Suchergebnisse

What are our possibilities for removing our virtual presence from just being there for production of signs and meanings? What are the conditions under which we can benefit from the experience of being fully present in our identity on virtual platforms and stay connected with others? Social media seems to be an opportunity for this, but it happens the exact opposite: we just become a sign for our identity. Communicating our fictional selfs and meanings with others, however, gives a presence to this sign of identity. Meaning effects and presence effects (Gumbrecht) are inseparable from each other.

This paper analyses some basic questions and gives a review of literature so further the ways in which media-practices are mapped and the impact of media usage on our identity-constructions, on our relationships with others and on our reflection of the world we live in can be researched in the terms of this project.

Attorney Elemér Óvári was a legendary figure of Cluj in the first half of the 20th century. His professional, civic organizing activity and his magistral skills of organizing pranks were legendary in the Austro-Hungarian Monarchy and later in Romania. The salon, run with his wife, Olga Purjesz, was a prominent centre of cultural life in Cluj. This study seeks to reconstruct the life of Elemér Óvári and the tragic events that took place in October 1944 in Cluj, in the context of the Soviet army's invasion and of the efforts to protect the city from the fighting.

Fiume (current official name: Rijeka) became part of Hungary in 1779 as a "corpus separatum". At the time of the so-called provision, after 1870, the legal system of the port city developed in a special way. Although the Hungarian government took over the administration of the city again, this did not mean the automatic reception and application of the entire Hungarian legal system. Some Hungarian laws were not later enacted in Fiume. The article prepared on the basis of the conference lecture in Cluj-Napoca (Sapientia Hungarian University of Transylvania) intends to review the issues of legal interpretation of the applicability of Act XLIV of 1868 on National Equality by using descriptive method, taking into account legal history and legal theory aspects.

In my short essay, I tried to present the changes in the criminal procedure law of the last one hundred and fifty years, the means of proof, and, wherever possible, to find a connection, as well as Ferenc Finkey's work, who was born 150 years ago. It can be said about Finkey's work, his textbooks that his conception of material and procedural law marked a new era in Hungarian scientific life. He established a modern system, proclaiming the principles that meet the theoretical and practical requirements of a modern criminal procedure based on individual freedoms, acquiring a state-of-the-art approach with a European perspective. As a result, his views are not let out of the latest scientific life either. His theoretical conception and dogmatic theorems still define legal thinking.

To solve ecological problems the contribution of international organizations, national governments, civil organizations, companies,academic researchers, and individuals is required. The unsustainable buyer, consumer and user patterns have to be changed.Fortunately, nowadays there are more and more efforts on the part of consumers, according to the results of consumer researches ecologicalconsciousness of consumers is ascendant over the world. The ecologically conscious consumer segment persistently rises, andthis segment can be featured accurately not by demographic, but by psychographic variables. Individuals have several opportunitiesto lower own environment use, one form of it is proenvironmental purchasing behaviour (Buy eco-labelled products, organic food orenergy-efficient household appliances, refuse animal tested cosmetics, disposable products and plastic bags, etc.). According to ourresearch, the Hungarian population have positive general environmental attitudes and can be divided into five clusters: Neglectfultownspeople, Environment sensitive people, Distance-keeping inquirers, Doubters, and Responsibility-taking countrymen. Hungarianpeople are not environmentally conscious in their purchases. In demographics gender, age and education have a weak or possibly amedium, property status and residence has a strong, significant influence. Positive attitudes increase while negative attitudes decreasethe possibilities of such activities. ; To solve ecological problems the contribution of international organizations, national governments, civil organizations, companies,academic researchers, and individuals is required. The unsustainable buyer, consumer and user patterns have to be changed.Fortunately, nowadays there are more and more efforts on the part of consumers, according to the results of consumer researches ecologicalconsciousness of consumers is ascendant over the world. The ecologically conscious consumer segment persistently rises, andthis segment can be featured accurately not by demographic, but by psychographic variables. Individuals have several opportunitiesto lower own environment use, one form of it is proenvironmental purchasing behaviour (Buy eco-labelled products, organic food orenergy-efficient household appliances, refuse animal tested cosmetics, disposable products and plastic bags, etc.). According to ourresearch, the Hungarian population have positive general environmental attitudes and can be divided into five clusters: Neglectfultownspeople, Environment sensitive people, Distance-keeping inquirers, Doubters, and Responsibility-taking countrymen. Hungarianpeople are not environmentally conscious in their purchases. In demographics gender, age and education have a weak or possibly amedium, property status and residence has a strong, significant influence. Positive attitudes increase while negative attitudes decreasethe possibilities of such activities.

On 9 May 2002, eight people were killed in a bank robbery in Erste Bank's branch in Mór. The serious crime has put tremendous pressure on the public to find the perpetrators as soon as possible. About a month and a half after the crime had been committed, Ede Kaiser and László Hajdú were arrested on 24 July 2002 – they were reasonably suspected of committing the bank robbery, according to the police. Based on the evidence gathered, they were charged in December 2003 and convicted a year later. In 2007, however, new evidence emerged, the weapons used in the crime were found and led to the real perpetrators. The innocent convict was acquitted in November 2009 in a retrial. The study shows what factors may have led to the wrong judgment. Thus, it covers the dangers of hot pursuit and the benefits of raster investigation, which could have identified the real perpetrators much sooner.

The purpose of the study is to explain the evolution of regulations that resulted in minority rights for Romanians living in Transylvania in the pre-1918 period. The study analyses in detail the advancement of the idea of " nationalities" (in the meaning of national minorities) in the legislation from the last decade of the 18th century and presents the legal claims of the Transylvanian Romanians against the Habsburg Empire and the Hungarian Parliament. The authors present the Nationalities Act adopted in the 1848 revolution, but left without consequences, and examine the development of laws on minority rights during the legislative period following the Austrian-Hungarian settlement. The article discusses the grand debate on the act on nationalities, which took place in the Hungarian Parliament in 1868, and describes the later assimilation efforts by the majority lawmakers. The authors draw attention to the fact that non-Hungarian nationalities acquired a minority status only after the adoption of the Nationalities Act by the Hungarian state, which became a so-called majority state.

The Hungarian railway network with the latest and most advanced in the XIX–XX. at the turn of the century. The railway network plays a crucial role not only within the country's borders, but the whole of Europe. The nationalities wanted to create their own state in the Austro - Hungarian monarchy. The Entente validate their own political and economic interests of the Páruzsi peace talks, was used for the national aspirations. The world changes strengthened the political aspirations of the Entente. The strategic interests also justify their decisions. Soviet Russia and the European labor movement organization of great danger to the Entente countries. Politicians of the Entente countries have developed the boundaries of the Central European countries, on the basis of these two reasons. They split up the single railway network in small units. Austria wants now to standardize the components, according to their own interests. Hungary can not promote their own interests in the field of European rail services.

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.

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) ***************************

What we today call the international system was created by the West from early modern age. This term is often used in political theory, but less focused on how to classify integrative forces within the international system. In the context of this study, we are attempting to lay down some conceptual basis. How do we understand the linking and unifying factors within the international system? Initially, the emergence of the international system was largely attributed to political factors in theory, but we can also refer to other explanatory principles: one considers economic factors and civilizational factors are taken into consideration as essential aspects of the international structures. According to our viewpoint, inter-civilization dialogue seems to be a "third way" that goes beyond the expansive one-sidedness of Western universalism and the world-level confrontation of hostile civilizations. This "civilizational approach" incorporates the two previous aspects - economic and political - and this is what gives its importance. In our view, inter-civilization dialogue is the only viable way to create global ethos, and only the resulting "intellectual revolution" can make national and supranational economic and political institutions to operate in effective way under the conditions of globalization.