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Jelen disszertáció a szociológia és a filmtudomány határterületén mozog, és arra keresi a választ, hogy az elemzett 1989 utáni filmekben hogyan jelenik meg az ábrázolt társadalmi valóság, valamint milyen jövőt ígérnek vagy sejtetnek a néző számára. A kutatás első részében tizenhárom, 1989 és 2018 között bemutatott rendszerváltás-filmet elemzek, vagyis olyan nagyjátékfilmeket, melyek narratívája közvetlen vagy közvetett módon tartalmazza a rendszerváltást mint történelmi eseményt, és vizsgálom meg, hogy milyen társadalmi-politikai kérdéseket vetnek fel, melyek az 1989 és 1990 között zajló Ellenzéki, valamint Nemzeti Kerekasztal-tárgyalásokon is előkerültek, valamint milyen jövőképeket közvetítenek a néző számára. Az EKA- és NKA-ülésekre azért esett a választásom, mivel azok a rendszerváltás átmeneti időszakának lényegi diszkurzív terei voltak, a tárgyalásokról készült Kerekasztal-jegyzőkönyvek pedig a rendszerváltás legfontosabb dokumentumai közé tartoznak. Ezen tárgyalások a politika, a gazdaság és a társadalom dimenzióinak az átalakulás szempontjából lényegi pontjait vitatták meg, és adtak válaszlehetőségeket azokra. Az első hipotézis kapcsán az előfeltevésem az volt, hogy a filmek az idő előrehaladtával az egyes EKA- és NKA-témákat illetően egyre pesszimistább forgatókönyveket vázolnak fel, mivel a kilencvenes években megjelenő strukturális problémákat a társadalom és a gazdaság területén nem sikerült teljes körűen orvosolni. A kutatás második részében Magyarország két nemzetközileg is elismert rendezőjének, Jancsó Miklósnak és Tarr Bélának az 1989 után készült filmjeire fókuszálok, és azt vizsgálom meg, hogy milyen állításokat fogalmaznak meg a kilencvenes évek óta végbement hatalmi viszonyok változásáról, és milyen következtetést vonnak le belőlük. A disszertáció megtervezése során azért erre a két rendezőre esett a választásom, mivel az életpályájuk kezdete óta érzékenyen reagáltak az országban – és Tarr esetében a kelet-európai régióban – zajló társadalmi változásokra szoros összefüggésben az éppen ...

Introduction: Contexts of Gypsy/Roma identity and history -- On the sources of Gypsy/Roma history -- Who (what) is (was) Hungarian or Gypsy/Roma? -- "Comrades, if you have a heart" : the history of the Gypsy issue, 1945-1961 -- The construction and spread of the state socialist system -- Policy and Gypsies -- Modernization and Gypsy communities -- Disciplinary state -- The impossibility of self-organization -- Minority issue -- Discourses on social policy and equality -- "Life goes on" : the Hungarian party-state and assimilation -- Social policy and the Gypsies -- Wage work -- Housing -- Social system -- Education -- Scientific approaches -- Gypsy images -- The transformation of discourse -- Disciplinary power, disciplinary society -- Police and agents -- "Health supervisors" -- The national minority issue -- National movement -- The "ethnic interpretation" of history -- Roma policy after the regime change -- Minority issue -- Prospects for multiculturalism -- Minority (self-)government? -- Divide at Impera : the opportunities and impossibilities of self-organization -- Movement -- National minority culture, national culture -- Questions of equal treatment and equal opportunity -- Anti-discrimination -- Equal opportunity -- Roma programs -- Education -- Employment -- Social policy and the Roma -- Aid -- Segregation -- Disciplinary society -- The transformation of discourses -- Research methods -- Panopticon : Roma policy, 2010-2015 -- The Hungarian National Cooperation System -- The anti-egalitarian character of the system -- Changing minority legislation -- New social policy? -- Violence -- The shift -- Summary: Decades of exclusion

The corporate governance as a regulatory system has started a journey towards independence for a while, and sooner or later it will turn into a self-standing field of science. This process is facilitated not only by its transdisciplinary nature, which combines legal science with economic science, within the civil law, the corporate law, business economics, management and organizational science, but also, in the case of state-owned companies, with public administration and proceedings law. The timeliness of the topic is illustrated by the prolonged transition to market economy following the 1989 regime change, the controversial application of company law, the scandals around certain privatization processes, the bankruptcy of many important state-owned enterprises, all of these bringing about a willingness to establish a regulatory framework. Taking into consideration the above short presentation, the subject of our analysis is very complex; this article intends to limit the examination to the Bucharest Stock Exchange Corporate Governance Code, investigating it in comparison to the provisions of the Romanian legal system. At the same time, it sets as an objective to make use of a concrete example (the most important Romanian state-owned joint stock company listed at the Bucharest Stock Exchange), Romgaz, in order to present the reader the ways and circumstances of the implementation of the general principles and provisions to comply with , as included in the Code.

The education has been exceedingly affected by the economic recession, the transformed state governance and the demographic waves, so the educational system of each country underwent some changes. The aim of my research is the comparative study of the educational systems in the East-Central European region. I examined the relationships between the different qualities, historical backgrounds, reforms and I explored the relationship between the current states of the systems (Karsten & Majoor, 1994; Lannert, 1998; Knell & Srholec, 2007; Horn & Sinka, 2007; Báthory, 2008; Dienes, 2007; Kelemen, 2010; Dakowska & Harmsenbert, 2015). My research questions are the following: What were the main reforms in the transformation of education systems? What similarities can be observed in the school systems of the countries? The region I studied is a specific East-Central European region, so the countries I have chosen are Hungary, Romania, Serbia, Croatia, Slovenia, Austria, Slovakia, Czech Republic, Poland. In my study, I have created three groups and I present the changes in the education systems of these countries, taking into consideration economic, social and political issues (Lannert, 2004; Kozma, 2006; Barber & Moirshed, 2007; Valuch, 2009; Kelemen, 2010; Jakubowski, 2015). Analyzing the results, it can be concluded that the regime change has enabled the countries to redefine themselves and find their new status in domestic and international politics, and also in world economy. The world economy situation created same problems for the states of the region, but their resources were different, so the public spending on education, the characteristics of education management and the infrastructure characteristics of the institutions were different. Among the main results, I have identified two groups during compulsory schooling, the first group being countries that introduce compulsory schooling up to the age of 6-15 years, and the other group consists of countries introducing compulsory schooling up to the age of 16. I have examined the curriculum regulation and the textbook market, it can be stated that, as a result of the reforms, new curricula were prepared, the textbooks were adapted according to these. Examining curriculum regulation is the result of countries striving for central regulation, but it has to be emphasized that there are countries that have integrated framework curricula and / or local curricula into a single national core curriculum, thus giving the opportunity to more autonomous management. In summary it can be concluded that the history of the countries studied and the development of their educational systems evolved similarly, however, differences can be observed by examining the different educational characteristics. My theoretical research can contribute to the discovery of the situation in Hungary and to the development tendencies and trends in the region.

After the change of the regime in Hungary, significant restructuration occurred in the field of polity and public administration. Current, well-known structures of local governments and its supporting administrations have been formulated as a result of this process. The structure has been changed, but only partly, as habituations did not allow an overall change. Due to the recognition of this fact, ÁROP programme had been launched since 2007 in several periods, which supported the efforts in organization development of municipalities and local administration. However, the expected success failed, since the long term upkeep of changes was not established, or the needed commitment did not exist. Responsibility of organization development enterprises is not unimportant at all. Our organization worked out several studies in the frame of ÁROP programme. Careful investigation of the current situation is the establishment and precondition of organization development. This is followed by the elaboration of the conception. These can be carried out by several methods as adapted questionnaires, targeted interviews, focus group interviews, working day record, document analysis, SWOT analysis, life cycle analysis and at last but not least CAF questionnaire. Methods to be applied from these have to be selected according to the aims of the research.

After the transformation to democracy and market economy the Visegrad Four (V4) countries (Czech Republic, Hungary, Poland, Slovakia) have rejoined the group of donors providing international development assistance to poor emerging countries. The aim of the paper is to help to better understand the foreign aid policy and practice of the V4 countries and their contribution to the development of the poor emerging countries by providing foreign aid for them. The main research questions focus on the following issues: What is the history and the major motif of the V4 countries for providing foreign aid? Which are the most preferred beneficiary countries and why? How much foreign aid and in what area is provided? How does it relate to other international donors? What does it mean to the recipient countries? Are there similarities or differences between the V4 countries in this respect? What are the major features distinguishing V4 donors from others? What kind of challenges and opportunities can arise? The hypotheses of the research to be tested are as follows: 1. Providing foreign aid by the V4 countries has its roots in the past regime which still has an influence on the present practice. 2. The V4 countries represent a special model for development cooperation with the aid recipient countries. 3. The major motif of the V4 countries for providing foreign aid was to support the geopolitical interest of the ex "Soviet Block", while after the change of the regime the aspiration of the V4 countries shifted towards gaining economic benefits from the cooperation with the aid recipient countries. The method of the research is literature review related to development theory and foreign aid as well as statistical analysis based on data on Official Development Assistance (ODA). Results prove the hypotheses.

There were two significant milestones in the lives of Central and Eastern European countries. One was the political, social and economic change of regime during which the former centralized system was demolished. The other was the accession to the European Union, which provided an opportunity for this macro region for convergence as well as a social, economic and regional cohesion in Europe. Both of them had a significant effect on the development policy of the countries, thus that of Hungary as well. The exclusivity of the top-down policy ceased. Nevertheless, due to the learning of democratic patterns, the lack of balance in political power and the lack of funds a kind of reflection period was characteristic of the development policy the result of which was a kind of mixture of top-down and bottom-up policy. By joining the European Union clear external rules and mechanisms of action came into effect. Significant funds became accessible that strengthened the centralization and the top-down approach in the Hungarian development policy. The regional dimensions of the development endeavours appeared in many different ways in our country, but finally the regional formations that were suitable for serving the top-down development policy strengthened. The individual areas were affected miscellaneously by the regional dimension of the development tendencies. While funds were provided by the European Union for them, the bottom-up initiatives were not sufficiently welcomed. Such an area is in many ways that of Lake Balaton, which is homogeneous as far as tourism is concerned but administratively, thus from the perspective of development policy, it is split. Due to the top-down approach as well as the strengthening of the bureaucratic development policy the role of this area in the development policy is fading. This can later have a negative effect on the valuable, unique character of the region.