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2021 ◽  
Author(s):  
Rudolfs Rubenis ◽  

With the formation of the Parliamentary Republic of Latvia in the early 1920s, higher education in Latvia underwent the changes that affected the Baltic Germans. The necessity to obtain higher education in the Latvian language was perceived with mixed feelings, and the interest in the establishment and development of the University of Latvia (UL) and involvement in the reorganisation of the Riga Polytechnic Institute (RPI) went hand in hand with the reluctance to accept the full Latvianization of higher education. In the circumstances, the students used contacts established by their student corporations and sought for higher education in Germany, where it could be obtained in German but later equated to the higher education obtained in Latvia. Thus, the aim of the article is to evaluate the possibilities for the Baltic German students from the parliamentary state of Latvia (1920–1934) to study in German universities. The research is based on the documents of UL and Baltic German student corporations from the Latvian State Historical Archive (LVVA), Baltic German student corporation press (journals and anniversary books) kept in the UL Library, UL activity reports (1924–1931) stored in UL Museum history collection and available research on the Baltic German minority in the Parliamentary Republic of Latvia. The study showed that during the parliamentary period, the Latvian Baltic Germans used the state granted minority rights to find alternative ways to obtain higher education in German. The parliamentary system did not discriminate against the Baltic Germans for their use of the German language and allowed them to study in Germany but demanded that their diplomas be equated with the diploma obtained at the UL. The contacts established by student corporations helped Baltic German students to better integrate into the German study environment offering accommodation on the premises of student corporations in Germany. At the same time, additional knowledge through lectures on the political situation of Baltic Germans in the parliamentary state of Latvia did not allow them losing their historical connection with the Baltic region.


2021 ◽  
Vol 1 (138) ◽  
pp. 21-38
Author(s):  
Hussein Saddam Badi

This research deals with the topic of phonology and corrective phonology in a foreign French language. This study aims at improving the pronunciation of the German student who is learning French as a foreign language with the aim of finding the suitable ways of improving his pronunciation. In this study, we have chosen a German student who is studying French in the University Center for French Studies in Grenoble in France.  We told this student to read a French text and we recorded this reading. Then we analyzed this dialogue in order to find the pronunciation mistakes and the effect of the German Language in learning French and to know the student's ability to pronounce new sounds that do not exist in the mother tongue. Finally, we proposed pronunciation corrections that were suitable to the student's case. This would help the teacher of French in Germany to manage the classroom and improve the pronunciation of his students and make them able to distinguish the sounds of both French and German languages.


2021 ◽  
pp. 003232172110400
Author(s):  
Lukas Slothuus

What does it mean to disagree with people with whom you usually agree? How should political actors concerned with emancipation approach internal disagreement? In short, how should we go about critiquing not our enemies or adversaries but those with whom we share emancipatory visions? I outline the notion of comradely critique as a solution to these questions. I go through a series of examples of how and when critique should differ depending on its addressee, drawing on Jodi Dean’s figure of the comrade. I develop a contrast with its neighbours the ally and the partisan, thus identifying key elements of comradely critique: good faith, equal humanity, equal standing, solidarity, collaboration, common purpose and dispelling fatalism. I then analyse Theodor W. Adorno and Herbert Marcuse’s private correspondence on the 1960s German student movement as an illustration of (imperfect) comradely critique. I conclude by identifying a crucial tension about publicness and privateness.


Author(s):  
Maike Niehues ◽  
Erin Gerlach ◽  
Jeffrey Sallen

AbstractWith the 2012 EU guidelines on dual careers (DC), DC research gained increasing awareness in Europe focussing particularly on student-athletes’ motivation. The Student Athletes’ Motivation toward Sports and Academics Questionnaire (SAMSAQ), arguably the most prominent instrument in this research area, has been used in various cross-cultural studies assessing DC motivation. The present investigation contributes to the cross-cultural discourse aiming to (1) adapt the SAMSAQ for the German context and adolescent secondary school student-athletes, and (2) evaluate the German pre-version. A sample of 208 student-athletes (52.4% females, mean age = 17.4 years, 49.5% at squad level) at three German Elite Sport Schools participated in the study. The investigation was split into two parts. First, the SAMSAQ was adapted to the German context and tested. In the second part, the first pre-version was revised. A series of exploratory factor analyses were applied to verify the factor structure of both German SAMSAQ pre-versions. Eight different factor models based on item removal were compared. Neither model demonstrated good results for the replication of previous findings or a meaningful solution in terms of content. Reasons for the deviations between the original and target SAMSAQ factor structures can be found in the different target groups and the culturally different approaches to career assistant programmes as well as in the theoretical background of the instrument. Since neither model was identified as acceptable, the findings indicate that a new instrument needs to be developed for assessing student-athletes’ DC motivation along their pathways in different cross-cultural contexts.


2021 ◽  
Vol 9 ◽  
Author(s):  
Paula Mayara Matos Fialho ◽  
Franca Spatafora ◽  
Lisa Kühne ◽  
Heide Busse ◽  
Stefanie M. Helmer ◽  
...  

Background: Results of previous studies examining the impact of the SARS-CoV-1 epidemic in 2003 on university students' mental well-being indicated severe mental health consequences. It is unclear how the current COVID-19 pandemic and the changes in study conditions due to federal regulations affected mental well-being in the German student population. We examined university students' perceptions of study conditions during the COVID-19 pandemic and investigated associations between study conditions and depressive symptoms.Methods: A cross-sectional online survey was conducted in Germany in May 2020 at four universities (N = 5,021, 69% female, mean age: 24 years, SD: 5.1). Perceived study conditions, as well as sociodemographic information, were assessed with self-generated items and the CES-D 8 scale was used to determine depressive symptoms. Associations between perceived study conditions (academic stress and academic satisfaction), in general, and confidence to complete the semester, in particular, and depressive symptoms were analyzed using generalized linear regressions.Results: Fifty-four percent of survey participants felt that the university workload had significantly increased since the COVID-19 pandemic; 48% were worried that they would not be able to successfully complete the academic year; 47% agreed that the change in teaching methods caused significant stress. Regarding depressive symptoms, the mean score of the CES-D 8 scale was 9.25. Further, a positive association between perceived study conditions and depressive symptoms was found (p < 0.001), indicating that better study conditions were associated with fewer depressive symptoms. Results of the generalized linear regression suggest that better student mental well-being was related to higher confidence in completing the semester.Conclusions: This study provides first insights into perceived study conditions and associations with depressive symptoms among students during the COVID-19 pandemic in Germany. Findings underline the need for universities to provide intervention strategies targeting students' mental well-being during the course of the pandemic.


2021 ◽  
pp. 1-21
Author(s):  
Anna von der Goltz

This chapter introduces the book’s protagonists and main subject: the other ‘68ers, a group of centre-right activists who had participated in the West German student movement of the late 1960s and 1970s and later commemorated their efforts as a form of democratic resistance against left-wing radicals. It argues that a close examination of the other ‘68ers’ ideas, experiences, repertoires, and remarkable career trajectories enables us to rethink the history of 1968 and its afterlives in important ways. Studying the hitherto neglected role these individuals played at the time, as well as their life paths and long-term impact on West German political culture, opens up new vistas for understanding the history of protest in 1968, the late Federal Republic, and the role that generation played in postwar Germany. The Introduction also discusses the different sources used for this study, including the oral history methodology on which parts of the book are based.


In the Street ◽  
2021 ◽  
pp. 93-121
Author(s):  
Çiğdem Çidam

This chapter argues that Jürgen Habermas’s engagement with the debates on the German student movement of 1968 led him to question the common tendency to consider the transience of spontaneous popular action a failure. Habermas’s democratic theory construes the ephemerality of such events as an asset that ensures they remain unrestricted by existing norms. The “wild” and “anarchic” moments of direct citizen action constitute the radical core of deliberative democracy. Yet, even as he emphasizes the democratic moments’ unrestricted quality, Habermas, like Rousseau, is also wary of their unpredictability. In his discussions on civil disobedience, Habermas turns to “constitutional patriotism” as a normative criterion to contain the dangers that emanate from the unpredictability of spontaneous action. In doing so, however, Habermas risks transforming political theory into a disciplinary mechanism whereby the theorist, à la Rousseau, takes on the role of an authority figure charged with guiding democratic action.


Author(s):  
Craig Griffiths

This chapter explores the ambivalent relationship between gay liberation and ‘1968’. First, the chapter delves into the sexual politics of the West German student movement, before analysing the subsequent links between homosexual politics, second-wave feminism, and the 1970s alternative left. This alternative left provided not just ideological influences but also a space for gay liberation. The chapter therefore explores not just the political connections but also the textual and spatial context of this alternative left. Gay activists were often less preoccupied by the Öffentlichkeit, the wider public sphere, than by the left-alternative Gegenöffentlichkeit, the counter-public, with its sprawling network of independently produced papers and zines, alongside its alternative spaces: bars, bookshops, housing, and theatre collectives. After exploring the hitherto little acknowledged queer participation in this counter-public, the chapter examines the efforts of gay activists to gain recognition from sought-after leftist partners, which culminated in gays characterizing themselves as victims of fascism.


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