Social representation is organized around a central nucleus. Initially, Moscovici used the phrase "figurative nucleus" for the complex obtained after the objectification (cognitive process through which individuals or groups transform the abstract into familiar and integrate it to their own knowledge system). In the first phase of elaborating the social representation of an object, the subjects choose the information part circulating within the society, make it familiar, and transform it according to their traditions, culture, and group history. Thus, they become independent in the relationship with the environment, with the context in which they created it, making it adaptable and intelligible. This central "nucleus" or "system" (as it was named during the evolution of the theory) then appears concretely as image, illustrates the life of the individual creating it, being anchored in his thoughts (Neculau & Curelaru, 2003:292). Anchoring, as discussed by the authors, transfers a strange and disturbing thing into our particular category system, confronting this new element with the paradigm of a category seen as suitable (Moscovici, 1997:39). The insertion of the object in a familiar reference framework takes place and follows the social instrumentalization of the object. The social representation provides instruments for communication and common understanding, and the anchoring phenomenon facilitates the sequencing of the environment in significant units and comprehensible systems. The two processes, objectification and anchoring, are fundamental in the formation and functioning of social representations. Using word association technique, the data analysis registered 197 mentions for the group of subjects named non-gallery and 205 specifications for the subjects situated in the gallery group, I tried to identify the social representation of violence in football game and the subjects of research was funs.

In this study strategies used in vocabulary learning by would-be primary English teachers are discussed. The use of language learning strategies and consequently vocabulary learning strategies is of outstanding importance in language learning and teaching, because the practical application of these strategies seems to be the precondition of successful language learning. For English-specialised teacher trainees, it is vital to be successful in language learning, since this is the way they can become successful teachers. However, the quantitative results presented in this study demonstrate a noticeably low level of vocabulary learning strategy use. This low level strategy use is more likely seen in the area of social and affective strategies, while compensation and metacognitive strategies are used more frequently. Lexical processing strategy use by teacher-trainees is discussed individually, because these strategies can directly lead to vocabulary acquisition. Language learning anxiety and how learners get their knowledge about strategies are also examined separately. Comparing the results of full-time and correspondent students' vocabulary learning strategies shows no significant differences, nevertheless the variance of strategy use raise interesting questions.

The effect of using the creative drama method in science and technology course on the attitudes and achievements of students was investigated in this study. The research was carried out with 46 primary school fifth grade students. Of these students, 22 were female and 24 were male. The pre-test and post-test designs were used with a control group of the students in the research, 25 constituted the experimental group, while 21 constituted the control group. In the experimental group, the courses were lectured using the creative drama method. In the control group, however, the courses were lectured according to the traditional instruction methods. For this purpose, the students in the experimental group were provided with a drama education before the application. In the study, science and technology courses were applied in the unit of 'living things and life learning area, let's travel and learn the world of living things'. The unit was lectured in 28 course hours in both groups. "Science attitude scale" and "achievement test for science and technology courses" that were developed by the researchers were used as the measurement instruments. The attitude scale was applied to the students as pre-test and post-test. However, the achievement test was applied as only a post-test. The Mann Whitney U-test was used for data analysis. A significant difference was found between the experimental group and control group in terms of the total scores obtained from the achievement and attitude tests. In addition, whether there was any difference between attitude and achievement in terms of gender, was examined, and no difference in attitude and achievement was found.

Entrepreneurship education in health education is relatively young discipline in Hungary. There are some key elements of this such as understanding why entrepreneurs are important to the health care sector; preparing students for carrier success and increasing their capacity for future learning. While international interest in entrepreneurship education has grown with the recognition of practical approach, business schools and other universities have recently launched new programs with new learning methods and experiential techniques in entrepreneurship. One of these teaching tools in classroom is the moderation. Moderation techniques can develop and practice a variety of entrepreneurial skills that may make students aware of their potential as successful entrepreneurs in the health sector. Topics of the moderation may be coverage of most following major areas: business environment, charasterictics of successful entrepreneurs and managers among many others, various business situations, business plan and any business problem. The following aspects are essential in the moderation of team work: group dynamics and participants' responsibility, role and tasks of the moderator, techniques of visualisation, standard techniques for routine work in groups, for intensively processing single issues or problems see, auxiliary techniques of problem processing and the typical steps in moderation method. This lecture illustrates some aspects of moderation techniques with a study case the role of the moderation in teaching entrepreneurship issues.

Most institutions of tertiary education use various ways to prepare their students for the different stages of job-seeking. In spite of the fact that there are job fairs, career centres and the students can find advice on the Internet in the form of free CV clinic, tips by HR consultants and other experts, the students often lack self-confidence in real-life situations. At Budapest Business School an elective English language course, which has been running for more than five years, aims to prepare the students by taking them through the stages of job-hunting and as one of the most important factors. After thorough preparation, the course concludes in a mock interview providing the participants with the opportunity of practising and testing their interview skills thus reducing the interview anxiety which may come from several factors. The interviews are recorded; self - evaluation is requested and peer feedback is given. The article attempts to give a summary of the course, the process of preparing the students for the mock interview and, based on student feedback, the benefits of these job interviews.

Education became one of the largest subsystem of modern societies in the past century. The role of education is no longer interpreted only as the conveyor of culture, knowledge and values, but it is also attributed a significant role in its contribution to economic development and the promotion of social integration. The development of the theory of the human capital is associated with Theodore W. Schultz. According to his presumptions, the people make investments through education and training that increase their ability to produce, their productivity and thus the market value of their work. There have different explanations created to justify the contribution of education to economic development. The most significant from among them are as follows: education has got a direct impact of increasing productivity (theory of the human capital); employees of higher qualification levels participate is non-the-job further training courses in higher proportions, witch also increases productivity; investment in the human capital is an alternative of consumption, as educational expenses are not usually covered from savings.

The goal of our research is to discover and analyze the impact of the Bologna process on students, who studied in Hungary's, Romania's and the Ukraine's Hungarian-speaking tertiary educational institutions. Due to high unemployment rate caused by the recent (2008) economic changes, university students graduating in 2009, who are facing the challenges of entering the labour market, are in a difficult situation. Having a university degree does not necessarily guarantee success in the labour market because of the expansion of higher education and the rapidly changing nature of the labour market. Graduating university students have to accommodate to these growing expectations, which necessitates that - apart from their higher educational studies - they have to obtain practical experience, as well as certain qualifications and competences that may partly be obtained during practical learning and partly at the institutions of adult education. Therefore, in our research, The Impact of Tertiary Education on Regional Development (TERD) we examined BA/BSc students, who participated in adult education besides their higher educational studies. Our aim was to map the different kinds of knowledge and skills that are required by BA/BSc students but are not provided by higher education. At the same time we intended to find out which are the special areas of adult education that students most often choose on in the hope of becoming successful in the labour market. The research was carried out among 1,361 students, who studied at Hungary's, Romania's and the Ukraine's Hungarian-speaking tertiary educational institutions, which places the research in a European perspective.

In order to increase students' success and present a teacher model it is of great importance for lecturers training teachers at the Faculties of Education to provide for a multi learning environment in their classes and make use of a wide range of methods, strategies and material. No matter which learning approach accepted, a teacher should always try to enrich the learning and teaching environment both quantitative and qualitative. The way the lecturer uses in presenting his subject matter and creating a multi learning environment increases the quality of the learning environment. Data presented in a monotonous mode with insufficient stimulus is not acquired adequately by students and results in failure in learning. Lesson environment created by using rich stimulus not only offers a good learning environment to the students but also enables the teacher to create an image of a model teacher.

The aim of this research is to identify whether high school students' locus of control features and personal preferences change in terms of some variables or not. The sample of the study consisted of 82 female and 192 male students attending different high schools in the centre of Aksaray province. In sample choice, random sampling method was used. In data analyses, F test and t test were used to see if there was any significant difference. According to the results of the study, students with different types of high school have different locus of control features. The results showed that students attending regular high schools had more locus of control than the ones who attend vocational high school. When examined in terms of personal preferences, there is significant difference between vocational high school students and regular high school students concerning conformity, regularity, autonomy, recognizing emotions and alteration. In addition, regular high school students' personal preferences such as success, drawing attention and dominance is significantly different than that of vocational high school students. When examined in terms of gender, girls were found to show outer locus of control and they there found a significant difference in personal preferences. The study also revealed that locus of control feature was an important factor in the differentiation of personal preferences.