Suchergebnisse

A régiók nem csak a közelmúltban jelentek meg az európai politika színpadán, mint önálló szereplők, tevékenységüket már évtizedek óta jegyzik. Ennek középpontjában mindenekelőtt a régiók határokon átnyúló együttműködése áll, ezt egészítették ki a régiók transznacionális megállapodásaival, amelyek arra szolgáltak, hogy a nemzetállamok kormányaival valamint a nemzetközi szervezetekkel, különösképpen az Európa Tanáccsal és az Európai Közösséggel szemben érdekképviseletüket gyakorolják. Az utóbbi időben a régiók egyre energikusabban és követelőbben hívták fel magukra a figyelmet. Tevékenységük súlypontja jelenleg nyilvánvalóan az EU és az integrációs folyamatokon belül helyezkedik el. A régiók mint az EU-kontextus politikai tényezői igen sokrétű tevékenységet mutatnak fel, amelyek az "Európa régiói" megjelölésben foglalhatók össze. Az elnevezésből, mint sokszor használatos szlogenből azonban hiányzik egy egyértelmű és ugyanakkor közös megegyezéssel alapuló, elfogadott tartalom. Regions appeared as autonomous entities on the European political stage not only in recent years. The activity of regions has been recorded for decades. It focuses above all on the cross-border cooperation of regions, and was supplemented by the trans-national agreements of regions, which served to practice their representation against the governments of nation states as well as international organisations, in particular, the European Council and the European Community. Most recently, regions have drawn attention to their presence more and more and when doing so have found increasing attention. Their centre of activity is now obviously located within the EU and the integration processes. Regions as the political factors of the EU context show a wide range of activities that can be summarized under the label of 'the regions of Europe'. The name, as a frequently used slogan, is lacking a clear and at the same time jointly agreed, accepted content. Regions and regionalism are rather flourishing in Europe. But what do regionalism and the expression Europe of regions exactly mean? There are many approaches to the question, the concept of cross-border interregionality between the Member States of the European Union, or the effort to make regions the basic building blocks of European integration instead of states, and the objective to introduce a three-tier structure to the European Union which would extend the already existing tiers of the European Union and the Member States with a third one, the territorial units within nation states. The first approach has long been adopted, the second approach is rather utopian. The third one is subject to fierce debates: a three-tier European Union with European, nation state and regional levels.

Regions and regionalism are rather flourishing in Europe. But what do regionalism and the expression "Europe of regions" exactly mean? There are three approaches to the question: first, the concept of cross-border interregionality between the Member States of the European Union; second, the effort to make regions the basic building blocks of European integration instead of states; and finally, the objective to introduce a three-tier structure to the European Union which would extend the already existing tiers of the European Union and the Member States with a third one, the territorial units within nation-states. The first approach (interregional cooperation) has long been adopted; the second approach (the vision of Europe made up of regions instead of states) is rather utopian. The third one is subject to fierce debates: a three-tier European Union with European, nation-state and regional levels. Although the form, motives and causes of movements promoting regionalism may vary greatly, 1 their purpose is the same for autonomous, federalist and separatist movements alike: to relativise the existing central nation-state. Thus, advancing European integration has become a natural ally for them as – from their perspective – it meant the disfunctionality of traditional nation-states. A supranational and therefore multinational and multicultural community promises much more room for development than a classic nation-state.

The spatial polarisation of society is open to various research perspectives. It takes several forms and involves various epiphenomena. Consequently, it is the subject of research interest to scholars in various fi elds, especially sociologists, economists, regionalists, and regional geographers. The article focuses on selected aspects of peripherality and peripheral regions. The first part is devoted to the theoretical aspects of the polarisation of society, developmental interactions between the centre and the periphery, the relationship between peripherality and levels of hierarchy, peripherality and time, and the primary criteria of peripherality in inland and borderland regions. The second part applies theoretical-methodological findings to regions of Slovakia using selected quantitative methods. The author attempts to describe peripherality in multidimensional terms, and to identify the interconnections between various types of peripherality. Based on detailed statistical data on municipalities, he uses a broad range of indicators divided into four groups: human resources, economic potential, personal amenities, and access to centres. In conclusion the author identifies and categorises the peripheral regions of Slovakia and notes the existence of peripherality at regional and local levels.

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.

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The importance of green and renewable energy sources, as well as environmental awareness, is playing an increasing role in our lives as we move forward in time. Even at the conceptual level, it is already understandable and clear to most people what should or could be done to protect the Earth. The use of renewable energy sources, such as the energy of the sun, wind, water, and geothermal energy all contribute to the development of the environmental values of the individual and society, which is shaped by knowledge and moral convictions about the environment. As irresponsible energy-wasting behavior is unsustainable in the long run and can lead to the depletion of natural resources, the use of alternative energy sources can provide a solution to this global problem. For this reason, the main goal of the representative research is to examine the possibilities of using and applying green and renewable energy sources in the case of all 25 settlements of the micro-region of Gyöngyös in the region of Northern Hungary. A questionnaire survey was used as the primary research method, the aim of which is to explore the extent of local governments' investments in renewable energy sources, and what other methods these local governments contribute to the development of environmental awareness of the local population. Based on the results obtained, according to the investments of the local governments, solar energy (e.g. solar panels) is the most efficient energy source, which is closely followed by the use of biomass. Developments and investments related to renewable energy are implemented to a significant extent from domestic or European Union tender sources. The amount of renewable energy investments planned in the future is expected to be between HUF 10 and 25 million in the case of smaller local governments, and more than HUF 100 million in the case of larger local governments. ; A zöld- és megújuló enerigaforrások, valamint a környezettudatosság jelentősége egyre nagyobb szerepet játszik az életünkbe, ahogy haladunk előre az időben. Fogalmi meghatározás szintjén is, már a legtöbb ember számára érthető és egyértelmű, hogy mit kellene vagy lehetne tenni a Föld megóvása érdekében. A megújuló energiaforrások használata, mint pl. a nap-, szél-, folyóvizek energiája, illetve a geotermikus energia, mind hozzájárulnak az egyén és a társadalom környezeti értékrendjeinek fejlődéséhez, melyet a környezetről alkotott tudás és morális meggyőződés alakít ki. Mivel a felelőtlen energiapazarló magatartás hosszútávon nem fenntartható, és a természeti erőforrások kimerüléséhez vezethet, így az alternatív energiaforrások használata nyújthat megoldást erre a világméretű problémára. Ennek okán, a reprezentatív kutatás legfőbb célja, a zöld- és megújuló energiaforrások felhasználási és alkalmazási lehetőségeinek vizsgálata, az Észak-magyarországi régióban található Gyöngyösi járás mind a 25 településének esetében. Elsődleges kutatási módszerként kérdőíves megkérdezés került alkalmazásra, melynek célja, hogy az önkormányzatok megújuló energiaforrásokkal kapcsolatos beruházásainak mértékét feltárja, illetve, hogy ezek az önkormányzatok milyen egyéb módszerekkel járulnak hozzá a helyi lakosság környezettudattosságának fejlesztéséhez. A kapott eredmények alapján, az önkormányzatok beruházásai szerint a napenergia (pl. napelemek) a leghatékonyabb energiaforrás, amelyet szorosan követ a biomassza felhasználás. A megújuló energiához kapcsolódó fejlesztések és beruházások jelentős mértékben hazai vagy európai uniós pályázati forrásokból valósulnak meg. A jövőben tervezett megújuló energia beruházások összege, a kisebb önkormányzatok esetében várhatóan többnyire 10 - 25 millió forint között lesz, a nagyobb helyi önkormányzatok esetében pedig, több mint 100 millió forint.