Mathematical Model of Re-Structuring Complex Technical and Economic Structures

Research and development of mathematical model of optimum distribution of resources (basically financial) for maintenance of the new (raised) quality (reliability) of complex system concerning, which the decision on its re-structuring is accepted, is stated. The final model gives answers (algorithm of calculation) to questions: how many elements of system to allocate on modernization, which elements, up to what level of depth modernization of each of allocated is necessary, and optimum answers are by criterion of minimization of financial charges.

Music as the Source of Information Influence and Soul Education

Unlike other works of art (painting, sculpture, etc.) a musical composition should be performed, it should sound to become accessible. Therefore, the role of the musical masterly performance is extremely important. But presently it has increased in importance when music through mass communication media i.e. radio, television, sound recording becomes in the full sense of the word the property of millions. Art in all its genres as a means of information helps to recreate a picture of one or other epoch as a whole. Moreover, art has a profound impact on education: it can be positive or negative, creative or destructive. Let us dwell on such aspect of music as means of information and the value of musical mastery activity for brining information to hearers of the alternating generations. Unlike other works of art (painting, sculpture etc.) a musical composition should be performed, it should sound to become intelligible. Therefore, the role of the musical masterly performance is extremely important. But presently it becomes particularly great in the XXI century when music becomes a true property of the masses due to mass media – radio, television, sound recording.

Joint colloquium on plurilingualism and language education:opportunities and challenges, (AAAL/TESOL)

This colloquium was organised by Ryuko Kubota (University of British Columbia, Canada) and Sue Garton (Aston University, UK) as part of the collaboration between the American Association for Applied Linguistics (AAAL) and TESOL International Association.

Virtual Reality and Legal Education

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Role of the educator in social software initiatives in Further and Higher Education:a conceptualisation and research agenda

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the student interactions on these tools) are instrumental to most aspects of a social software initiative. To this end, we have developed an agenda for future research on the role of the educator. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context and provide recommendations for further investigations. By developing a research agenda we hope to stimulate research that creates a better understanding of the educator’s situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in the educational domain.

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course environment can also have adverse implications on students, educators and the education institution as a whole, a phenomenon which has received much less attention in the literature. In this study we explore the various implications of introducing social software into a course environment in order to identify the associated benefits, but also the potential drawbacks. We draw on data from 20 social software initiatives in UK based higher and further education institutions to identify the diverse experiences and concerns of students and educators. The findings are presented in form of a SWOT analysis, which allows us to better understand the otherwise ambiguous implications of social software in terms of its strengths, weaknesses, opportunities and threats. From the analysis we have derived concrete recommendations for the use of social software as a teaching and learning tool.

Műszaki és gazdasági hatékonyság Koopmans termeléselméletében (Technical and economic efficiency in Koopmans' theory of production)

Koopmans gyakorlati problémák megoldása során szerzett tapasztalatait általánosítva fogott hozzá a lineáris tevékenységelemzési modell kidolgozásához. Meglepődve tapasztalta, hogy a korabeli közgazdaságtan nem rendelkezett egységes, kellően egzakt termeléselmélettel és fogalomrendszerrel. Úttörő dolgozatában ezért - mintegy a lineáris tevékenységelemzési modell elméleti kereteként - lerakta a technológiai halmazok fogalmán nyugvó axiomatikus termeléselmélet alapjait is. Nevéhez fűződik a termelési hatékonyság és a hatékonysági árak fogalmának egzakt definíciója, s az egymást kölcsönösen feltételező viszonyuk igazolása a lineáris tevékenységelemzési modell keretében. A hatékonyság manapság használatos, pusztán műszaki szempontból értelmezett definícióját Koopmans csak sajátos esetként tárgyalta, célja a gazdasági hatékonyság fogalmának a bevezetése és elemzése volt. Dolgozatunkban a lineáris programozás dualitási tételei segítségével rekonstruáljuk ez utóbbira vonatkozó eredményeit. Megmutatjuk, hogy egyrészt bizonyításai egyenértékűek a lineáris programozás dualitási tételeinek igazolásával, másrészt a gazdasági hatékonysági árak voltaképpen a mai értelemben vett árnyékárak. Rámutatunk arra is, hogy a gazdasági hatékonyság értelmezéséhez megfogalmazott modellje az Arrow-Debreu-McKenzie-féle általános egyensúlyelméleti modellek közvetlen előzményének tekinthető, tartalmazta azok szinte minden lényeges elemét és fogalmát - az egyensúlyi árak nem mások, mint a Koopmans-féle hatékonysági árak. Végezetül újraértelmezzük Koopmans modelljét a vállalati technológiai mikroökonómiai leírásának lehetséges eszközeként. Journal of Economic Literature (JEL) kód: B23, B41, C61, D20, D50. /===/ Generalizing from his experience in solving practical problems, Koopmans set about devising a linear model for analysing activity. Surprisingly, he found that economics at that time possessed no uniform, sufficiently exact theory of production or system of concepts for it. He set out in a pioneering study to provide a theoretical framework for a linear model for analysing activity by expressing first the axiomatic bases of production theory, which rest on the concept of technological sets. He is associated with exact definition of the concept of production efficiency and efficiency prices, and confirmation of their relation as mutual postulates within the linear model of activity analysis. Koopmans saw the present, purely technical definition of efficiency as a special case; he aimed to introduce and analyse the concept of economic efficiency. The study uses the duality precepts of linear programming to reconstruct the results for the latter. It is shown first that evidence confirming the duality precepts of linear programming is equal in value, and secondly that efficiency prices are really shadow prices in today's sense. Furthermore, the model for the interpretation of economic efficiency can be seen as a direct predecessor of the Arrow–Debreu–McKenzie models of general equilibrium theory, as it contained almost every essential element and concept of them—equilibrium prices are nothing other than Koopmans' efficiency prices. Finally Koopmans' model is reinterpreted as a necessary tool for microeconomic description of enterprise technology.

A túl- és az alulképzés bérhozama 25 európai országban (Returns for over-education and under-education for 25 European countries)

A tanulmányban 25 ország, kétezres évek közepi állapotot tükröző, reprezentatív keresztmetszeti mintáin egyrészt a Duncan-Hoffman-féle modellre támaszkodva megvizsgáljuk, hogy adatbázisunk milyen mértékben tükrözi az illeszkedés bérhozamával foglalkozó irodalom legfontosabb empirikus következtetéseit, másrészt - a Hartog- Oosterbeek-szerzőpáros által javasolt statisztikai próbák segítségével - azt elemezzük, hogy a becslések eredményei alapján mit mondhatunk Mincer emberitőke-, valamint Thurow állásversenymodelljének érvényességéről. Heckman szelekciós torzítást kiküszöbölő becslőfüggvényén alapuló eredményeink jórészt megerősítik az irodalomban vázolt legfontosabb empirikus sajátosságokat, ugyanakkor a statisztikai próbák az országok többségére nézve cáfolják mind az emberi tőke, mind az állásverseny modelljének empirikus érvényességét. / === / Using the Duncan–Hoffman model, the paper estimates returns for educational mismatch using comparable micro data for 25 European countries. The aim is to gauge the extent to which the main empirical regularities shown in other papers on the subject are confirmed by this data base. Based on tests proposed by Hartog and Oosterbeek, the author also considers whether the observed empirical patterns accord with the Mincerian basic human-capital model and Thurow's job-competition model. Heckman's sample-selection estimator shows the returns to be fairly consistent with those found in the literature; the job-competition model and the Mincerian human-capital model can be rejected for most countries.

Contradictions inherent in the management of natural and industrial disasters

These days people keep wondering whether the world is more dangerous now than it was before. Do natural disasters really happen more frequently or is it just that the damage they cause that has become greater? The situation is not quite clear. As a result of the globalizing world and advanced communication infrastructure, the number of known / reported catastrophes is relatively high, but that does not necessarily mean there has been an actual increase in frequency. The red mud spill in Hungary was a special combination of industrial and natural disasters. This is one of the reasons why it is very hard to pinpoint who is responsible for the event. Natural disasters tend to raise questions about responsibility that are different from those concerning industrial catastrophes. Interestingly enough, however, nature often plays an important role in industrial disasters. The present article is concerned with how the issues of responsibility are handled in the case of industrial disasters.