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In the broadest sense, social sciences encompass society, human behavior, and its influence on the world. Social sciences help understand how society works, ranging from the causes of unemployment, economic growth, what makes people happy, and so on. The information it provides is vital for governments and policymakers, non-governmental organizations, and local authorities.
Social Sciences and Law
Abstract
This essay aims to compare the constitutional interpretation techniques used by the Italian Constitutional Court and the Hungarian one, facing the advancing of populist claims in Europe. After introducing the differences between the exercise of sovereignty in constitutional legal systems towards populistic regimes, the authors analyse some paradigmatic cases in which Constitutional Courts reacted to populistic waves. Through comparing the different legal instruments adopted to interpret the Constitution, this paper will therefore test the Italian and Hungarian legal system's concrete democratic evolution.
Abstract
In the 21st century, the two administrative instruments that have the greatest impact on the legal situation of members of society, administrative enforcement and administrative legislation, have been and are being confronted with a number of social challenges (global economic crisis, refugee crisis, epidemics and pandemics). The challenges of the 21st century require public intervention to provide a rapid, accurate and effective response to the problems that arise, while ensuring legality and the protection of the rights of the citizens. The first responses to social problems are provided by sectoral regulations, which may conflict with general rules of administrative procedure. The study analyses administrative decisions of general scope in the light of special sectoral regulation and review the points of conflict with general rules of administrative procedure. The study concludes with a proposal.
Abstract
This paper aims to show the importance of a correct understanding of formally undefined EU labour law norms for the successful European integration of Ukraine. The analysis focuses on legal acts of the European Union. The drawbacks of the inequality of approaches to determining the content of norms with evaluative concepts are highlighted, as is the need to use doctrinal recommendations for the application of evaluative provisions with the purpose of preventing the misconception that evaluative concepts can be interpreted as, and to whom, it pleases. This article thus demonstrates the necessity of the analysis of the case-law of the Court of Justice of the EU, which is rich in the interpretation of evaluative concepts and is considered to help clarify the meaning of many terms of labour law, which, due to their undefined formulation, may cause difficulties in implementing them in the legal system of Ukraine.
Abstract
While the complexity of the methodological and legislative-technical apparatus of conflict of laws has, in the eyes of its critics, created an aura of impermeability, they are, in fact, instruments through which a relationship to the foreign is conveyed and articulated. However, conflict of laws is not an immutable system of rules but rather a technique that undergoes varying degrees of development depending on the changing premises on which it is built. These are notably defined by different approaches to the values that frame the conflicts resolution. Depending on these values, the available instruments of conflict of laws are used to achieve different objectives. This results not only in a confluence of different methods but also in changes within a particular method. Against the backdrop of the value transformations of conflict of laws, this paper seeks to demonstrate that the abandonment of methodological purism of conflict of laws necessarily entails the abandonment of relational purism towards the foreign. By contrast, insofar as transformations within the dominant multilateral method are concerned, it is argued that the changes in value orientation have not led to a fundamental change in the nature of the relationship to the foreign.
Abstract
The article deals with a very up-to-date issue, the ‘voice of the child’, i.e. the implementation of the child's right to be heard in parental responsibility matters and cases. My aim is to find an answer to the question of how the Hungarian codification, judiciary and academic legal literature have changed over the last decade and how they have adapted to the modern child-focused standards. The significance of the topic emerges from the fact that both the exercise and the rendering of parental responsibilities is somehow problematic in many families and this difficulty is burdened by the requirements of child-friendly justice. The issues dealt with in this paper concern the significance of the child's right to be heard, the necessity of the child's hearing, the connection between the child's protection and child's hearing, the difficulty of determination whether the child is capable of forming his or her own views, the direct and indirect hearing of the child and the difference between the child's hearing and the child's voice.
Abstract
This study aims to ascertain the research trends of articles on scientific literacy in primary schools. In the study, both bibliometric and content analysis techniques were employed. In the Web of Science database, 145 studies conducted between 1993 and 2021 and 60 studies conducted between 2002 and 2021 were included in the content analysis for bibliometric analysis. According to the findings, there is a rising interest in scientific literacy in primary schools. Bybee, R., and McCrae, B., were the most cited authors in this study. The United States was the most frequently cited country, and the Australian Council for Educational Research was the most frequently cited institution. Few mixed studies have been conducted on the topic of scientific literacy, as qualitative studies have dominated the field. As sample groups, primary school students and college graduates were favored. The study concluded that scientific literacy in primary school is mostly promoted by organizations, journals or authors in developed countries. The results of the study were discussed in light of the relevant literature, and suggestions for further studies were offered.
Abstract
In light of the debates on the “feminisation of religion” that have animated historiography, during the Restoration one can distinguish two educational strategies towards the education of women. On the one hand, we can make out a symbolic system in which women, whether religious or married, fulfilled values that the male part of society seemed to deny or have forgotten. The same period, especially through the social action of the new religious congregations, saw an activity and a visibility that could not be attributed to a political dimension, but rather to a pre-political one. The relationship between women and the sacred conferred legitimacy on the reclusion of women, that is, the need for a confinement which constituted the physical and symbolic element of the continuity between the education given in monastic institutions and that of many nineteenth-century boarding schools for young women. Women's action outside the classroom belonged more to the sphere of the symbolic than to that of the useful, and, in any case, were founded on an essentially individual type of relationship.
Abstract
The author analyses the education of aristocracy in Croatia and Slavonia from the late 18th century until 1918. Education played a vital role in the mindset and lifestyle of aristocracy, and in retaining its elite position in the political, social, cultural, economic and military aspect, to name just some. Aristocrats were trained to become the pillars of society, they had private tutors and teachers, and often finished the gymnasium but did not necessarily continue their schooling at a higher level. Reforms of enlightened absolutism, which opened career chances for lesser nobility and burghers and the rise of well-educated and economically successful modern middle class after 1848, forced the aristocracy to keep pace. However, it still preferred traditional studies of philosophy, law or, to a much lesser extent, theology and was losing its dominant role in the field of arts as well.
