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Der Autor hat aufgrund von deutsch-, spanisch-, englisch- und französischsprachigen Handbüchern für Lehrer ein Werk zusammengestellt, das ungarischen Geschichtslehrern der Oberstufe als Nachschlagewerk dienen soll. Das Buch umfaßt die neuere Weltgeschichte, vom Ende des Zweiten Weltkrieges bis zum Umbruch in Osteuropa. Das Erscheinen eines solchen Hilfsmittels war umsomehr notwendig, als in Ungarn in den letzten Jahren eine Debatte zwischen den Fachkräften über die Geschichte der neueren Zeit und deren Behandlung in der gymnasialen Oberstufe entfacht war. (SOI-Gal)

This paper is aimed at analysing the impact of the crisis of the liberal international order on the transatlantic relations. Both the EU and the US have vital interest to maintain the existing international order, however regarding certain foreign policy goals we witness an increasingly divergent approach to world politics. This is the case with the Middle East, where the EU acts as a global player based on historical ties, while the United States have recently started a gradual disengagement from the region. The so-called post-American Middle East have its own opportunities as well as challenges for the European diplomacy. This article focuses on the differences between the EU and the US foreign policy goals related to the Middle East. It primarily addresses the Iranian nuclear program and the Middle East Peace Plan recently launched by the US. The author argues despite some differences in interests, the EU and the US do not perceive the region in an entirely different way.

The study presents in brief the life of Imre Mikó, lawyer, author of several significant works of legal literature in the field of minority rights in inter-war Transylvania, who was also, briefly, a member of the Hungarian Parliament. The life and activity of Imre Mikó may be divided into two major periods. Before the Second World War, as a student of law and theology, and later as a minority rights advocate he distinguished himself with a wide array of interests, both in the field of law and politics. He was appointed to the minority protection service of the Hungarian Community in this period. His activity was interrupted by the advent of World War Two. During the war, he fell into captivity, and, after his release from the Soviet Union, he attempted to resume his political and advocacy carrier only to be side-lined, spending almost two decades in the menial occupation of bookshop clerk. His belated and partial rehabilitation following his appointment as chief curator of the Unitarian Church is described in the study. The study also makes mention of the newly discovered information regarding the fact that Imre Mikó, under significant duress, collaborated with the Securitate, while at the same time he was himself under surveillance.

After Germany introduced the unrestricted submarine warfare at the beginning of February 1917, the United States declared war on 6th April 1917 on Berlin and joined the First World War beside the Allied countries. In response to the declaration of war the Austro-Hungarian Monarchy broke off its diplomatic relations with Washington on the 9th April 1917. The martial law between the two states came into force on the 7th December 1917 with the US's declaration of war. The First World War ended with the victory of the Entente and the peace was dictated by the victors. US President Woodrow Wilson achieved that the victorious powers adopted the League of Nations Covenant in April 1919, which became part of the Paris peace treaties. The US domestic politics was divided over the League of Nations, and as a result of that the US Senate has not ratified neither Germany's nor Austria's and Hungary's peace treaties. The US concluded a separate peace treaty with the losing countries on the basis of the Knox-Porter-resolution. In the history of diplomacy the Knox-Porter-resolution became known as a peace resolution that abolished the state of war between the parties, but the United States has assured all the rights guaranteed by the ceasefire agreement and the peace treaty. The study deals with the preliminaries, the parliamentary debate, details of the ratification, and also describes the most important points of the peace treaty between the United States and Hungary signed on 29th August 1921.

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.