Comparison of different space indexing methods for ecological evaluation of urban openspaces

Nowadays we meet many different evaluation methods regarding the ecological performance of green surfaces and parks. All these methods are extremely valuable in determining how well a green surface performs from ecological aspect and to what extent the environment were damaged if these sites would be built or would be developed any other way causing reduction of green surfaces. The goal of the article is to clarify the differences between two evaluation methods (GSI – Green Space Intensity, BARC – Biological Activity Rate Calculation) suitable for urban green infrastructure analysis and to see if any significant difference can be observed evaluating the same site by these methods. Our research sites are in Budapest and their sizes vary between 2,5-8 acres. The most important aspects of site analysis are the following: size and boundaries of the park, existence or lack of water features, the characteristics of their surfaces and the complexity of vegetation. We summarize the data of the site analysis in tables, make a summarizing diagram for visual representation and draw conclusions from the results. As a final step, we evaluate how these two evaluation systems relate to urban open space developments.

Comparison of Explicit and Implicit Methods of Cross-Cultural Learning in an International Classroom

The paper addresses a gap in the literature concerning the difference between enhanced and not enhanced cross-cultural learning in an international classroom. The objective of the described research was to clarify if the environment of international classrooms could enhance cross-cultural competences significantly enough or if additional focus on cross-cultural learning as an explicit objective of learning activities would add substantially to the experience. The research question was defined as “how can a specific exercise focused on cross-cultural learning enhance the cross-cultural skills of university students in an international classroom?”. Surveys were conducted among interna- tional students in three leading Central-European Universities in Lithuania, Poland and Hungary to measure the increase of their cross-cultural competences. The Lithuanian and Polish classes were composed of international students and concentrated on International Management/Business topics (explicit method). The Hungarian survey was done in a general business class that just happened to be international in its composition (implicit method). Overall, our findings prove that the implicit method resulted in comparable, somewhat even stronger effectiveness than the explicit method. The study method included the analyses of students’ individual increases in each study dimension and construction of a compound measure to note the overall results. Our findings confirm the power of the international classroom as a stimulating environment for latent cross-cultural learning even without specific exercises focused on cross-cultural learning itself. However, the specific exercise did induce additional learning, especially related to cross-cultural awareness and communication with representatives of other cultures, even though the extent of that learning may be interpreted as underwhelming. The main conclusion from the study is that the diversity of the students engaged in a project provided an environment that supported cross-cultural learning, even without specific culture-focused reflections or exercises.