The fundamental value of labour law at all times is that it provides security in the economic sense and thus creates predictability: on the one hand, with rules protecting the worker and, on the other hand, by building a social network on the part of the state in case the worker is unable to work. In addition, it is crucial that labour law regulations can properly adapt to the economic and social changes of the 21st century, to the emergence of new trends. The development of robotics and artificial intelligence will undoubtedly have an impact on the dynamic and static elements of the work environment, the labour market, and the labour relationship, thus generating new challenges.
"The study focuses on digitization and home office. The author indicates the circumstances that mean serious challenges to both the legislator and the law enforcer. Owing to the digital revolution, the emergence and spread of the electronic means of communication, we are witnessing significant economic and social changes. New types of legal relationships are emerging, trade is being restructured, and we can perceive a clear shift in the centre of gravity towards the virtual space. The question is how these processes affect the world of work."
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
Changes in the labour market have marked features that are important for previous eras. These changes are primarily changes as digitalization comes to the fore, which significantly changes the structure of the labour market. The time lag between job losses and new jobs created due to new technologies, as well as possible retraining, will result in an intermediate time interval. This time interval for maximum service will be characterized by a low-skilled workforce. Starting out, however, from the principle of state social welfare, we cannot leave these persons without benefits. The question was made especially topical by the COVID-19 epidemic, which also reached Europe in the spring of 2020. In several countries, basic income or -similar social benefits have been introduced. The reason for this move is the significant employment crisis that has resulted in the lockdown used by some countries to stop the spread of the virus. The basic income is, however, only one element of the system, which is why it is necessary to examine the issue in relation to the minimum wage and minimum income.
The Trianon Peace Treaty had a profound effect on the social and governmental structure of Hungary. These changes, of course, also influenced the field of corrections and actually altered some of its key aspects as well. The author will recall several key penological concepts and ideas from the era to provide an introduction to the philosophical foundations of the establishment of correctional legislation and the resulting substantive changes that occurred. Moreover, a detailed analysis will be provided on the system of enhanced severity workhouses, an emblematic punitive measure that addressed the unfavourable criminological tendencies of the 1920s, which emerged as consequences to the Trianon Peace Treaty. The essay will conclude with deducing the generalized historical, legal, and moral lessons and conclusions pertaining to this peculiar period of Hungary.
The constantly changing economic and social environment is of paramount importance to the environment of labour law regulation today given that the socio-economic definition of labour law can be considered on the basis of the current idea thereof. Adaptation to the changing environment requires that labour law regulations also adapt properly to the changes. As a result, we may encounter a number of new employment relationships today, which will generate additional problems to be resolved with regard to labour law.
In 1839 after Abdülmecit Sultan coming to the throne advertised a reformative adumbration composed a necssety of expansive political and socio changes (Tanzimat Fermani). The "Islahat Fermani" issued at the beginning of 1856 enforced the right assurance of the non islamic peoples lived int he Empire or enlarged their right. At the second half of the 19th century the statesmen were in Western Europe and the students learning in european schooles had have new acquaitances expedited further all comprehensive reforms, included the initiation of european type education. They were full of trust to build up social sistem will be acceptable for Europe. Than Turkey would have not been at european's mercy nor enemy, foreign int he sight of Western Europe. What the education had been they wanted to change and how that processes were going on, what results and failers happened during that reforms trys to expose this essay.
One of the aims of the new electoral law of Hungary has been to define a fairer apportionment into voting districts. This is ensured by a set of rules slightly more premissive than those laid out in the Code of Good Practice in Electoral Matters of the Venice Commission. These rules fix the average size of the voting districts, require voting districts not to split smaller towns and villages and not to cross county borders. We show that such an apportionment is mathematically impossible. We make suggestions both to the theoretical approach to resolve this problem, study the properties of our approach and using our efficient algorithm and the data of the 2010 national elections we determine the optimal apportionment. We also study the expected effect of demographic changes and formulate recommendations to adhere to the rules over the long term: increase the number of voting districts to about 130, allow the number of voting districts to change flexibly at each revision of the districts and base the districts on regions rather than counties.
The concept of territorial cohesion can not be reduced to regional disparities that are based on analyzes on the level of economic relations and of various infrastructures. Interpretation of cohesion between parts and units of European society, rethinking one of the challenges of the future. Increas-ing the value of social cohesion and European responses to demand arising from globalization and geopolitical challenges. The European Union is facing a series of decisions both trans-Atlantic co-operation initiatives and the East, Eurasia challenges with respect. The study presents a novel interpretation of the traditional and the cohesion of the European Union and anticipates resistance to external influences is important to increase, and the importance of new quality requirements. The continuing global economic crisis, international migration and global changes in energy prices are raise awareness of the sensitivity of European Union's economy and society.
The President of Croatia is elected to a five-year term by a direct vote of all citizens, with a majority vote required to win. Since Croatia's independence the country has got three elected presidents. The first presidential election was held on 2 August 1992 and resulted in victory for Franjo Tuđman of the HDZ, who received 57.8 percent of the vote in the first round of the election. Tuđman introduced a semi-presidential system and won the second term in 1997. The next two presidential elections took place in 2000 and in 2005 and Stjepan Mesić, the candidate of the Croatian People's Party won the office. In 2010 Ivo Josipović became the 3rd President of Croatia, becoming the first social democratic president since the independence of the country. On 11th January 2015, in the second round Croatians people elected Kolinda Grabar-Kitarović a member of the center-right Croatian Democratic Union (HDZ) as the new President of the Republic of Croatia. Her main opponent in the runoff was the outgoing president Ivo Josipović nominated by the center-left Social Democratic Party (SDP) and supported by the government's parties. This election gathers a lot of records: for the first time a woman has been elected President, for the first time the outgoing President is not confirmed for a second mandate and Grabar-Kitarović is the first HDZ 's President after Tuđman. In addition the presidential election regarded as the foreplay to the more pressing and important upcoming November parliamentary election and there could be lots of changes at political level.
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.
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.
The aim of our article is to present the historical development of the different sports and to analyse the changes of the production of the different sports equipments. As the rules and regulations of the different sports have been indited since the 19th century, the rulebooks of several sports have been also formulated and published. In these rulebooks the exact and strict standards have been created in order to regulate the characteristics of the sports equipments. Economic, social, and familiar circumstances also have effect on the spread of the different sports and on the sporting activity of the people. The production and commerce of the sports equipments represents an important part of the globally increasing sports economics and sports industry. The sports equipments market of the European Union has a great tradition. The importance of the different sports in the Member States of the European Union is distinct and some important sectoral differences can be described between the import and the export of the sports equipments on the level of the European Union. The boats and the water sports tools represent about two third of the EU-level sports equipments export. In case of the sports equipments import we cannot find this kind of centralization. ; Cikkünk célja a sportágak fejlődésének történelmi áttekintése mellett vizsgálni a sportszerek és sporteszközök gyártásának változásait. Ahogy az egyes sportágak szabályrendszerei kialakultak a 19. századtól fogva, úgy egyre több sportág esetében jelentek meg olyan szabálykönyvek és szabványok, amelyek az adott aktivitás műveléséhez szükséges eszközökre vonatkoztak. A sportok elterjedését gazdasági, társadalmi és családi körülmények is befolyásolják – éppúgy, mint az egyének sportolás iránti nyitottságát. A sportszerek gyártása és kereskedelme a globálisan egyre jelentősebbé váló sportgazdaság és sportipar egyre tekintélyesebb részét adja. Az Európai Uniós sporteszköz- és sportszerpiac hagyományosan nagy múltra tekint vissza. Az egyes sportágak jelentősége tagállamonként eltérő, emellett az is látható a statisztikai adatközlések alapján, hogy a sportszerek kivitele és behozatala között szerkezeti különbségek mutathatók ki. Az Európai Unió kivitele szempontjából a csónakok és vízisporteszközök kivitele a legjelentősebb: mintegy kétharmadnyi részesedésével dominál, míg a behozatal esetében ilyen erős jelenléttel egyik termékkör sem bír
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.
