Lomonosov's work in geology was motivated by his desire to promote economic development in Russia through the extraction of mineral resources, together with a deep curiosity about natural history.

Biodiversity is declining, and knowledge about biodiversity declines in a similar way. Previous studies have already addressed predictors of species knowledge. Here, we studied bird species knowledge related to demographics, but also to individual differences in affinity to nature, by including (i) birding specialization and (ii) bird-related activities/interest. Data were collected from July to October 2020 via an online questionnaire, containing demographic data, birding specialization, interest/activity, and images of 28 bird species native to Germany. Participants were adult students, lecturers and administrative staff of the Eberhard Karls University Tübingen. A total of 1967 questionnaires were returned in this study (35.3% male, 53.8% students, 69% had access to a garden). Mean identification score was 16.31 ± 6.38. Thus, participants were able to identify more than half of the species (total species n = 28). Men identified more species than women, garden owners had higher identification scores than non-owners, while hometown size was not significant. A distance to the next forest patch >10 km was related to lower identification scores. Employees scored higher than students. Correlation between species knowledge and birding specialization was high, as was the correlation with bird interest/activity. Higher scores were found in older people. In the linear univariate model, birding specialization and bird interest were the most influential predictors of species knowledge, followed by distance to next forest patch and occupation (student vs employees). Other variables were not significant. We suggest including such measures (interest, attitude, etc.) into further studies and move forward from the urban–rural narrative to more complex analyses of living circumstances.

First, this paper sketches the development of labour history as a historical subdiscipline up to the 1970s and 1980s when it became a booming field, an area of great excitement and high productivity. Why this should have been the case is an interesting question to ask in hindsight. Secondly, I discuss certain trends in the last 10–15 years that are related to a decline in this field, not in terms of sophistication, but certainly with regard to the field's popularity among historians, students and the public. Dealing with this rather dramatic change might tell us something about the way my discipline – modern history with a stress on social history – works, where it gets its vitality from, its conjunctures and fashions. Thirdly, I present some personal ideas about how one could, and perhaps should, deal with the present situation, its problems and its opportunities. I am presently working on the third volume of a history of labour in 19th century Germany – a project to which I have returned after many years. Some of the general problems I have encountered in this project will also be dealt with, indirectly, in this paper.

COVID-19, first originated in November 2019 in the city of Wuhan, China. The virus spread from China to almost all the countries of the world. India is not an exception to this malady. The virus was carried to India by students studying in China and Indian workers from Italy who returned to India. Italy had become a centre of the corona virus after China. All of a sudden the central government was forced to declare a complete lockdown throughout the country on 25 March 2020. Movement of labourers and all the economic activities came to a standstill. In the initial phase government was committed to prevent the spread of the disease because even advanced countries like USA, France, England, Germany, Italy failed to stop the spread of the virus, leading to large scale human deaths. The Indian economy was rapidly moving towards development. But this pandemic has given a severe blow to all the economic activities in India. Within a month, unemployment rose from 6.7 per cent on 15 March, 26 per cent on 19 April to 7.24 per cent on 20 January 2021 During the lockdown, an estimated 14 crore people lost employment1. This paper discusses what is the next economic situation after COVID-19, that is positive and negative circumstances. This is a controversial subject. So, here I am going to analyze what are the situation we will face next and also find out what are the solution recommended by the government to overcome this current scenario with the help of secondary data collection.

For students of American Political Development, the emergence of globalization and Americanization as themes of inquiry has spurred a growing interest in explaining America's rise as “a legal-economic and geopolitical hegemon.” An important episode in this rise came during the American occupation of Germany after World War II. In postwar Germany, America's military government realized that the American public remained unwilling to support (over the long term) the global projection of what Michael Mann has called “despotic power.” To achieve its fundamental goal of reorienting Germany toward a peaceful coexistence with the Unites States, military government turned instead to what Mann has called “infrastructural power” (power projected “through” society by state institutions). In pivoting from despotic to infrastructural power, three important consequences followed for the occupation. (1) Because it relied on the development of new infrastructures within a new German state, the occupation saw institutional “genesis” in which the Germans themselves influenced the pathway and timing of military government policy. (2) In creating new state institutions, military government performed “policybricolage,” creatively reconstructing institutions “from” the ruins of war-torn Europe (as opposed to “on” its ruins). (3) Financial policy took a central place in military government's focus because it allowed for “increasing returns” in advancing military government's interests. Collectively, military government's experience provided lessons for an American state in the world.

This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (heritage language) and German (majority language). The monolingual control group was raised in German only. The main predictor variables are reading fluency and comprehension in German and the heritage languages. Additional predictor variables include school type, school year, socioeconomic status, cognitive ability, amongst others. Using correlation and regression analyses we test if reading fluency and comprehension impact proficiency in English and if bilingual students enjoy advantages over their monolingual German peers. The results reveal no systematic advantage of bilingual students, although we find significant correlations between reading fluency and comprehension and C-test results. School type, cognitive skills, among others, are predictors for English performance, whereas socioeconomic status returns no significant effect.

Given the high medical importance of ticks, we analyzed the most common preventive behaviors and practices adopted by medical students from Poland, Germany, and Thailand, and the level of their knowledge of ticks and tick-borne diseases. A survey consisting of 19 questions was conducted among 636 randomly selected students. The study showed that the Polish and German students preferred inspection of the body on their return home (86.9% and 63.5%, respectively) and wearing protective clothes (79.8% and 32.3%, respectively) as part of prophylaxis. The Thai students most often chose wearing protective clothes (54.7%) and preventive behavior in tick habitats (42.7%). Approximately 7% of the Polish medical students and as many as 22% of the German and Thai respondents did not use any means of prevention. Our analyses suggest that the use of preventive methods and respondents’ behaviors depend on socio-demographic factors and the level of health education. The insufficient practical implementation of tick prevention measures by the medical students suggests a need for verification of health education programs in schools as well as effective popularization and educational activities. It is also necessary to develop a public health protection strategy against the effects of tick bites.

Abstract This study examines the sustainability of gains in overall English proficiency made by 81 German students on ERASMUS study abroad placements in the UK (lasting one term or one academic year) following their return to their home country. Students were tracked using C-tests and questionnaires from pre-study abroad up until nine months post-return. Their development was compared with that of 25 peers who applied for ERASMUS placements, but continued studying at home. The analysis presented focuses on the post-return phase and includes factors associated with individual differences in L2 proficiency development post-return, self-perceived L2 skills development, and returnees’ perceived needs regarding further language classes. Results show that students tended to sustain gains in overall L2 proficiency made during study abroad. L2 proficiency level achieved by the end of study abroad, self-efficacy in using the L2 in social interactions, and majoring in English were all positively associated with post-return L2 development.

IntroductionBinge Drinking is a constant problem behaviour in adolescents across Europe. However, epidemiological data on alcohol consumption of adolescents with different migration backgrounds are rare.Objective/aimsCreate insight on alcohol consumption patterns in adolescents with different migration backgrounds living in Germany.MethodsIn the years 2007/2008, a representative written survey of N = 44,610 students in the 9th grade of different school types in Germany was carried out (net sample). The return rate of questionnaires was 88% regarding all students whose teachers respectively school directors had agreed to participate in the study. 27.4% of the adolescents surveyed have a migration background whereby the Turkish culture is the largest group followed by adolescents who emigrated from former Soviet Union states.ResultsMore than half (57.4%) of the German 9th-graders engaged in binge drinking at least once during the 4 weeks prior to the survey. Students with migration background of the former Soviet Union showed mainly similar drinking behaviour like German adolescents (56.2%). Adolescents with Turkish roots engaged in binge drinking less frequently than adolescents of German descent (23.6%). However, in those adolescents who consumed alcohol in the last 4 weeks, binge drinking is very prominent across cultural backgrounds.ConclusionsCommon expectations concerning drinking behaviour of adolescents of certain cultural backgrounds (‘migrants with Russian background drink more’/‘migrants from Islamic imprinted countries drink less’) are only partly affirmed. Possibly, the degree of acculturation to the permissive German alcohol culture plays a role here.

Residential independence from parents is a key marker for young adults’ transition to adulthood. Losing this independence by returning to the parental home marks a regression of adult development with negative implications for returnees’ subjective wellbeing. This paper investigates how a return to the parental home during the COVID-19 pandemic affects the life satisfaction of university students. We used nationwide survey data from German university students (N = 913) to analyze differences in life satisfaction for those who did or did not return to their parental homes. Our results revealed two main findings. First, university students who moved back to their parental home reported significantly lower life satisfaction than those who remained living independently. Second, the association between moving back and life satisfaction varied by age. A return to the parental home was more detrimental to older students’ life satisfaction, while students aged 24 or younger did not experience a significant decrease when moving back to the parental home. We discuss the implications of our findings in the context of young adults’ subjective wellbeing during the COVID-19 pandemic.

The German social philosopher Theodor Adorno, the representative of the critical theory of society, wrote this work as a speech in 1959, ten years after his return from exile in West Germany. In his characteristic manner of neo-Marxist criticism of the educational system of West Germany, Adorno critically noted the dynamics of the process of democratisation of higher education and universities in this country. According to the neo-Marxist philosopher, the principled enemy of the ideology of bourgeois society, the democratisation of universities in that country faces serious obstacles on its way. Namely: the limited access to university education for young people from workers' families, which means insufficient social openness of universities. The predominance of material interest in the educational work of some teachers, which is obviously caused by the priority of material values of the industrial society. There is an absolute lack in the educational process of the personal participation of such teachers, whose educational activity is determined by the strength of their individual spirit. The prevailing apoliticalness of the then West German society as post-totalitarian, as a result — passive refusal of students and university graduates to participate in public affairs. Having defined democracy as the active participation of the population in public affairs, Theodor Adorno also defined the task of an intellectual — an educated person who is involved in the educational process at a university. Such a task is an intellectual's knowledge of social conditions that lead to a shortage of an active spirit in the process of democratisation of universities, and reflection on the possibility of corresponding changes. The task of the universities of West Germany as a democratic country was called the educational activation of graduates of their individual spirit as a factor of activity, which is emancipated from the influence of the ideology of adaptation society. Higher education due to a means of upbringing should to strengthen its students' critical self-consciousness — an important condition for social democratisation.

ABSTRACTThis study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups (“early return” and “late return”), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.

Searching for Solace consists of two parts, two appendixes, and a sectiondisplaying documents and photos of Yusuf Ali and those with whom he hadcontact.The author devotes the first part to A. Yusuf Ali's life and his service tothe British. He was born in 1872 in Surat, western India, into the Bohra mercantilecommunity, whose members trace their Muslim ancestry to the effonsof preachers sent by the FaJimid caliphs in Cairo. Ali was sent to Bombay forhis education. While there, he attended the new school of the Anjuman-e-Islamand, subsequently, a missionary school named after its founder, John Wilson.He was barely eight or nine years old when he left home. Classes were taughtin both Urdu and English. When he was fifteen, Ali left Wilson's school andentered its senior section, Wilson College, which was affiliated to the Universityof Bombay. Sherif thinks that Ali's education in the Anjuman schoolhelped him resist the cultural onslaught of the dominant British colonizer.Ali arrived in Britain in 1891 to study law at St. John College. He eventuallybecame one of its best students, which predisposed him to work in theIndian Civil Service (ICS), a much prized career. His first appointment, on 23January 1896, was assistant magistrate and collector in Saharanpur, India. Aftera few years in India, he returned to Britain in 1905 for a leave. While there, hemarried Teresa Mary Shalders. Sherif thinks that his marriage to an Englishwoman symbolizes Ali's desire to establish a bridge between India and the West.But this marriage ended in divorce in 1912 following his wife's an exttamaritalaffair. Their children were left in her custody. The affairs of his children are consideredto be one reason that pushed Ali to resign from ICS. But his loyalty tothe British empire remained sttong. When Britain declared war on Germany inAugust 1914, he reaffirmed his commitment: "I am prepared and shall bepleased to volunteer to temporary service, in any capacity in which I can be usefulon account of the War" (p. 32).Ali's strong commitment to the British was based on his belief that Indiacould learn a lot from Britain. But he also had a strong faith in Islam as a religionand civilization that could contribute much to the West. This should havebeen among the strong reasons that motivated him to ttanslate the Qur'an intoEnglish. His Interpretation of the Qur'an has made him famous among Muslimspeakers of English throughout the world. The author underlines a number offactors that helped Ali achieve this great work: "A troubled domestic life, ear ...

During the years of the Second World War, Molotov Region (what is now called Perm Land) became the location of hospitals for wounded soldiers due to the presence of several medical universities. The article discusses the organisation of evacuation hospitals, the transfer of equipment to hospitals from civilian hospitals. The statistics of the return of the wounded, not only to ordinary life, but also to military activity, is refl ected, an increased percentage of return to duty in relation to the statistics of the USSR is substantiated. Particular attention is paid to the reprofi ling of medics to treat injuries and accelerated training of surgeons. Changes in the training of students in wartime are studied, the possibilities of using the labour of students in practical sanitary actions are demonstrated. On the basis of the donor movement in Molotov Region, the development of hematology and the advantages of blood transfusion in the USSR over Germany are refl ected. The article analyses the creation of the Academic Council for medical workers, which allowed redirecting the scientifi c interests of doctors to the realities of war. Specifi c biographies of medical scientists are refl ected, including the biography of the future academician Yevgeniy Vagner, in fact of German ethnicity himself. The article examines medical care in the Ural factories of military importance, refl ects the introduction of local raw materials into medical instruments.

From the early 1930s, admiration for Hitler and Nazi Germany became characteristic of Spanish fascists. They were fascinated by the image of National Socialism and its example of ‘national resurgence’. During the war, the influence of Nazi Germany among Spanish fascists, traditionalists and supporters of the emerging Franco regime increased. On their return, Spanish travellers to Nazi Germany portrayed an enthusiastic image of a new society, marked by strong national pride, economic resurgence, social solidarity and material welfare. Until the end of the Second World War, several thousand Spanish Fascists and supporters of the Franco Regime visited Nazi Germany as soldiers on their way to and from the Eastern front, as civil workers or as students. A study of the experiences of such individuals may broaden our perspective on how Nazi Germany influenced foreign visitors. What image of Nazi Germany did those visitors paint in their letters, diaries and memoirs? What was left from this experience in post-1945 Spanish memories?

We investigate the effect of school closure and subsequent reopening on the transmission of COVID-19, by considering Denmark, Norway, Sweden and German states as case studies. By comparing the growth rates in daily hospitalizations or confirmed cases under different interventions, we provide evidence that school closures contribute to a reduction in the growth rate approximately 7 days after implementation. Limited school attendance, such as older students sitting exams or the partial return of younger year groups, does not appear to significantly affect community transmission. In countries where community transmission is generally low, such as Denmark or Norway, a large-scale reopening of schools while controlling or suppressing the epidemic appears feasible. However, school reopening can contribute to statistically significant increases in the growth rate in countries like Germany, where community transmission is relatively high. In all regions, a combination of low classroom occupancy and robust test-and-trace measures were in place. Our findings underscore the need for a cautious evaluation of reopening strategies. This article is part of the theme issue ‘Modelling that shaped the early COVID-19 pandemic response in the UK’.

This article provides an English translation of an unpublished German typescript found in the archive of the architect Julius Posener in the Akademie der Kunst, Berlin. Posener, a professor of architectural history at the Hochschule für Bildende Künste (HBK), travelled with a colleague and fifteen students to England for a fortnight in March 1963. They met several prominent architects, saw a wide selection of their current and recently completed works, and attended events at the Architectural Association school. The typescript is an account of the trip that he wrote up from notes in his diary on 29 March, two days after their return. Posener, who had previously spent almost a decade teaching architecture in London, proves to have been a sympathetic observer of the scene, eager to compare and contrast what he saw in England with contemporary work in Germany; his account evokes subtle disagreements between himself and his colleague on conceptual and historical points, and gives us an insight into the day-to-day workings of Denys Lasdun’s office, the Architectural Association, the London County Council, and the Building Research Station in Garston.

Julie Moschelesová (1892-1956) was an excellent, world reputed geographer of fair individuality. Her scientic work, published mostly in German and English, has been already described in this journal in 1952. On the occassion of the 1OOth anniversary of her birth, one of her oldest students recalls her destiny. A Jewish woman who left Prague at the beginning of the Nazi occupation, she lived in Australia for six years. Afterwards, she returned to Czechoslovakia, where her work was not fully appreciated.

Although it has been agreed that complementary and alternative medicine (CAM) should be included in the German medical curriculum, there is no consensus on which methods and how it should be taught. This study aimed to assess needs for CAM education by evaluating current knowledge, attitudes and interests of medical students, general physicians and gynecologists. Two instruments based on established and validated questionnaires were developed. One was given to seventh semester medical students and the other to office-based doctors. Data were analyzed by bivariate correlation and cross-tabulation. Altogether 550 questionnaires were distributed—280 to doctors and 270 to medical students. Completed questionnaires were returned by 80.4% of students and 78.2% of doctors. Although 73.8% (160/219) of doctors and 40% (87/217) of students had already informed themselves about CAM, neither group felt that they knew much about CAM. Doctors believed that CAM was most useful in general medicine, supportive oncology, pediatrics, dermatology and gynecology, while students believed that dermatology, general medicine, psychiatry and rheumatology offered opportunities; both recommended that CAM should be taught in these areas. Both groups believed that CAM should be included in medical education; however, they believed that CAM needed more investigation and should be taught “critically". German doctors and students would like to be better informed about CAM. An approach which teaches fundamental competences to students, chooses specific content based on evidence, demographics and medical conditions and provides students with the skills they need for future learning should be adopted.

Abstract Academician Prof. Dr. Isak Tadzer was born a hundred years ago on December 24, 1916 in Sofia. He completed the primary and secondary education at the German College in Sofia. In 1935 he began his studies at the Medical Faculty in Vienna, which he had to stop because of the annexation of Austria to Germany in 1938. He returned to Bulgaria where he continued his studies and graduated from the Medical Faculty in Sofia in 1941. During the War, 1941-1944, he was forcedly mobilized and he worked as a doctor in several villages. He was twice interned in camps in Bulgaria. In 1944 he joined the National Liberation Army and the Partisan Groups of Yugoslavia. After the liberation in 1945 he started specialization in internal medicine at the famous clinic of Prof. Chilov in Sofia. In 1946 he applied to the call by the Yugoslav government to the doctors in Bulgaria to come in aid of temporary work in our country. On the advice of the current Federal Minister of Public Health Dr. Dimitar Nestorov, Dr. Tadzer came to Skopje and was assigned to work in the Country hospital. He started specialization in internal medicine at the famous professor Ignjatovski, he established a family and decided to stay in Skopje. In 1949 Prof. Tadzer ended his specialization and he was elected an Assistant at the Department of Internal Medicine. In 1951 he left the Internal Clinic and he was elected an Assistant, and in 1952 he was elected a Docent in the subject of Pathological Physiology. In 1959 he was elected, and in 1964 he was re-elected as an Associate Professor, and in 1967 he was elected a Professor of pathophysiology at the Medical Faculty in Skopje. In the period from 1952 to 1978 he was Head of the Department and Director of the Institute of Pathophysiology. He was elected a Corresponding Member of the Macedonian Academy of Sciences and Arts in 1969, and a Full Member in 1974. In the period from 1984 to 1988 he was a Secretary of the Department of Medicine and Biology of the Academy. Prof. Tadzer has published over 300 scientific papers in the field of clinical medicine and pathological physiology, of which about 200 in journals in English, French, German and Serbo-Croatian, as well as 15 books, which include him among the most prolific pathophysiologists on the territory of former Yugoslavia and beyond. In the period from 1950 to 1966 several times he was on a vocational training in similar institutions and centers in Europe, and in 1972 he was on a study stay at many nuclear and medical laboratories in the USA. In addition to his great research activities his contribution as a teacher was of substantial influence and importance to the faculty. He was one of the greatest lectures at the Medical Faculty, the Faculty of Stomatology and the Pharmaceutical Faculty. Prof. Tadzer co-authored in most of the textbooks on pathophysiology for students of medicine, stomatology and pharmacy. He was an extraordinary physician, one of the pillars of the Macedonian medicine, he possessed universal, encyclopedic knowledge and is one of the most renowned medical workers in the second half of the 20th century in Macedonia. In addition to the scientific, medical and educational work Prof. Tadzer has especially rich social activity. He was President of the Faculty Council in 1975-76, he was Vice Dean of the Medical Faculty in 1958-60, Dean of the Faculty from 1963 to 1965, Dean of the Pharmaceutical Faculty and Vice Rector of the University from 1965 to 1967. Especially it should be noted his long-lasting activity at the Macedonian Medical Association of more than 50 years. Also, significant is his creative work within the Editorial board of the journal “Macedonian Medical Review”, where for more than 15 years he was Editor in Chief or member of the Editorial board. For his complete activity Prof. Tadzer has won numerous diplomas, plaques and awards, and among them the following are emphasized: National Award of October 11, Order of Labor of Second Degree, the Award of the City of Skopje – November 13, the Charter of Dr. Trifun Panovski and the Certificate of Acknowledgement awarded by the Macedonian Medical Association for the outstanding results in advancing the medical science, practice and development of the health care and the long-term contribution and promotion of the MMA.

In the UK the number of students studying for a language degree and spending an extended period abroad has been declining for some years. This trend has a negative effect on the number of incoming students too since student exchange is often based on bilateral agreements between institutions. In order to work towards overcoming the reluctance of UK students to go on a placement abroad, it is important to gain a better understanding of typical student profiles and their expectations of an exchange semester. Using a quantitative research approach this study looks at British and German students’ expectations before their time abroad and their views after their return. The results show similarities between the two cohorts, but also striking differences. In particular, the expectations regarding students’ main goals vary considerably.

What a beautiful day, Emil Franke may well have been thinking to himself as he hurried through the streets of Prague on a cool November morning in 1937. If only that day he had not been confronted by an unpleasant member of parliament's interpellations! The representatives of the Sudeten German Party were going to be asking about the wages of German minority teachers and Karel Domín, the rector of Charles University, was planning to ask about Straka Academy. Franke knew the situation in the academy very well—by the beginning of the 1920s, his Ministry of Supply had already occupied some of its rooms, and Domín shed some light on this situation. In his interpellation Domin described the state of the foundation as the most painful chapter in the existence of foundations in Czechoslovakia. He finished his speech by asking a question: “Are you, as Minister of Education, willing to arrange for both the foundation and academy to be returned and kept for our students as the founder of this foundation intended?” As Franke very well knew, at that moment in time the academy had barely any students. It was basically useless, it served no purpose.

COVID-19 largely brought U.S. education abroad to a halt. As universities and education abroad organizations bolstered risk management policies, students slowly returned to study abroad programs. Our phenomenological study explored the meaning that students who studied abroad during the pandemic gave to their experiences. We found that the essence of the phenomenon was an amplified version of the meaning that students gave to pre-pandemic study abroad experiences. Abstract in German Der Ausbruch der Covid-19-Pandemie hat US-Austauschprogramme weltweit nahezu zum Erliegen gebracht. Nachdem Universitäten und Austauschorganisationen ihre Richtlinien für ihr Risikomanagement verschärft haben, kehrten Studierende langsam zum Angebot von Auslandsaufenthalten zurück. Unsere phänomenologische Erhebung hat die Bedeutung untersucht, die Studierende, die während der Pandemie im Ausland eine Hochschule besucht haben, ihrer Auslandserfahrung zugeschrieben haben. Wir sind zu dem Ergebnis gekommen, dass jene Studierende dem Format eines Auslandsaufenthalts eine noch größere Bedeutung beigemessen haben als es Studierende bereits vor der Coronakrise getan haben.

Abstract The continuous drain of young university graduates leaving the country poses the threat of considerable loss, both economic and social. On the other hand, temporary labour migration can bring positive effects (experience, foreign know how). The objective of the article was to identify the attitude of German and Czech university undergraduates to labour migration and to explore the motivation factors that play a role in their decision-making. The research sample consisted of students of economics who study at regional universities in North Bohemia and neighbouring German Saxony. It was established that German students declare a greater interest in working abroad, but they tend to prefer temporary labour migration, while Czech students think more about permanently moving abroad, provided they are considering leaving for another country. Logistic forward stepwise regression was selected to establish significant explaining variables. Surprisingly, “higher salary” did not figure in the created models as an explaining variable in a single case. The amount of salary is an important motivation factor (both for Czech and German students), however, it is not the main factor which influences their decision to go abroad. The explaining variables “I want to live in a different country” and “the opportunity to gain international work experience” were shown in both cases. Governments as well as regional authorities should pay attention to the reasons why qualified workers decide on labour migration and they should pay due care to establishing why qualified workers want to live in a different country. Temporary labour migration should be encouraged and, at the same time, such conditions should be created to motivate highly qualified workers to return home. Highlights for public administration, management and planning: • The departure of young people with a university degree abroad represents considerable not only economic but also social losses. • Temporary labour migration, however, can bring positive effects (experience, foreign know-how). German students declare interest in temporary labour migration, while Czech students prefer permanent migration. • The salary is an important motivational factor (for both Czech and German students), but it is not the main factor that influences the decision to move abroad. • Governments, as well as regional authorities, should pay attention to the reasons that lead qualified workers to decide for labour migration and to look closely at answers to why young people want to live in another country. • Temporary labour migration should be supported by both government and regional authorities. In contrast, conditions should be created to eliminate permanent labour migration.

The article presents fundamental arguments and reasons that motivate Ukrainian students educate abroad, prima facie – in the European academic institutions. The statistics and opinion polls data upon the number of Ukrainian students studying abroad (i.a. in the European academia) have been given. The article also delivers data on the number of students presented in the separate countries of Europe (Germany, Poland, France, Czech Republic and Italy). The initial programs proposed and studying conditions available in these countries have been outlined. The popularity of a series of European educational institutions among the youth of Ukraine has been explained. It face the academic migration which might bring about the substantial demographic changes and brain drain (through dramatic loss of the highly qualified manpower), which basically is currently coming around. Therefore it is quite hard to claim whether the bigger or smaller part of the Ukrainian students studying in Europe or going to college therein stays abroad upon completing their education or return home. To this end, the issues of educational migration and brain drain rise dramatically nowadays.

Students returning to graduate school after years in the workforce face multiple challenges, including reviving dormant academic skills, juggling multiple roles and role alterations, and navigating academic structures and procedures. Department of Children and Family Services (DCFS) Children’s Social Workers (CSW’s) returning to school to obtain a Masters in Social Work (MSW) degree face additional unique challenges, including graduate level writing expectations, learning to be a professional social worker as dictated by the standards of the discipline, and making a paradigm shift from social work employee to social work student. A mentoring project was developed to assist students employed as CSW’s in successfully transitioning from employee to MSW student, and aimed to strengthen the public child welfare employee students to ensure that they are better equipped to successfully achieve their MSW, develop strategies to effectively integrate their skills into the DCFS system following graduation and ultimately increase proficiency to effectively serve vulnerable children and families. The purpose of this research study is to explore how the implementation of a mentorship program for CSW’s obtaining an MSW contributed to professional success post-graduation, when social workers returned to their positions with DCFS. This qualitative study was developed using detailed oral interviews with five participants. This research reveals mentorship programs can be both personally and professionally successful, identifying needs germane to this population of students and suggesting a specialized approach to educating current CSW’s to cultivate the skills essential for effective social work practice.

AbstractThe response of human capital accumulation to changes in the anticipated returns to schooling determines the type of skills supplied to the labor market, the productivity of future cohorts, and the evolution of inequality. Unlike the USA, the UK or Germany, Spain has experienced between 1995 and 2008 a drop in the returns to medium and tertiary education and, with a lag, a drop in schooling attainment of recent cohorts, providing the setup to estimate the response of different forms of human capital acquisition to relative increases in low-skill wages. We measure the expected returns to schooling using skill-specific wages bargained in collective agreements at the province–industry level. We argue that those wages are easily observable by youths and relatively insensitive to shifts in the supply of workers. Our preferred estimates suggest that a 10% increase in the ratio of wages of unskilled workers to the wages of mid-skill workers increases the fraction of males completing at most compulsory schooling by between 2 and 6.5 percentage points. The response is driven by males from less educated parents and comes at the expense of students from the academic high school track—rather than the vocational training track.

<span lang="EN-US">Entering higher education and starting new living can be challenging for new students. They need many information to integrate themselves to new communities and conform to new organizational culture, systems and programs. Organizational socialization is one of several socialization options which may promote the new students’ adjustment process, facilitate their learning process to survive and thrive. Despite the important role of organizational socialization, it is still under-examined in educational sector. Thus, this study analyzed educational factors enabling the new students to educationally survive and thrive. The data were collected through 22 new students’ narrative texts, freely voicing their experiences in higher education at their first semester. The data were analyzed by employing thematic, within-and-cross case analysis, underpinned by interpretivism paradigm. The study found that the new students’ educational survival and thriving needs the elaboration of organizational, social and emotional experiences into academic determination. Thus, the study challenged the dominant power of academic rigor in determining the educational thriving. 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AbstractScholars often depict the 1973 World Festival of Youth and Students—or, more colloquially, the Red Woodstock—as a momentary “departure” or “break” from everyday life, when the German Democratic Republic (GDR) briefly opened its borders to the youth of the world. Similarly, they suggest that, when the festival's nine days of festivities came to an end, the “pathos of revolution” disappeared just as quickly as it had come about, resulting in a return to the restraints of everyday life behind the “Iron Curtain.” By contrast, this article reconsiders the festival's significance by adopting an analytical framework from postsocialist theorists. In doing so, it reconceptualizes the Red Woodstock as a moment of globalized influences and youth engagement that not only reflected shifting societal norms, but also the East German state's commitment to international socialist solidarity. Soviet theorist Mikhail Bakhtin’s work on the “upside-down” nature of the carnival, as well as on society’s “grotesque body,” is useful in this regard, as it sets in sharp relief the extent to which one of the East German state’s greatest challenges resulted from its own embrace of international socialism. This was the case as young people from the GDR and beyond transformed the East German capital through a subtle appropriation, transformation, and even subversion of the state-generated discourse on international solidarity, in ways that had a lasting effect during the late socialist period.

The armed aggression against the Republic of Bosnia and Herzegovina ended with the signing of the General Framework Agreement for Peace in Bosnia and Herzegovina (Dayton Agreement), initialed in Dayton on November 21, 1995, and signed on December 14, 1995 in Paris „in Bosnian, Croatian, English and the Serbian language“. The Dayton Agreement confirmed the fact that the Federal Republic of Yugoslavia had real control (power) over the so-called Republika Srpska. Annex 4 of the Dayton Agreement determined the internal structure of Bosnia and Herzegovina. There are two entities in the internal structure of Bosnia and Herzegovina: the Federation of Bosnia and Herzegovina, which consists of 10 cantons, and the Republika Srpska. Apart from the two entities, there is also the Brčko District of Bosnia and Herzegovina, which was created by the Decision of the International Arbitration Court. It was established on March 8, 2000. According to the Dayton Agreement, the Republic of Bosnia and Herzegovina, whose official name became „Bosnia and Herzegovina“, continues its legal existence under international law as a state with its internationally recognized borders. It remains a member of the United Nations, and as Bosnia and Herzegovina may retain membership or request membership in organizations within the United Nations system and in other international organizations. The Constitution of Bosnia and Herzegovina (Annex 4 of the Dayton Agreement) guarantees human rights and „fundamental freedoms“. Bosnia and Herzegovina and the Entities, according to the Constitution, will ensure „the highest degree of internationally recognized human rights and fundamental freedoms.“ For this purpose, the formation of the Commission for Human Rights is also envisaged, as provided for in Annex 6 of the General Framework Agreement. The issue of the return of refugees and displaced persons is addressed in Annex 7 of the Dayton Agreement, entitled „Agreement on Refugees and Displaced Persons“. According to Annex 7, all refugees and displaced persons have the right to return freely to their homes and have the right to restitution of property confiscated from them during hostilities since 1991 and to receive compensation for all property that cannot be returned to them. The „Agreement“ states that the return of refugees and displaced persons is an important goal of resolving the conflict in Bosnia and Herzegovina. In the period 1995-2020. The authorities of the Bosnian-Herzegovinian entity of Republika Srpska did not give up on the project of „separation of peoples“. The implementation of Annex 7 of the Dayton Agreement has been obstructed in various ways: by killings, beatings, intimidation, attacks on religious buildings and in other ways. Obstructions in the implementation of Annex 7 were also carried out in the entity of the Federation of Bosnia and Herzegovina. However, this was not as pronounced as in Republika Srpska. The first return of displaced persons (refugees and displaced persons) was to the settlement of Mahala, which until the Dayton Agreement was located in the municipality of Kalesija and after Dayton in the municipality of Osmaci in the entity of Republika Srpska. It was August 24, 1996. This was followed by the return of Bosniaks to the settlements of Jusići and Dugi dio in the municipality of Zvornik and Svjetliča in the municipality of Doboj. These events also marked the official start of the implementation of Annex 7 of the Dayton Peace Agreement in Bosnia and Herzegovina. Although the Dayton Agreement guaranteed the return of the exiles, everything went much harder on the ground, and there were also human casualties. Between 1992 and 1995, approximately 2.2 million people in Bosnia and Herzegovina were forced to flee their homes as a result of the war against Bosnia and Herzegovina. About 1.2 million people have applied for refugee protection in more than 100 countries around the world, while countries in the region have accepted about 40% of the total number of refugees from Bosnia and Herzegovina. Almost one million people were internally displaced in Bosnia and Herzegovina. At the beginning of 2003, the Strategy of Bosnia and Herzegovina for the Implementation of Annex 7 of the Dayton Agreement was adopted. It was the first, at the level of the state of Bosnia and Herzegovina, harmonized, framework document which sets goals and plans the necessary actions and reforms towards the final implementation of Annex 7 of the Dayton Agreement. According to the 2015 UNHCR Annual Statistical Report, the number of refugees from Bosnia and Herzegovina outside the country was 18,748. Of these, 9,080 had refugee status in Serbia, 4,055 in France, 2,274 in Switzerland, 1,412 in Germany, and the remaining number in other countries. It is estimated that at the end of 1995 there were about one million displaced persons, accounting for almost a quarter of Bosnia and Herzegovina's pre-war population. The first comprehensive, official census of displaced persons in Bosnia and Herzegovina was conducted at the end of 2000, when 557,275 displaced persons were registered. The 2005 audit of the status of displaced persons identified 186,138 displaced persons in Bosnia and Herzegovina. According to the data of the Ministry of Human Rights and Refugees from 2016, there were 98,574 displaced persons in Bosnia and Herzegovina, of which 38,345 or 40.6% were displaced in the Federation of Bosnia and Herzegovina, 59,834 or 58.8% in the Republika Srpska and 395 or 0.5% in the Brčko District of Bosnia and Herzegovina. In the ethnic structure of displaced persons, according to the head of household - families, 32.7% (10,667 families and 30,920 persons) are Bosniaks, 60.0% (19,565 families and 60,737 persons) Serbs, 6.7% (2,195 families and 6,374 persons) Croats and 0.6% (184 families and 542 persons) Others. According to the 2016 data of the Ministry of Human Rights and Refugees, by the end of 2016, around 341,000 housing units had been built or renovated in Bosnia and Herzegovina. In the Bosnian entity of Republika Srpska, the Bosnian language is denied. Teaching in the Bosnian language is prohibited, and the language is called the non-existent Bosniak language. This discriminates against students who want their language to be called Bosnian. In addition, high-ranking officials from the Republika Srpska in public appearances deny the state of Bosnia and Herzegovina and Bosniaks as a people, deny genocide against Bosniaks, which affects the perspective of the people of this area. Streets in cities bear the names of war criminals from the Second World War and the period of aggression against the Republic of Bosnia and Herzegovina, busts of war criminals are being built, schools and other state institutions are being „sanctified“, etc. In the period 1995-2020. Annex 7 of the Dayton Agreement was not fully implemented in 2006, as an important factor in the reintegration of Bosnia and Herzegovina and the recognition of the results of armed aggression and genocide against Bosniaks.

Thereis perhaps no more fitting way to honor Vernon Lidtke than to demonstrate, in the form of this essay, that the questions he posed to his students years ago continue to provide a grid for contemplating and analyzing historical subjects, both familiar and new. One such question involved the impact of one concept's transformation upon another: would class persist as a crucial historical category once it had confronted the differences of gender? This question preoccupied me in previous work and I return to it here, taking stock of that which has changed since I first contemplated this question, in the fields of both German and European gender history. Another question that remains an object of debate is the longer-term trajectory of the history of women and gender: how might we define the point at which its work of subversion or revision is complete? What directions might this field take once “mainstream” histories have successfully incorporated its findings? This essay aims to compare the ways in which the keywords class, citizenship, and welfare state have been redefined, expanded, or circumscribed through the turn to culture, language, and gender. This comparative exercise allows me to expand Vernon's original questions to include citizenship, the critical concept in my more recent scholarship, and to review the potentials and promises of main-streaming across the so-called Atlantic divide.

This essay draws upon the work of Judith Butler, Sara Ahmed, and Germaine Greer to consider the #MeToo movement and its reflection in the work of the author's students and the scandal at Dublin's Gate Theatre. Taking competing conceptions of freedom as they are materialised in this activism as it starting point, the essay questions intergenerational feminist ideas about the nature of freedom and its relationship to fear and to harassment. The essay returns to the feminist principle that ‘the personal is the political’ to reflect on women's lived experiences of threat and harassment, and young women's resistance to their objectification.

<p style="margin: 0cm 0cm 4pt; text-align: justify; line-height: normal;">According to the latest data from United Nations population Fund-UNFPA-in 2015, 244 million people, or 3.3 per cent of the world's population lived outside their country of origin. A number of these migrants are skilled and educated women. This movement usually occurs from developing to developed countries in the world like the US, the UK, Germany, England and so on, to achieve new opportunities and a better life. Iran is a developing country, which is suffering from this serious issue. The aim of this study is to identify the causes of Iranian female students' immigration to developed countries from the perspective of female students of Al-Zahra University. The present qualitative study included 20 master and doctoral female students who were completing their degree programs at this University, through purposive sampling. Data was collected via in-depth, semi structured interviews which were audio-recorded and analyzed by Content analysis method. The main themes and sub-themes were “Economic” (including Unemployment, Low income, Inconsistency between field of education and jobs, Gender discrimination in employment and payments delays), “Educational” (Lack of proper facilities in university, professors' lack of knowledge, lack of public respect for well-educated people in society, and Women’s restrictions in selecting certain academic disciplines), “Socio-political” (Limitation of individual freedom, political pressure, Lack of freedom of speech) and “Personal and Familial” Issues (marriage and parental related factors). The findings present a deeper understanding of the main causes of female migration and why these educated women are less likely to return to Iran.</p>

Educating and raising awareness among lay members of the public about palliative care can significantly improve the care for terminally ill patients and their quality of life. This paper reports on the survey aimed at assessing the experience and expectations of participants in the Last Aid course launched in Slovenia in 2019 to train hospice volunteers and promote dialogue on death and dying. The course implementation was supported by materials prepared, translated, and/or adapted from German under the PO-LAST project, which linked Slovenian medical and healthcare professionals, hospice representatives, and university students. The Last Aid course follows an international four-module curriculum that has been successfully applied in 18 countries so far. In Slovenia, the course was delivered 30 times with 21 in-person deliveries and 9 online events attended by 450 participants of different sexes, ages, and professions. The surveyed population included 250 people who returned the evaluation questionnaires by October 2020. The aim of the analysis was to gain insight that can be applied broadly in future work and research on adult education on palliative care and the erasure of death-related taboos.

В статье рассматривается противоречие между естественностью и неестественностью в иноязычном межкультурном образовании. Мы сопоставляем запрос учащихся и результаты опроса словаков, изучающих английский, немецкий, русский языки с результатом неудовлетворительного знания культуроведческого материала, классифицируем культуроведческую терминологию и возвращаем исторический термин словацкой педагогики эдукация в действующий педагогический словарь словацких учителей. Мы определяем модель культуроведческого направления иноязычного межкультурного образования, представляем формулу внедрения синтетической художественной культуры в иноязычное образование. Данная модель подходит для применения при обучении любому иностранному языку. The article examines the contradiction between naturalness and unnaturalness in foreign language education. We compare the request of students and the results of a survey of Slovak students studying English, German and Russian with the result of unsatisfactory knowledge of cultural material. We classify cultural terminology and return the historical term of Slovak pedagogy education into the current pedagogical dictionary. We define a model of the cultural studies direction of foreign language education, present a formula for the introduction of synthetic artistic culture into foreign language education. This model is suitable for use in teaching any foreign language.

Future historians will note many parallels between the 1930s and the 1990s in Europe and North America. Both decades appear to be times of dramatic cultural upheaval and societal transformation. Indeed, many of the battles fought over capitalism, democracy, and cultural modernism in the 1930s have returned in recent struggles over a global economy, the welfare state, and cultural postmodernism. Hence it may be instructive for contemporary Christian scholars to revisit the seminal texts of European philosophy in the 1930s. Cultural theorists have long recognized the significance of Martin Heidegger’s essay “The Origin of the Work of Art,” both as a turning point in his own thinking and as a fundamental challenge to modern aesthetics. Presented as lectures in 1935-36 and first published in German in 1950, the essay develops a conception of artistic truth that breaks entirely with Kantian divisions among epistemology, ethics, and aesthetics. Much less recognized, even among his students and followers, is the significance of Herman Dooyeweerd’s discussion of art from around the same time.3 First published in Dutch in 1936 and then revised and republished in English in 1957, Dooyeweerd’s discussion presents a conception of the artwork that reconfigures the Kantian divisions discarded by Heidegger.

Purpose The purpose of this paper is to achieve a better understanding of the current phenomenon regarding challenges of and potential for increased international recruitment and enhancement of the teaching and learning experience in Thai HE. The focus on what made these people choose Thailand, and their actual perceptions and experiences in Thai universities, are two main foci of this paper. Design/methodology/approach A qualitative approach through narrative interviews was selected as the researchers did not want to constrain this study with preconceived notions that might unduly steer the findings. During the interviews, detailed notes were taken, and the conversations were taped recorded, and then transcribed and analysed. The analytic approach adopted was a thematic analysis. NVivo qualitative data analysis software (QSR International Pty Ltd Version 11, 2017) was used to help organise and analyse the data. Findings The findings show that availability of scholarships, word-of-mouth referrals, and geographical and cultural proximity to a home country appear to be important pull factors. A series of interviews with international students from many different cultures, from both developed and developing countries, yielded some surprising insights including strong research support in some disciplines and the fact that academic life is personalised in Thai universities. Research limitations/implications The findings from this study suggested that engaging returnees as ambassadors, creating links between international student community and home student community before, during and after the education abroad experience could potentially help Thai HE to be more marketable at a global scale. International students have potentials to be future contacts for inducing the flow of international students evident by the social network or word-of-mouth referrals as one of the prominent pull factors. Practical implications The findings from this paper provide advice and guidance on how values-based, rather than purely numbers-driven strategies can help Thai HEIs across the country to be more attractive to students and to enhance their experience once they come to study in Thai HEIs. Originality/value This study will make an important critique of current theories of academic mobility that primarily focus on developed countries. Current literature in international education favours native English language countries and overlooks experiences of international students in developing countries. This study will contribute to the existing literature which is lacking in reported perceptions and experiences of international students in Asian countries, particularly the new emerging educational hub in Southeast Asia like Thailand. The paper includes experiences of students from developed countries such as Canada, France, Germany, the UK and the USA, filling in the gap in the current literature that dominantly reports experiences of Asian students in the developed English-speaking countries. Additionally, this study also reports the experiences of international students from the countries that are lesser known in the context of international education, including Cambodia, Egypt, Indonesia, Laos, Myanmar, Pakistan, South Africa, Sudan and Uganda.

This contribution discusses two case studies that illustrate the experiences of mobility students who were studying abroad during the first outbreak of COVID-19. The case studies have emerged from a larger longitudinal, mixed-method study, which included an interview study with six international students planned for spring 2020. Due to the COVID-19 pandemic, all participants had to terminate their stay early. Hence, the original interview study was adapted to focus on the impact of COVID-19 on students’ social contacts, linguistic practices, and emotional well-being in these exceptional circumstances. In the present contribution, we understand study abroad as a rite of passage, an important time in the life of young adults, and we draw on insights from previous research on educational travels with transformative potential to make sense of the students’ differing reactions to their early return. Abstract in German In diesem Beitrag werden zwei Fallstudien erörtert, die die Erfahrungen von Mobilitätsstudenten illustrieren, die während des Ausbruchs von COVID-19 im Ausland studierten. Die Fallstudien sind aus einer größeren mixed-method Längsschnittstudie hervorgegangen, welche eine für das Frühjahr 2020 geplante Interviewstudie mit sechs internationalen Studierenden umfasste. Aufgrund der COVID-19-Pandemie mussten alle Teilnehmer*innen ihren Aufenthalt vorzeitig beenden. Daher wurde die ursprüngliche Interviewstudie angepasst, um die Auswirkungen von COVID-19 auf die sozialen Kontakte, die sprachlichen Praktiken und das emotionale Wohlbefinden der Studierenden unter diesen außergewöhnlichen Umständen zu untersuchen. Im vorliegenden Beitrag verstehen wir das Auslandsstudium als einen Übergangsritus, eine wichtige Zeit im Leben junger Erwachsener, und wir stützen uns auf Erkenntnisse aus der bisherigen Forschung über Bildungsreisen mit transformativem Potenzial, um die unterschiedlichen Reaktionen der Studierenden auf ihre vorzeitige Rückkehr zu verstehen.

In the geopolitical area of Eastern and Central Europe 20th century was a period of unwilling and un- planned migration of huge numbers of individuals, groups of people, societies or even whole nations, and the displace- ment of borders and states. Two destructive wars, two totalitarian systems fighting against each other forced millions of human beings to change the place of living. Especially the experience of the World War II settled the fate of many people in the region and caused several waves of political emigration. The author uses the term ‘old literature’ in broad sense, including also 19th century literary output, as for the big number of young researchers this period of history seems to be a very old one. Among the Polish refugees fleeing the country in various times and circumstances there were also politicians, soldiers, artist, writers, people of culture and scholars. The article presents and reminds of some Polish researchers of literature who had to change their country of living by political reasons, but did not abandon their research. The first group of emigrants formed those who left Poland short before or during the world war II. Some of them worked as professors at west European universities, an decided not to returned into the country occupied by Germans or emigrated with Polish Government, others get in Western Europe leaving Soviet Union with the Polish army formed by general Anders. They continued scholar work abroad and took part in formation of several new generations of researchers in Slavonic litera- ture. Another wave of emigration took place after the war, in late 40. and included mainly Polish citizens of Jewish origin who in spite of surviving the holocaust and returning home decided to leave Poland for fear of communism. A numerous emigration of Polish Jews was also provoked by communist government of Poland in march 1968. The author presents briefly the silhouettes of such scholars as Stanisław Kot, Wacław Lednicki, Józef Trypućko, Wiktor Weintraub, Jadwiga Maurer, Rachmiel Brandwajn and Jan Kott. The situation of 20th century Polish emigrants seems very similar to that of 19th and also represents the common experience of many Eastern and Central European countries and societies. Losing the homeland scholars of these countries also lost the close contact with their cultural roots, but on the other hand they gained a wider glance, distanced outlook of national literature and art and common platform of dialog and confrontation. Many times the foreign Universities, where they found the possibility to provide their research and meet the representative émigrés of other nations, became for them such places as Collège de France for Adam Mickiewicz and constitute the space where they all could meet together without mutual distrust and give lectures about Slavonic literature and culture for German, British of American students, inspiring them to pursue studies in Slavonic philology.

The author attempts to study the place of education in Russia's “soft pow-er” policy. In order to achieve this goal, a survey was conducted among undergraduate, graduate and postgraduate students at the leading Russian universities with the largest number of foreign students. In particular, the satisfaction of foreign citizens with living conditions, education, facilities and equipment of the universities was analyzed. In addition, it was found that when choosing a country (university), the citizens of the CIS countries, to a greater extent than the Chinese and Indians, were guided by the feedback of university graduates, advice from their close environment, and the conventional media (television, radio, and the press). It was also found that foreign students, when choosing a university in Russia to enter, rely on the resources of their family or family group (economic, symbolic, cultural, social capital), that is, they act rationally. If students cannot afford to be educated straight away at a prestigious university in the Russian Federation, they first enter the university in Russia that they can, and then plan to continue their studies at the master's or postgraduate level of the desired university. It has been proven that applicants from wealthy families are guided by the university's rating when choosing a university. Applicants from families that belong to the group of moderate means, when choosing a university, focus on such institutions of higher education, which are easy to enter, just to leave their country and never to return. It has also been found that applicants from neighboring countries seek higher education in Russia, as many of them know Russian, but do not know English, Portuguese, German, French at the appropriate level and cannot afford to study at the highly ranked Western universities and in developed East Asian countries. Most applicants evaluate the quality of education by the level of GDP growth, the higher the GDP growth, the more willing they are to enroll in universities in a given country.

The article is devoted to a relevant topic – the progress and readiness of the European society for vaccination against coronavirus and the public discussion that unfolded in European countries regarding the pace of the vaccine campaign, the safety of vaccines certified by the European Medicines Agency. The author analyzed the activities of one of the well-known religious and philosophical groups – the Anthroposophical Society in Germany, which has its own arguments, grounded in a religious and philosophical position, against any vaccination, and especially against insufficiently tested vaccines against COVID-19. The Anthroposophical Society is an influential world outlook organization and at the same time a corporation whose members implement their religious and philosophical views in the field of education, organic farming, the production of good quality cosmetics and medicines that are in demand among the population of European countries. Anthroposophic physicians in the context of a pandemic have launched work on the prevention of coronavirus infection, as well as on the rehabilitation of people who have undergone it. They insist on the inadmissibility of isolation measures for students of Waldorf schools, protest against the massive vaccination campaign. Their vigorous protests find support from skeptics who distrust government vaccination policies. As a result, anthroposophists reckon with the strength of the regional authorities and listen to the federal ones, since it demonstrates a certain vector of public opinion and sentiment associated with the vaccine campaign, which is necessary for a return to normal life.

This paper looks at the work of two figures who, while marginal to theoretical developments within the history of psychoanalysis, each briefly played an important role in the dissemination of analytical ideas in China, contributing to an early psychoanalytic culture there. Bingham Dai, a native of China, while studying for a PhD in sociology at Chicago, received instruction from Harry Stack Sullivan and a psychoanalytic training under Karen Horney's supervision. However, the neo-Freudian outlook with which this experience imbued him had its roots in an earlier encounter with his experiments in personality education first conducted on students in a Tientsin high school, and later in Shantung under the direction of the conservative Confucian scholar and reformer, Liang Shu Ming. These experiences convinced him that a less orthodox psychoanalytic perspective was what Chinese patients with psychological problems required. He returned in 1935 to teach medical psychology to doctors at Peking Union Medical College, taking a few into analysis and treating some patients. However, the Sino-Japanese war brought these activities to a close and he left in 1939, just a few months after the former Freud publisher and Viennese émigré, Adolf Storfer, arrived. Storfer set about publishing Gelbe Post, a German language periodical replete with articles on psychoanalysis, linguistics and Chinese culture. But limited finances, severe competition from a rival publisher, plus his own ill health, forced him to abandon this in spite of the support offered him through the many contributors in the international psychoanalytic community whose articles he published. The paper concludes by considering the relative historiographic fate of the men upon whom subsequent scholarship has been very unevenly focused.