Series:Jegyzetek

Tourism and Public Relations (PR)

Turizmus és közkapcsolatok (PR)

Author(s): József Gagyi / Language(s): Hungarian

Keywords: tourism;public relations;communication

The goal of these lecture notes, written for students majoring in Social Communication and Public Relations, is to present travel as a cultural form of behavior and tourism as a system of social communication. In my opinion, the subject of Tourism and Public Relations has the following task: to present the understanding of touristic phenomena and of society establishing itself and its relationships in the context of social and cultural sciences, and certain possible forms of their use in PR work. One has to imagine the situations of travel, of encountering the Alien or the Other, and then construct these for the tourism industry, i. e. establishing touristic travel services, composing destinations, constructing attractions, and public relations work. My lecture notes are aimed primarily towards future communications professionals who will develop heritage building and musealization, and based on these, establish touristic destinations and interpretations. Mediating between the tourist and the alien (this can be in the sense of cultural behavior, location, and individuals, equally), their task is to create and sustain the framework of the interpretation, to direct the processes of the production of meaning. My notes have an experimental character since they are not descriptions of actual practices, techniques, or applied methods, and they are not a collection of examples of PR tools used in the field of tourism. They are based on the assumption that the general knowledge of PR tools gained in the “Introduction to PR” lecture must be paired with the knowledge of the field it is applied in – tourism as a cultural practice. As a consequence, these lecture notes address the problems of tourism, the tourist, traveling and encounters, and specifically, those of destination, attraction, and interpretation. They also present examples, but in an attempt to establish a foundation, they concentrate more on discussing theoretical problems.

Public Policy

Közpolitika

Author(s): Barna Bodó / Language(s): Hungarian

Keywords: public policy;administration;political system;interdisciplinarity

One of the most developing areas of political science in the 20th century is public policy. The accuracy of this claim lies in the fact that the findings of policy studies break the classic boundaries of political science, because it focuses its attention on social processes (programs, conceptions, strategies) which shape the future of the society. Moreover, public policy is common interest. This comes from the fact that the process of decision-making – similarly to every option which focuses on the future of mankind – is not a value-blind process; people need to take part in those processes which shape their future. Times are changing. The classic definition of public policy is valid – activities and non-activities which are conducted by governmental institutions in order to implement the objectives crystallized on the road to power of the participants –, however, beyond the classical model of political mandating through elections, there is a need for public participation as well: the formulation of signals, criticisms, expectations. Therefore, public policy can be understood as conscious action which is used by a group of actors in problem solving. This situation is challenging not only for those who are participating in it – target groups, policymakers, agenda setters –, but for political science as a whole as well. As a policy analyst once formulated it quite effectively, policy analysis is the practice of theory and the theory of practice (György Gajduschek). The objective of this book is to go through the most important topics of public policy and to organize them in concrete chapters. The administrative and public policy processes are analyzed from political perspective, thus we focus on the development and implementation of programs, the processes of decision-making and evaluation, which are linked to the function of the political system as a whole. In other words, our objective is to follow the process of how governments think and develop their action and program, to analyze their implementation and to unfold the related causalities and consequences. We plan to give a theoretical knowledge-base to the practical configuration and realization of public policies. Although this knowledge is specific, its importance rises from the interdisciplinarity of its tools. The book, its structure, approached topics and discussion-type (depth and theoretical tools), follows the structure of the academic course. From pedagogical point of view the inserted textboxes – concept descriptions, definitions and comments – are equally important, they present important insights on the discussed matter. The glossary – concept definition index – shares the same purpose as well.

International Institutions and Organizations

Nemzetközi intézmények és szervezetek

Author(s): János Kristóf Murádin / Language(s): Hungarian

Keywords: international institutions;international organizations;International Monetary Fund;

The aim of the course book entitled International Institutions and Organizations is to offer a guide to students specializing in International Relations and European Studies. First of all, it contains a theoretical introduction to the international institutions and organizations in general, going through the basic characteristics of these actors of international relations. Besides historical antecedents of the formation of international institutions and organizations, the introductory chapter contains the definition and a classification, the membership, budget, the legal subjects and diplomatic status, etc. Following the introduction, the course book is structured into seven main chapters, which present the basic types of intergovernmental institutions and organizations, such as political, military, security, economic, environmental protection, financial, scientific and cultural ones. Each of these chapters describe in detail the main international institutions and organizations of the respective domain, arranged in chronological order according to their date of foundation. The following institutions and organizations are presented: the Commonwealth of Nations, the League of Nations, the United Nations Organization, the Council of Europe, the North Atlantic Treaty Organization, the Warsaw Treaty, the Organization for Security and Cooperation in Europe, the International Labour Organization, the Council for Mutual Economic Assistance, the Organization of the Petroleum Exporting Countries, the Group of Seven (G-7)–Group of Eight (G-8), the Kyoto Protocol, the Bretton Woods system, the International Bank for Reconstruction and Development, the International Monetary Fund, the United Nations Educational, Scientific and Cultural Organization and finally the World Intellectual Property Organization. Besides a short general description, each presentation focuses on the following main aspects: the foundation process, members, headquarters, official languages, organizational structure and activity. These are followed, in each case by a short evaluation referring to the whole institution or organization in question, which offers a surplus to the course book over its encyclopaedic aspect. At the end of the book there is a bibliography and a list of notions that help the students in understanding the material much better. The entire book covers a one-semester course in International Relations and European Studies.

Theory of International Relations

Nemzetközi kapcsolatok elmélete

Author(s): János Kristóf Murádin / Language(s): Hungarian

Keywords: international relations;European studies; Westphalian interstate political system

The aim of the course book entitled Theory of International Relations is to make the education of students specializing in International Relations and European Studies much easier. First of all, it contains a brief theoretical introduction to the very large field of international relations through the preludes of this branch of science, the basics of its name and its origins. In the second part of the book the actors of the international relations are introduced besides the first forms of interstate relations. In this matter, the whole chapter 3 is a presentation of the Westphalian interstate political system, and chapter 4 is a large demonstration of the classic system of the balance of power dealing with its origins and most important aspects as well. The main part of the book (chapters 5-10) presents the basic theoretical schools of international relations: realism, neorealism, idealism, neoidealism and geopolitics. Finally, the last chapter contains the latest theories of international relations: neofunctionalism, neo-Marxism, behaviorism, constructivism and reflectivism. At the end of the book there is a list of notions, which helps the students in understanding the material. The entire book covers a one-semester course in international relations.

Consumer Behavior

Fogyasztói magatartás

Author(s): József Gagyi / Language(s): Hungarian

Keywords: consumer behavior;economy;communcation;PR

The marketing treats consumer behavior as part of the sphere of economy. In this course, directed to communication and PR students, I start from a different premise. I present production and consumption, as well as consumer behavior as part of human communication, a culturally defined human activity, which has passed through historically different stages. I work with the results of modern social science, sociology, especially social economy, but also anthropology, which describes and compares the economic behaviour of different people and cultures. In order to present the making of consumer behavior, I also synthesize some results of social history.

Folklore. General notions of folklore and popular poetics

Folclor. Noțiuni generale de folclor și poetică populară

Author(s): Lajos Balázs / Language(s): Romanian

Keywords: folklore

Typo-knowledge. Typography – a basic knowledge

TIPOTUDÁS. KIADVÁNYSZERKESZTÉSI ALAPISMERETEK

Author(s): Otília Ármeán / Language(s): Hungarian

Keywords: typography; new media; text; reading habit;text editing;

Even if new media transforms the typographical conventions of the book, the perception modes of a text and the reading habits, basic rules such as information systematization or principles of highlighting certain types of information remain unchanged. Studying typography is of great use to all those who use text editing, desktop publishing softwares and publish texts for a broad audience. The book provides basic knowledge about character types, writing styles, symmetrical and asymmetrical layouts, role of images in publications, but also raises questions about the appropriate use of typographic possibilities, emphasizes the typographic significance and semiotics, and brings many illustrations as examples. The purpose is to provide a typographical literacy to improve the quality of publications (and customer – graphic designer communication).

The teaching and learning of Romanian as non-native language

PREDAREA-ÎNVĂŢAREA LIMBII ROMÂNE CA LIMBĂ NEMATERNĂ

Author(s): Erika-Mária Tódor / Language(s): Romanian

Keywords: teaching-learning process; Romanian as non-native; language; teaching skills;

The present book addresses to the teachers and would-be teachers who contemplate on the efficiency of the teaching-learning process in the context of studying the Romanian language in the schools and classes of national minorities, especially in those of the Hungarian minority. In these seven chapters we approach social and linguistic moments of the reality, both in practice, focusing on its contrastive grammar connotations, and in its psycho-pedagogical relevance, as it is present in the schools. At the end we offer our readers a detailed list of definitions of the special notions used in this field. In the present book we used the notion “Romanian as non-native language" first of all in order to describe the phenomenon by means of a short and easy to use term, which also reflects the complex existence of the bilingual person in the context of institutional language acquisition, preponderantly in schools with teaching language of national minorities. These subjects are from different, mostly monolingual backgrounds, but also from bilingual or multilingual families. The term we use has also the advantage of attracting attention to the special character of the phenomenon, reflecting the fact that it has a very differing status from foreign languages. In this context, the present text describes the optimal skills and competencies of any efficient teacher, clarifies basic notions and definitions of the institutional bilingualism, this latter's forms and errors and mistakes caused by different aspects of bilingualism, including their solving, too. The text also refers to the outstanding didactic value of linguistic code switching. It worth mentioning how bilingualism creates and constitutes meaning and sense, and what effects it has on the non-native language related reading and expressing actions. I consider that the present writing may constitute a premise to the elaboration of new textbooks, academic writings, and I hope the ideas formulated here will offer creative points of reference in the education and formation of teachers and would-be teachers.”

AN INTRODUCTION TO THE STUDY OF PRAGMATICS

AN INTRODUCTION TO THE STUDY OF PRAGMATICS

Author(s): Imola Katalin Nagy / Language(s): English

Keywords: pragmatics; speech act theory; Grice’s theory of implicature; politeness theory; co-text and context; conversation analysis;

An Introduction to the Study of Pragmatics introduces some important concepts in the field of Linguistics, more specifically in the branch known as Pragmatics. The author’s inquiry is a cross-disciplinary one, bearing in mind that a functional approach to language as it occurs, in any form or context, goes through and beyond the speech act. Language may be written or spoken, monological or dialogical, and it always has a communicative aim or purpose. The chapters in the book are grouped according to the theme tackled, starting from issues such as deixis, speech acts and arriving to implicit meaning. Language use contributes to the generation of meaning in many ways and the author’s approach to Pragmatics has included the macropragmatic view of context. The term ‘context’ seems to describe an unclear notion and the author attempts to clarify this concept by giving examples applicable to various European languages. Language use is closely related to social behaviour, as people exchange information to socialize, for various purposes, such as negotiating a contract or finding a solution to a problem. The author defines Pragmatics as a „collection of theories and ideas” and while defining the scope of Pragmatics she discusses definitions given by the sociolinguist Dell Hymes, who puts forward an account of the factors that must be taken into consideration when trying to describe what happens when people use language: where the exchange takes place – the setting refers to the concrete physical circumstance in which communication takes place, e.g. course rooms, meeting friends, etc. The scene refers to psychological and cultural circumstances of the speech situation, e.g. inviting, advising, pleading, and conferring. Then, the participants may be of various kinds and may be referred to as Speaker, Hearer and Audience, or Addressor, Addressee. Ends are the conventionally recognised and expected outcome of an exchange, as well as personal goals that each of the participants tries to accomplish. Keys refer to the tone, manner in which a particular message is conveyed. The choice of channel, norms of interpretation, and norms of interaction, followed by the genre that has to be recognised are mentioned. The book is structured in eight chapters, beginning with a list of key concepts that will be explained in the course of the given chapter. They are entitled as follows:1. Introduction to pragmatics; 2. Micropragmatics; 3. Speech Act Theory; 4. Grice’s theory of implicature; 5. Macropragmatics. Issues of co-text and context; 6. Politeness theory; 7. Conversation analysis; 8. Pragmatics and translation studies. The use of descriptive language and practical samples of discourse greatly simplifies understanding of key terms and concepts, such as code, message, meaning relations, felicity conditions. The problem of deixis is thoroughly analysed over approximately 20 pages in Chapter 2. Levinson, Allot and Mey are a few of the scholars quoted by the author to describe and define the approaches to deixis (philosophical, descriptive). Indexicals, space and time deixis, social deixis are richly exemplified. Presuppositions (existential, factive, non-factive, lexical, factual, counterfactual) and entailments are then presented, drawing on Yule and Levinson. The 25 pages of Chapter 3 are dedicated to Speech Acts. Austin, Searle, Mey, Levinson, Coposescu are but a few of the theoreticians concerned with a “careful elucidation of some of the2concepts of ordinary language”. As the author points out, Searle (1969) identified five illocutionary/perlocutionary points. Assertives are statements may be judged true or false (they aim to describe a state of affairs in the world). Directives are described as statements that attempt to make the other person's actions fit the propositional content. Commissives are statements which commit the speaker to a course of action as described by the propositional content. Expressives circumscribe the “sincerity condition of the speech act” and declaratives attempt to change the world by “representing it as having been changed”. Grice, Russell and Yule are also quoted in an attempt to clarify the scope and meaning of felicity conditions, followed by Austin’s Speech Act Theory and a brief explanation of speech events. Chapter 4 moves on towards Grice’s theory of implicature, presenting issues such as the cooperative principle, Grice’s maxims (quantity, quality, relation, manner), hedges, flouting the maxims and generating implicature, suspending the maxims, etc in nearly 20 pages. The cooperative principle is explained using models of understanding language and models of communication and the wealth of examples facilitate an easy intake by students. Co-text and context are dealt with in the subsequent 10 pages (Chapter 5), which include issues pertaining to conversation analysis, social contexts and approaches to the description of context (ethnographic vs. pragmatic).Chapter 6 spans over 25 pages to describe politeness and politeness strategies, as well as Leech’s maxims (tact, generosity, modesty, etc).The focus shifts in Chapter 7 onto conversation analysis and some of the modern approaches and methodologies since the 1960s. In a little less than 10 pages students are acquainted with naturally occurring conversation analysis, the interactional nature of social communication as well as turn taking models. Chapter 8 contains a summary of specific issues of Pragmatics arising in the work of a translator. Translation problems of localization, communicative translation and semantics are briefly presented, including some issues relating to the functions of language that need to be considered when rendering meanings in translation. A list of key terms and concepts as presented in the previous chapters could be useful to the student.

History and Theories of the European Integration

Az európai integráció története és elméletei

Author(s): János Kristóf Murádin / Language(s): Hungarian

Keywords: European integration; Paneuropa plan; Schuman Plan; European Economic Community; Treaty of Maastricht;

This textbook is not merely a simple, chronological description of the history of European integration but much more: it offers a philosophical-ideological synthesis of the idea that stands at its foundation, that of the continental unification. Accordingly, its main goal is, on the one hand, to present the formation and historical changes of the idea of unified Europe and, on the other hand, to give an overview of the foundation and development of the European Union as we know it today. Following the preface, a brief introduction presents the geographic extensions of Europe and the origins of the name. The next chapters describe the formation and development of the unification idea as well as the process of European integration. First, the ancient conceptions of Europe are presented and then the attributes of the mediaeval Christian community, the first plans of unification in the age of the Renaissance and the continental peace programmes emerging in the Enlightenment era as well as the characteristics of the Europe conception in the 19th century. A full chapter is dedicated to the unification plans that emerged in the first part of the 20th century, such as the Paneuropa plan of Coudenhove-Kalergi, which are considered as direct sources of the European integration. The attempts of Nazi and fascist totalitarian regimes to build continental empires and, at the same time, the efforts of the resistance movements aiming at unification based on federalism are presented in another chapter. The eventful years of the period of post-war transition are detailed in yet another separate chapter. The process of European integration from the 1950 Schuman Plan to the foundation of the European Economic Community, and after that, the formation of the European Communities, the crisis of integration, and the first enlargement are laid out in the next chapters. The decade of Euroscepticism between 1973 and1984 is the topic of another chapter. The integration of Mediterranean countries and the new routes of European unity during the 1980s are analysed in the next part, followed by the presentation of the Treaty of Maastricht and the foundation of the European Union, together with the third wave of enlargement. A further chapter is dedicated to the institutional reform of the EU, presenting in detail the Treaties of Amsterdam, Nice, and Lisbon. Further on, the different phases of the Eastern enlargement come under scrutiny, while the last chapter is dedicated to the crisis of the EU in our days, with special attention to Brexit. The bookend with a synthesis of the European Union’s current situation from the global perspective, followed by the bibliography.

Introduction into the Theory of Interpreting

Bevezetés a tolmácsolás elméletébe

Author(s): Noémi Fazakas,Krisztina Sárosi-Márdirosz / Language(s): Hungarian

Keywords: theory of interpreting; court interpreting; community interpreting; remote interpreting; media interpreting; interpreter;

The aim of this university course book is to serve as an introduction into the theory of interpreting for second-year students of translation and interpreting, although the chapters also cover practical insights on specific topics due to the nature of the field. The first part focuses on the profession (Interpreting studies), while the second one on the interpreter as a person (Interpreter studies). The chapters present the most important types of interpreting (court interpreting, community interpreting), nevertheless, we also explore the characteristics of interpreting in the European Union institutions, the basic aspects of evaluating interpreters, issues of remote interpreting and media interpreting. In the second part, which focuses on the interpreter as a person, psychological cognitive aspects are discussed, and the personality traits of interpreters are also presented. The chapters of the second part discuss the topic of information processing and memory, the relationship between creativity and interpreting, the issue of stress in the lives of interpreters and the concept of quality assurance in relation to interpreting. The course book aims to convey theoretical knowledge using the international scholarly literature, including the most important results of the research carried out by Hungarian specialists, but at the same time it wants to shed light on certain aspects of the profession from the perspective of the characteristics of the Romanian translation and interpreting market. Although the course book seeks to discuss theoretical issues related to the profession and the teaching of the profession, the emphasis shifts in many respects to practical problems that also prepare students to practice interpreting as a profession. In this way, the authors want to ensure that students enrolled in the Translation and interpreting programme not only know their future profession from a theoretical point of view, but also its practical aspects, difficulties and inherent professional and financial opportunities, and that they find their place on the market after completing their undergraduate studies. The literature is thus listed in the bibliography at the end of each chapter, with the aim of making it easier for students to review the Hungarian and international literature on a particular aspect of interpretation.

Computer-Assisted Learning

Számítógéppel támogatott oktatás

Author(s): Katalin Harangus / Language(s): Hungarian

Keywords: digital competency; learning environment; digital pedagogy methods; ICT tools;

Digital competency has become in a few years’ time one of the key competencesof the 21st century. In our days, it is a requirement of the educational systems tocreate a knowledge-rich learning environment for students using digital pedagogymethods and tools in which they are able to acquire knowledge and apply it ininnovative ways. Teacher Training Institutes are responsible for training teacherswho are able to apply the digital methodology and do not provide ready-madeanswers to problems arising in the educational process but develop competenciesthat enable students to recognize problems, analyse them, and apply appropriatestrategies for the solution.The book primarily provides support to undergraduate students of the TeacherTraining Institute in the methodology of utilization of ICT tools. Its goals are tolay the foundations for digital literacy and to develop a digital approach. It canalso provide useful practical solutions for practising teachers.Digital competency has become in a few years’ time one of the key competen¬ces of the 21st century. In our days, it is a requirement of the educational systems to create a knowledge-rich learning environment for students using digital pedagogy methods and tools in which they are able to acquire knowledge and apply it in innovative ways. Teacher Training Institutes are responsible for training teachers who are able to apply the digital methodology and do not provide ready-made answers to problems arising in the educational process but develop competencies that enable students to recognize problems, analyse them, and apply appropriate strategies for the solution.The book primarily provides support to undergraduate students of the Teacher Training Institute in the methodology of utilization of ICT tools. Its goals are to lay the foundations for digital literacy and to develop a digital approach. It can also provide useful practical solutions for practising teachers.

Teaching collocations

Teaching collocations

Author(s): Tünde Nagy / Language(s): English

Keywords: collocations; lexical approach; task-based approach; language learners and language users

Although in the last few decades emphasis has been laid on teaching vocabulary in foreign language classes, the importance of collocations often remains overlooked. Collocational awareness as a significant skill for language learners and language users (translators) alike can be acquired and developed at all levels provided enough attention is given to these linguistic constructions. While no perfect method exists that would guarantee the successful acquisition of collocations, it is believed that an integrated approach that combines various teaching methods, along with widely applicable teaching principles and strategies (Kumaravadivelu 2003), can yield satisfactory results. The theoretical considerations of the lexical approach (Lewis 1993, 2000) and also that of the task-based approach (Ellis 2003) provide useful teaching objectives, among which we can find the importance of teaching collocations and language chunks, noticing (giving students enough input so that they can observe the use of collocations in context), fostering students’ problem-solving skills and at the same time actively drawing their attention to collocations, providing contexts in which students can see collocations in their entirety, etc. Following the guidelines outlined in these approaches to a certain extent, the book offers a possible alternative to teaching collocations, also including exercises that can be used in EFL, ESP (business English), and translation classes.

Data Processing with R. Applications in the Environmental Sciences

Adatfeldolgozás alapjai R-rel. Alkalmazások a környezettudományban

Author(s): Andrea Rebeka Zsigmond / Language(s): Hungarian

Keywords: environmental science studies; R – a free software for statistical analyses and data processing; basics of statistics;

This book is designed for students involved with environmental science studies. It is a useful guide for them to become acquainted with R, which is a free software for statistical analyses and data processing. Today, R is accepted and widely used in the scientific community. The main reason of its popularity is the boundless possibilities R gives for users through the packages developed by statisticians all over the world. The book contains eight chapters, at first providing information about the basics of statistics and experimental design in the environmental sciences. The following chapters present the language of R and the main commands for handling a data frame and constructing simple plots such as histograms, box plots, or scatter plots. Through chapters three to seven, the distributions of continuous and discrete data and the most relevant hypothesis testing procedures are detailed. This part is the core of the book, which provides an expansively treated knowledge for the reader to feel themselves confident in processing experimental data with R in a scientific manner. The eighth chapter is dedicated to regression analysis. This chapter presents the linear regression and the generalized linear models confined to one independent variable. The book relies on a comprehensive bibliography containing Hungarian, English, and Romanian scientific articles and books. For students who want to deepen their English statistical language, The R Book (Crawley, 2013) is highly recommended. There are also some books written in Romanian language that are also recommended: Analiza statistică folosind limbajul R (Păun Păun 2009) and Noţiuni de statistică aplicată cu exemple în R (Păun 2016). For learners, it is recommended to pass through the chapters chronologically because the knowledge the book gives is logically constructed. For those who are familiarized with the statistical tools, the book can be used as a handbook for finding a useful solution in R for the given problem.

Marketing, management and finance case studies from the field of agriculture-, forestry and food economics

Marketing-, menedzsment- és pénzügyi esettanulmányok az agrár-, erdő- és élelmiszer-gazdaságtan területéről

Author(s): Bíborka Eszter Bíró,Boróka Júlia Bíró / Language(s): Hungarian

Keywords: case studies; economic and business training; marketing; management and finance; Szeklerland region;

The application of the case studies of this book for educational purposes aims to provide added value both methodologically and in terms of content in the field of economic and business training in Hungarian language. From a methodological point of view, it serves as a helping tool in the practical deepening of the theoretical material in the fields of marketing, management and finance. In terms of content, they present current and real corporate situations, business opportunities, economic and political circumstances. From a geographical point of view, the twelve case studies take place in the Szeklerland region. Industry-specific cases focus on the following areas: agriculture, food industry, forestry and rural development. The case study approach consists in the use of simulations of real cases or real life situations in companies to outline a particular economic theory, economic policy or business situation. When reading cases, the reader faces various challenges, opportunities, problems, decision-making possibilities, which are also real or imitate reality. Case studies do not have a single so-called correct solution, but give the possibility to discover different options for solving them.

Decision Theory for Economists

Döntéselmélet közgazdászoknak

Author(s): Júlia Salamon,Zoltán Makó / Language(s): Hungarian

Keywords: mathematical models of economy; decision theory; macro- and microlevels of economics;

Mathematical models of economy are decision models which help leaders to prepare their decision making in the macro- and microlevels of economics. The leaders’ aim is to choose the most convenient strategies in the course of decision making. The operational research and decision theory deal with the selection of these strategies. Based on many years’ educational experience, the economist students’ greatest difficulty in understanding the discipline of operational research is the transcription of the text-mode formulated economic problem to a solvable mathematical model.Mathematical models of economy are decision models which help leaders to prepare their decision making in the macro- and microlevels of economics. The leaders’ aim is to choose the most convenient strategies in the course of decision making. The operational research and decision theory deal with the selection of these strategies. Based on many years’ educational experience, the economist students’ greatest difficulty in understanding the discipline of operational research is the transcription of the text-mode formulated economic problem to a solvable mathematical model.In order to develop the mathematical model construction to skill level, one has to solve a large number of problems. Accordingly, the main objective of this book is to practise the inscription of the mathematical model of the economic problems and to help the understanding of the economicmeanings of the parameters. The WinQSB (QSB – Quantitative Systems for business) software package and the Excel table calculation program are used to calculate the mathematical model’s numerical solution.

Theory of International Relations

Nemzetközi kapcsolatok elmélete

Author(s): János Kristóf Murádin / Language(s): Hungarian

Keywords: international relations; Westphalian interstate political system; neofunctionalism; neo-Marxism; behaviourism; constructivism; reflectivism;

The aim of the course book entitled Theory of International Relations is to make the education of students specializing in International Relations and European Studies much easier. First of all, it contains a brief theoretical introduction to the very large field of international relations through the preludes of this branch of science, the basics of its name and its origins. In the second part of the book the actors of the international relations are introduced besides the first forms of interstate relations. In this matter, the whole chapter 3 is a presentation of the Westphalian interstate political system, and chapter 4 is a large demonstration of the classic system of the balance of power dealing with its origins and most important aspects as well. The main part of the book (chapters 5-10) presents the basic theoretical schools of international relations: realism, neorealism, idealism, neoidealism and geopolitics. Finally, the last chapter contains the latest theories of international relations: neofunctionalism, neo-Marxism, behaviourism, constructivism and reflectivism. At the end of the book there is a list of notions, which helps the students in understanding the material. The entire book covers a one-semester course in international relations.

General School Didactics

Általános iskoladidaktika

Author(s): László Fodor / Language(s): Hungarian

Keywords: school didactics; didactic theory of school; classical and modern teaching strategies;

General School Didactics focuses on knowledge that is tightly connected with the process and phenomenon of schooling and education. its main target is to provide information with reference to the most important fields and facts of didactics, i.e. to offer theoretical support, general criteria and professional knowledge to practicing teachers and to those who are willing to become teachers in our schools. From the wide and varied areas of didactic issues, we have selected the ones that are essential from the perspective of the general and specific educational and pedagogical background teachers must be endowed with. Thus, the items of information and knowledge that are covered in our book have been carefully chosen in accordance with the necessities and characteristics of the didactical profession and the principles that guide the large area of teaching-learning activities in our schools. Another equally important criterion of choosing the topics is connected with the implementation of perspectives that define teachers’ teaching knowledge and competences, and with the introduction of the professional (didactical) terminology. The eighteen chapters of the book cover eighteen large topics that include more than one hundred specific issues and matters connected with pedagogical ideas and didactic concepts, paradigms, theories, models and research results. the first chapter makes an analysis of school didactics as a scientific branch of pedagogy, and as general didactic theory of school, of teaching and learning. the second chapter deals with the characteristics, modalities and patterns of school didactics. in chapters 3-5 we focus on current issues of the teaching, learning, and of the teaching-learning processes. Chapters 6-8 are dedicated to pedagogical, psychological and related aspects of the main actors of the educational process: the teachers and students. the following chapters present classical and modern teaching strategies, main didactic principles, traditional and alternative education forms, teaching instruments, means and materials, and lesson planning. the sixteenth chapter emphasizes the main facets and elements of didactic communication, the seventeenth makes a presentation of the problems of evaluation and ranking, the last chapter explains the most important global matters and quality criteria of the didactic activities in schools. We dare say and hope that the eighteen chapters of general school didactics, the argumentative, descriptive and practical efforts of the author will provide practicing and future (primary and secondary school) teachers with useful information and guidelines in relation with their profession, with the problems that they meets every day in schools, covering the most important thoughts, theories, reflections, descriptions, all the inherent problems of the matter. General school didactics focuses on knowledge that is tightly connected with the process and phenomenon of schooling and education. Its main target is to provide information with reference to the most important fields and facts of didactics, i.e. to offer theoretical support, general criteria and professional knowledge to practicing teachers and to those who are willing to become teachers in our schools. From the wide and varied areas of didactic issues, we have selected the ones that are essential from the perspective of the general and specific educational and pedagogical background teachers must be endowed with. Thus, the items of information and knowledge that are covered in our book have been carefully chosen in accordance with the necessities and characteristics of the didactical profession and the principles that guide the large area of teaching-learning activities in our schools. Another equally important criterion of choosing the topics is connected with the implementation of perspectives that define teachers’ teaching knowledge and competences, and with the introduction of the professional (didactical) terminology. The eighteen chapters of the book cover eighteen large topics that include more than one hundred specific issues and matters connected with pedagogical ideas and didactic concepts, paradigms, theories, models and research results. The first chapter makes an analysis of school didactics as a scientific branch of pedagogy, and as general didactic theory of school, of teaching and learning. The second chapter deals with the characteristics, modalities and patterns of school didactics. In chapters 3-5 we focus on current issues of the teaching, learning, and of the teaching-learning processes. Chapters 6-8 are dedicated to pedagogical, psychological and related aspects of the main actors of the educational process: the teachers and students. The following chapters present classical and modern teaching strategies, main didactic principles, traditional and alternative education forms, teaching instruments, means and materials, and lesson planning. The sixteenth chapter emphasizes the main facets and elements of didactic communication, the seventeenth makes a presentation of the problems of evaluation and ranking, the last chapter explains the most important global matters and quality criteria of the didactic activities in schools. We dare say and hope that the eighteen chapters of general school didactics, the argumentative, descriptive and practical efforts of the author will provide practicing and future (primary and secondary school) teachers with useful information and guidelines in relation with their profession, with the problems that they meets every day in schools, covering the most important thoughts, theories, reflections, descriptions, all the inherent problems of the matter.

Research Methodology in the Communication Studies

A kutatás módszertana a kommunikációtudományokban

Author(s): Gyöngyvér Erika Tőkés / Language(s): Hungarian

Keywords: steps of the research process; research methods; cognition; random sampling;

The aim of the book is to acquaint the communication and public relation students with the logic of scientific cognition, the steps of the research process and the key research methods of communication studies. In the volume, the students may read about qualitative and quantitative methods of the social sciences and about text analysis techniques of the humanities. In conclusion, we present the main rules regarding the elaboration of a scientific publication and about the giving of a scientific presentation. The first chapter presents the forms of cognition, the peculiarities of scientific cognition, emphasizing the differences between scientific and commonplace cognition. The second chapter presents the preparation phase of the research, the difficulties of formulating the research problem and the steps of the completion of the research plan. The third chapter deals with the question of sampling. The fourth chapter discusses the research ethic and the most common moral convictions guiding scientific research. The fifth chapter is about the importance of the bibliographic review in the research process. From the sixth to the tenth chapters, we present the main data collecting methods like direct observation, the interview, the focus group, the questionnaire survey and content analysis. The eleventh chapter gives some statistical procedures of the quantitative data analysis. In the twelfth and the thirteenth chapters, we present the textual analysis opportunities of the moving pictures, like narrative and genre analysis. The fourteenth chapter presents the basic principles of the completion of a research report and of a scientific publication. The fifteenth chapter shows the rules of giving a successful scientific oral presentation. Every chapter has a similar structure. Following each chapter, the reader receives review questions, which help him to check his acquired knowledge. The review questions continue with exercises, which help the students to apply the gained knowledge. The chapters end with annotated bibliography where we indicate additional useful sources to facilitate further enrichment of knowledge. The review questions and exercises require individual solutions and help the students in their home preparation. At the end of the volume, we compiled a dictionary of the terms used in three languages (Hungarian–Romanian–English), in order to assist students in getting acquainted with the methodological terminology in these languages.

SOCIAL PEDAGOGY

SZOCIÁLPEDAGÓGIA

Author(s): László Fodor / Language(s): Hungarian

Keywords: pedagogical knowledge; socio-pedagogical language; human personality; social development; anti-drug education; social learning; pedagogical conflicts; children's rights; corporal punishment; underprivileged children;

The book entitled Social pedagogy comprises pedagogical knowledge, which is related to the complex phenomenon of social pedagogy. This knowledge is presented through scientific descriptions and possible theoretical interpretations. The main objective of the book is to convey indispensable professional information on the preparation for general pedagogical and social pedagogical work, to offer essential and general criteria and proper theoretical preparation for exigent and effective pedagogical work. The author has chosen form the vast problem of social pedagogy only those essential and comprehensive themes that belong either to the general pedagogical education, or to the specific domain of social pedagogy, and which are indispensable for any educator as well as for successful practice of the social pedagogical profession. An important factor in the choice of the themes presented was the distinctiveness of social pedagogical work and the necessity of establishing the theoretical foundation of this profession, furthermore the configuration of the socio-pedagogical language and the conception of the educators. The book presents 19 great thematic blocks in 19 chapters, and it comprehensively reviews ─ through 150 specific problems ─ the contemporary pedagogical and social pedagogical thoughts, concepts, theories and research results. In the first chapter, the book presents education as basic social activity and in the second chapter it talks about the social character of human personality. In the third and fifth chapters, the book construes the criteria of human evolution, the questions of the development of personality and the personality developing feature of education. The next three chapters are dedicated to social development, anti-drug education and to the pedagogical problems of school classes. Chapters nr. 9 and 10 are dedicated to the detailed and deep analysis of social pedagogical work. In chapters 11-16 the book presents important issues of social learning, pedagogical conflicts, children's rights, corporal punishment, specific social pedagogical themes and the essential aspects of non-verbal communication. Chapters' no. 17 and 18 are dedicated to the endangered and underprivileged children, and their education, and to children with different problems in the school. The last chapter discusses the complex problem of pedagogical guidance. Through the ideas, conceptions, reflections, argumentations, illustrative and applicative efforts presented in the book the reader (no matter if he/she is a student or an educator) may find several new solutions for many questions emerging from the field of social pedagogy.