Suchergebnisse

Over the past few decades, Lifelong Learning has developed into the most important pedagogic paradigm in Europe. At the same time, it has also become a generic term for the reform ideas of the European Union. Ever since the European Year of Lifelong Learning in 1996, this paradigm has been regarded as the most effective way to deal with the rapid social, political and economic changes of the modern world. With the introduction of the Lisbon Process in 2000 to create "the most competitive and dynamic knowledge-based economy in the world," Lifelong Learning has become even more significant. Although this aim has not been achieved, the EU has been endeavouring to generate "smart, sustainable, inclusive growth" since 2010 with its new agenda Europe 2020, thus strengthening the coordination of national and European policies. The idea of Lifelong Learning still plays a great role. This study analyses the reception of the European reform debate about Lifelong Learning in the educational scholarly discourse of two EU member states: Germany, representing the "old Europe", and Hungary, the "new Europe". The focus is on the 1996–2005 period – between the European Year of Lifelong Learning and the halfway point of the Lisbon Process – when EU states attempted to implement the idea of Lifelong Learning in their national educational systems. There are two main discourse lines about Lifelong Learning: (educational) policy and scholarly. The educational scholarly discourse not only reflects the European and national discourse about Lifelong Learning, but also endeavours to find compatibilities between European and German/Hungarian traditions, policy aims and research topics. The study analyses 49 articles about Lifelong Learning in ten volumes of seven educational scholarly journals in Germany and Hungary, which represent three scholarly areas in the field of education: general education, school pedagogy and adult education. Using a three-step "perception – interpretation – adaptation" analysis, it shows the similarities and differences in the German and Hungarian adaptations and the most important influencing factors. As a result, the similarities in the educational debate within these two countries can be traced back to the standardizing effects of EU (educational) policy activities. The differences stem from the different geographical and political situations, durations of EU membership, political and economic traditions after 1945 and structures of the two education systems. ; A tanulmány az Európai Unió Lifelong Learning-koncepciójának adaptációját hasonlítja össze két uniós tagország neveléstudományi vitájában: Németországban, ami a "régi Európát" és Magyarországon, ami az "új Európát" reprezentálja. Az "észrevétel-értelme-zés-adaptáció" többlépcsős elemzési séma segítségével egyrészt feltárja az EU-kon-cepció német és magyar adaptációjának hasonlóságait és különbségeit, valamint be-mutatja és elemzi az azokat befolyásoló legfontosabb tényezőket.

In 1988-1989 a stream of East Germans sought refugee in Hungary at the Embassy of West Germany in Budapest. The three countries taking part in the issue made different solutions to deal with the increasing problem. The East German leadership tried to call back the refugees and calm down the emigration process, but it had lost its confidence. West Germany tried to solve the problem not only on the level of consulship but exten-sively, in part with recognizing the status those waiting for West German citizenship and those for refugee status - without any success. In the interest of the resolution and bring the Hungarian leadership to their point of view, they tried to make use of the international organizations. However, the Hungarian leadership made efforts to stay out of the issue to get the two German states make an agreement. But there was no chance for that so Buda-pest gave up its quasi neutrality and tried to solve the problem opening the border by avoiding Hungary to turn into a refugee camp of the region. Besides making this ad hoc arrangement, the whole issue needed more radical crisis management, not only in Hungary.

A publikáció felhívja a figyelmet a világgazdaságban létező gazdasági erőközpontok és a hozzájuk kapcsolódó peremterületek gazdasági szimbiózisának működési mechanizmusára. A centrum-periféria modellek segítségével mutatja be a gazdasági központok és perifériáik kapcsolatát, elemezi e régiók fejlődéséhez vezető okokat, az egymáshoz kötődő gazdasági kapcsolataikat. A cikk az Európai Unió központjának és perifériájának fejlődésére összpontosít, megvizsgálva e régiók gazdasági fejlődésének történelmi hátterét, hangsúlyozva az ipari forradalom jelentőségét Nyugat-Európában. A tanulmány kitér a német migrációs politika bemutatására a II. világháború végétől napjainkig. Elemezi a német statisztikai hivatal adatait, és bemutatja a Németországban élő külföldi népesség számának és arányának változását a 20. század második felében. A német migrációs politika ismertetése során a bevándorlási szabályok enyhítésének változását vizsgálja kitérve a 2015-ös migrációs válság hatásaira. A cikk bemutatja a német kormány előtt álló kihívásokat és a bevándorlók beilleszkedésének nehézségeit, a külföldi állampolgárok németországi kulturális hátterét, az egyes nemzetiségek számát és arányát a német társadalomban. A kiadvány a közép-európai államok gazdasági együttműködési rendszerén keresztül meghatározza a közép-európai feldolgozóipari központ államait és gazdasági szerepét az Európai Unióban, valamint rávilágít, hogy Németország a közép-európai régió gazdasági központja, amely beruházásai és termelési kapacitásainak bővítése révén meghatározza a visegrádi országok gazdasági fejlődését, és egy sajátos gazdasági centrum periféria kapcsolatrendszer kiépítéséhez vezet. The center-periphery models show the relationship between the economic centers and its periphery in the geographical area, analyze the reasons leading to the development and development of these regions and illustrate their economic relations with each other. The publication focuses on the development of the center and periphery of the European Union, examining the historical background of the economic development of these regions, emphasizing the importance of the industrial revolution in Western Europe. The aim of the study is to present the German migration policy from the end of the World War II to the present. It analyzes the data of the German statistical office and shows the changing of the number and proportion of foreign population living in Germany in the second half of the 20th century. During the presentation of the German migration policy discusses the study the process of easing immigration rules and the migration crisis in 2015. The article presents the challenges faced by the German government and the difficulties of integrating immigrants. It discusses the different cultural backgrounds of foreign citizens in Germany, lists the proportion of each nationality within German society. The publication describes the economic co-operation system of the Central European states and defines the states and economic role of the Central European manufacturing core in the European Union. The publication states that Germany is the economic center of the Central European region, which also determines the economic development of the Visegrad countrys by introducing production capacities.

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.

"One of the most important issues in the design of national work injury compensation systems is how the two main possible routes of liability relate: on the one hand, the non-tort compensation (social security) model and, on the other, the tort compensation (employers' liability under civil or labour law) model.
In the Hungarian system of accident compensation in labour law, the employee is primarily entitled to certain benefits within the framework of social insurance and may claim damages in excess of this in damages lawsuits.
Employers' liability schemes can be supplemented by voluntary liability insurance solutions. Liability insurance contracts protect both parties: employers are protected against unplanned payments, possibly large amounts of compensation, and the outcome of potentially unpredictable compensation lawsuits, while it means guaranteed coverage for the employee in case of damage.
The introduction of compulsory liability insurance for employers is an issue that arises from time to time. In some countries, employers are required to take out liability insurance, such as the United Kingdom, Germany, France, and Austria. In insurance-based models, the route of compensation plays a marginal role. In Hungary, the penetration of liability insurance is low; however, there is currently no legislative intention to make liability insurance more extensive or mandatory for employers.
In general, however, there is no universal model for accident compensation in labour law. There is no such benchmark at the European Union level either, and it can be said that there is no explicit intention to fully harmonize Member State regulations.
In this study, I examine the consequences of the mandatory or wider application of liability insurance, the regulatory concepts that exist, and the role that the European Union plays in regulating the issue."

Der Begriff 'Bildungsferne' – in Deutschland eher auf politischer als auf wissenschaftlicher Ebene verwendet – beschreibt mehr als das Fehlen (höherer) formaler Bildungsabschlüsse und ist deshalb nicht gleichzusetzen mit Geringqualifizierung. In seinem Zusammenhang steht auch die Frage nach den Bildungschancen, d.h. dem Zugang zu Bildungsmöglichkeiten. Bildungsferne bezeichnet damit zunächst eine Benachteiligung in Bezug auf Bildungschancen, v.a. gegründet auf soziodemographische Faktoren, wie soziale Herkunft und Sozialisation, regionale Herkunft, Migrationshintergrund, Alter, Behinderung etc. Wenn von bildungsfernen Gruppen die Rede ist, wird jedoch außerdem zumeist auf wirtschaftliche schwache, gering qualifizierte, lernungewohnte Bevölkerungsgruppen Bezug genommen, für die der Zugang zu (Weiter-)Bildungsmöglichkeiten aufgrund ihrer sozialen und ökonomischen Voraussetzungen eingeschränkt ist und in deren sozialen Milieus Bildung einen geringen Stellenwert einnimmt. m Rahmen eines interkulturellen Lehr-Forschungs-Projektes der Friedrich-Schiller-Universität Jena und der Eötvös-Loránd-Universität Budapest wurde in einer in beiden Ländern geführten empirischen Studie untersucht, ob Frauen in den beiden untersuchten Ländern eine bildungsferne Gruppe ausmachen, inwieweit Frauen in der ungarischen und der deutschen Gesellschaft heute noch benachteiligt sind und wie Bildung einer evtl. Benachteiligung entgegenwirken kann? Dazu wird zunächst die Situation von Frauen in der ungarischen und der deutschen Gesellschaft dargestellt und durch Gespräche mit Vertretern der Arbeitsämter sowie durch die Vorstellung von Bildungsangeboten speziell für Frauen in den beiden Ländern Antwort auf die Fragen gesucht. Weitere von anderen Gruppen in diesem Zwei-Länder-Projekt untersuchte Fragestellungen waren: o Potenziale des Alterns (http://www.db-thueringen.de/servlets/DocumentServlet?id=9749) o Fremdsprachenerwerb in der Erwachsenenbildung (http://www.db-thueringen.de/servlets/DocumentServlet?id=9894) *************************** ; The notion 'Bildungsferne' (appr. distance to learning), which is in Germany rather used on a political than on a scientific level, mainly describes the lack of (higher) formal educational achievements and is therefore not the same as lower qualification. Furthermore questions regarding the access to educational opportunities arise when examining this notion. First of all 'Bildungsferne' means discrimination with regard to educational opportunities, mainly based on sociodemographic factors, such as social background and socialization, regional provenance, migration background, age, disability, etc. When considering groups distal to learning one usually refers to people who are deprived, less qualified and who are not used to learning (anymore). Due to their social and economic prerequisites and because of the minor role which education plays within their social environment access to (further) educational opportunities is less important for this population group. In the context of an intercultural research project, which was realized by the Friedrich Schiller University of Jena and the Eötvös Loránd University of Budapest, it was examined, with the help of an empirical survey that was conducted in both countries, if women in both countries can be regarded as a group which is distal to learning, in how far women are still discriminated within the Hungarian and German society and in which way can education work against possible discrimination? Therefore the situation of women in the Hungarian and German society will be described and with the help of interviews, done with representatives of the respective employment centre, as well as the presentation of special educational opportunities for women, these questions will be answered. Further questions considered throughout this intercultural research project were: o Potentials of Senior Age (http://www.db-thueringen.de/servlets/DocumentServlet?id=9749) o How can adults learn foreign languages? (http://www.db-thueringen.de/servlets/DocumentServlet?id=9894) ***************************

The worldââ'¬â"¢s largest rabbit meat producer (460.000 tons in 2004) and exporter (6.397 tons) is China but their import is negligible. Italy is Europeansââ'¬â"¢s leading producer (second of the world: 222.000 tons). Italyââ'¬â"¢s rabbit meat import was the largest worldwide between 1990 and 1994 but in 2004 it was at the 4th position (2.320 tons). With its decreasing import the export is increasing and it reached 6.231 tons in 2003. Spain is at the second position in the European production (100.610 tons in 2004). With the increasing production it is among the top five countries in export (4.629 tons in 2004) but its import is small (441 tons in 2004). The largest importer country is Germany (7.589; 4.958 and 4.487 tons in 2002, 2003 and 2004, respectively). Its production was between 33.000 and 34.000 tons (between 1990 and 2004) but the export was small. The Netherlands is among the five countries that are exporting the largest amount of rabbit meat. They owned the first position (8.940 tons in 1998; 11.187 tons in 2001) then the second position (3.574 tons in 2004) after China. Hungary is at the 10th position in rabbit production (7.500 tons in 2004) and the country is among the leading exporters having the second-third place of the world (5.391 tons in 2004) but the country has no import at all. ; A világon Kína állítja elő a legtöbb nyúlhúst (2004-ben 460.000 tonna), ők exportálják a legnagyobb mennyiséget (6.397 tonna), de importjuk jelentéktelen. Európa első, a világ második legnagyobb termelője Olaszország (222.000 tonna 2004-ben). 1990 és 1994 között még ők importálták a legtöbb nyúlhúst, de 2004-ben már csak a 4. helyen álltak (2.320 tonna). Az import csökkenésével egyidejűleg nő az exportjuk, ami 2003-ban 6.231 tonnát ért el. Spanyolország Európában a második legnagyobb termelő (2004-ben 100.610 tonna). A termelésük növekedésével már a legtöbbet exportáló öt ország között vannak (2004-ben 4.629 tonna), de importjuk alacsony (2004-ben 441 tonna). A világon Németország importálja a legtöbb nyúlhúst (2002, 2003 és 2004-ben 7.589, 4.958 és 4.487 tonna). Termelésük 1990-től 33.000 és 34.000 tonna közötti, de kis mennyiséget exportálnak (2002, 2003 és 2004-ben 365, 305 és 173 tonna). Hollandia az öt legtöbb nyulat exportáló ország között található: 1998 (8.490 tonna) és 2001 (16.125 tonna) között az első helyen álltak, 2004-ben a másodikok (3.574 tonna). Ugyanakkor nagy mennyiségű nyúlhúst exportálnak, 2004-ben (8.716 tonna) és 2001- ben (11.187 tonna) Kína után a második helyet foglalták el. Magyarország termelésben a világon a 10. helyen áll (2004-ben 7.500 tonna), egyúttal a fő exportáló országok között a 2. és 3. helyet foglaljuk el (2004-ben 5.391 tonna), de egyáltalán nem importálunk nyulat.