Suchergebnisse

This article aims to present the situation of the foreign students in general – and of Romanian students in particular – studying at German institutions of higher education during the
Third Reich. Beyond its quantitative considerations, which prove how intense was the migration of Romanian students to Nazi Germany the article highlights the political role assigned to the Romanian students by the Nazi authorities, as well as the political and ideological impact that the study in the Nazi universities had on the Romanian youth.

The European continent, under the urge of the events generated by the process of building Europe that has led to an enlargement of the external European Union borders towards the east, undergoes a process of alteration. No matter on which side of the EU border they may be, the citizens of the European countries are entitled to enjoy the fruit of welfare, security and freedom. The development of a coherent neighbourhood policy in Brussels becomes an imperative resulting from the need for communication and cooperation amongst people and countries.
No matter the view on the European Union external border, the dialogue on all levels of the society through the means of inter-university cooperation is a factor providing the communication needed for good neighbourhood. Thus, the stiff borders fade away. By setting up a university network comprising both partners from within and outside the European Union, a bond is established over the external border of the community. From this point of view, inter-university cooperation at the external borders of the European community turns into a promoter of good neighbourhood values.

At the end of World War I, Germany was neither politically, nor culturally
"attendable", for most of the European countries. In this context, one of the main
cultural aims of the Weimar Republic will be the resumption of the cultural and
academic relations with other countries. The foreign students were invested with a
major role in this respect. The Weimar Republic has taken institutional and financial
steps in order to intensify the student migration and to repopulate its universities
with foreign students, measures that have paid off in the mid 20s. In 1925, the
percentage of foreign students in Germany reached again the pre-war level. The
groups of foreign students best represented in the German universities were the
Romanians, the Bulgarians and the Polish. The paper also takes a look at the
evolution of the foreign students in Germany during 1918-1933, focusing on their
country of origin, the preferred institutions of higher education and fields of study,
as well as on the presence of female students from foreign countries in Germany.

his paper aims to illustrate how institutionalized education has been a significant identity management strategy for an ethnic group in Romania. After its foundation in 1872, the University of Kolozsvár (Cluj) was regarded as a provincial higher education establishment within the Austro-Hungarian Empire, meant to satisfy merely regional demands. Although legally the two Hungarian universities (in Budapest and Kolozsvar) were considered equal in rank, government and society gave priority to the first one. It is only over time that the University of Kolozsvár proved its utility. This change of image resulted in a leading position, especially at the start of the twentieth century. After the outbreak of the World War I, the activity of the University witnessed disruptions due to the drafting of many professors and students into the Army. The end of the the war not only meant the achievement of 'national unity' for Romania, but also generated significant changes for Ferenc József University, beginning with the process of dismissing minorities from the public sector and replacing them with Romanians. After the Second Vienna Award, the University of Cluj became Hungarian once again. The historical lesson of the inter-war period on the treatment of minorities had to be prevented from repeating itself, and within the new geopolitical context the USSR seemed the guarantor for the final resolution of the ethnic rivalries and resentments. In this ideological context, on 29 May 1945 two royal decrees sanctioned the functioning of two distinct universities in Cluj; the Hungarian university János Bolyai officially opened its doors. The preservation of a representative higher education institution for the Hungarian minority in Cluj, adapted to the new political realities, was achieved. But after Stalin's death in 1953 the feelings of 'national specificity' resurged, and national histories were re-individualized and reconstructed. The events in Budapest in the autumn of 1956 offered further reasons for central authorities to rethink the 'national domain'. In the years to come, propaganda insisted on the futility of institutional separation between the Romanian and Hungarian students in Cluj. Hence, a meeting of the unification commissions, held in 1959 led to the fusion of the two universities. This evolution of the University of Cluj shows the constraints, openings, compromises, and 'avatars' of the most important institution of higher education in Transylvania, which continues to function as a source of symbolic prestige and social capital for both Hungarians and Romanians.

Created by the Hungarian Minister of Instruction and Religion in an attempt to depopulate the Universities of Hungary from the big number of auditors, the Romanian Era of the Law Academy of Oradea began with two academic years, 1919-1920 and 1920-1921, of transition from the Hungarian authorities to the Romanian ones. Due to the efficiency of the Dirigent Council of managing the issues of the Transylvanian education, during 1919 and the first half of 1920, the Academy's activity was not interrupted. The students could continue the studies in similar conditions as those existing before 1918, fact that helped many of them sustain both, the main exams, the final state ones and those of Justice. At the end of the three transitions years, the education institution of Oradea was able to begin the academic year 1921-1922 in normal conditions.

Volume contains the proceedings of the VII International Conference Jean Monnet (13 to 14 May 2011, Iasi), co-funded by the European Commission Jean Monnet Centre of Excellence Program in European Studies. Events held under the auspices and promoted by the Center for European Studies, every year, Europe Day, the present edition of the conference Romania and the European Union. Dynamics of the integration process and not only expose the general public, a number of issues facing European economies against the backdrop of the crisis. The volume was prepared with the assistance of several researchers, teachers, specialists in European studies from major universities of the country and the Republic of Moldova. Communications were made around three themes: Where does Europe stand?, Economic Challenges in Romania and EU During the crisis and The dynamics of structural changes and perspectives of integration process.

During the communist regime, photography was a popular activity due to the existence of the Association of Photographic Artists. Its members weren't professional artists, but mostly people with technical backgrounds, and who transformed their hobby into a job. The lack of interest of Romanian artists in photography (except for a few particular cases such as Ion Grigorescu or Ștefan Bertalan) can be explained by the fact that there were no photo-video departments within the art universities and the Romanian Artists' Union (UAP), the only form of institutional organization of the Romanian artists, had no special photography department. Therefore, the photographic practice in communist Romania was linked to the Association of Photographic Artists and not to the Romanian Artists' Union. The evolution of its activity in the period between 1968 and 1978, and the impact that politics had on it transpire very well from the evolution of the Fotografia magazine, the only photo periodical of that era. This article shows that even in a creative field, which was overlooked by the Communist Party, the echoes of the official political discourse were felt, mainly after 1975. We have outlined two aesthetic trends in the mid-1970s. One was the photograph obtained by laboratory procedures, supported by a depoliticized discourse and the second was a pseudo reportage photography, namely the communist propaganda photography.

The Jews of Hungary had to face difficult situations at the end of the war. Before the Holocaust, they were approximatively 756 000-800 000 people in the extended Hungary, so it shows Tamás Stark in the study Hungarian Jewry during the Holocaust and after liberation. From them almost 600 000 died during Nazi and Hungarian persecutions. Budapest was an important train station for the returned Jews. Once they arrived in Hungary they saw that the series of difficulties continue. They were in impossibility to regain their old houses, they did not have sufficient money to survive. They were helped by the international organization Joint Distribution Committee to survive. Hungarian antisemitism was a feeling that did not manifest all of a sudden, it grew in time. The interwar period time was a time when this antisemitism manifested itself including through the law numerus clausus which limited the number of Hungarian students in universities and which was imposed in these years. Antisemitism was abolished immediately after the end of the war. Most Jews chose the path of assimilation in Hungarian communist state in spite of the persecutions which they had suffered before. A new system was emerging on the horizon, the communism, which promised the equality of all citizens in the Hungarian state, no matter of their ethnic background. A lot of Jews accepted this system and chose to keep secret the fact that they were Jews and did not tell their children about their origin.

The last years of World War II have brought, per ensemble, complex problems for the "Regele Ferdinand I" University, which, after the Vienna Treaty of 1940, has been functioning in exile from Sibiu and Timişoara. From 1944 the model of the modern University of Cluj was brutally converted to an instrument of propaganda for a communist ideology, far fetched from its original nationalistic vocation. The period of transition from democracy to totalitarianism, 1944-1947, was marked by a series of events such as: the beginning of the process of politicization within the University of Cluj, the problems related to the foundation of "Bolyai" University, the return in 1945 of the University to its original sight from Cluj, the students strikes in January-June 1946, the university repression generally speaking, and particularly the repressions of students, and, last but not least, the debates of the University Senate concerning the politicization of the academic environment and the dismissal of some "compromised" members of the teaching staff. After 1944, the communists were interested in eliminating all political rivals, therefore the dismissal threats, followed by the contractions within the Departments of the University of Cluj, became a cruel reality between 1944-1948. Like all the other Romanian universities, the Cluj University began compiling "expurgation" dossiers for the so called "fascist" university professors, and substituting the old rectors and deans with new ones from amongst those who had adapted to the "new age". The public stand of the academics has gradually declined after 1944, when their life and activity has been brought to challenge, the changing values after March 1945 favouring the devotion towards the new regime, and praising less and less the academic fulfilment. On the background of "democratic" reforms, the new regime authorities have intensified the brutal isolation, especially of scholars among which a great number of university professors, by means of massive arrests. The most invoked reasons were: denigration of the power of the state, opposition to the construction of socialism, or the need to re-educate the "hostile" elements from within the Popular Republic of Romania.