University of Szeged
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Reports & Diplomatic Correspondence of A Habsburg Diplomat: Anselm Franz von Fleischmann (1711-1716)
Get PDFThis dissertation examines the diplomatic reports and correspondence of Anselm Franz von Fleischmann, a Habsburg diplomat stationed in the Ottoman Empire from 1711 to 1716, during the reign of Sultan Ahmed III. Drawing on fifty-two primary documents from the Austrian State Archives (Österreichisches Haus-, Hof-, und Staatsarchiv - OeStA), supplemented by twenty-four additional sources such as Habsburg frontier commanders' letters and intelligence reports, the study analyzes Ottoman foreign policy and Ottoman-Habsburg relations between 1711 and 1716, during the period of geopolitical turmoil following the Treaty of Karlowitz (1699), through Fleischmann's eyes.
The research focuses on three key events: the Ottoman-Russian War (1711), including the Prut River Campaign and the Treaty of Prut; the Ottoman-Venetian War (1714–1715), encompassing the Montenegrin Uprising, Ottoman military preparations, and the conquest of Morea; and the escalating tensions leading to the Ottoman-Habsburg War (1716), marked by diplomatic failures, Fleischmann's arrest, and Ottoman administrative inefficiencies.
Using archival transcription and comparative analysis with contemporary sources (e.g., the memoirs of Stanisław Poniatowski, Ernst Friedrich von Fabrice, and Aubry de la Motraye, as well as Voltaire's history books, and Ottoman chronicles such as the Târîh-i Râşid and Nusretname), the thesis reveals Fleischmann's perspectives on Ottoman military strategy, domestic politics, and foreign policy maneuvers. It highlights the Habsburgs' efforts to resolve their conflicts with the Sublime Porte through mediation without escalating into conflict, the influence of figures such as the Grand Viziers Baltacı Mehmed Pasha, Damat Ali Pasha, and Tatar Khan Devlet Giray, as well as broader European power shifts involving Russia, Sweden, and Venice.
Ultimately, Fleischmann's records underscore the Ottoman Empire's transitional decline, characterized by corruption, strategic missteps, and territorial ambitions, while affirming the Habsburg Monarchy's rising dominance in Eastern Europe. This study contributes new archival evidence to the historiography of early 18th-century diplomacy, emphasizing the interplay of intelligence gathering, alliances, and warfare in reshaping the balance of power
Tutor általi tanulás az általános iskolai természettudományos nevelésben: egy fejlesztőprogram hatásainak vizsgálata tanulók és tanárok körében
Get PDFThe research explores cross-age peer tutoring in the early stages of science education, through sessions centred on student-led experiments.
In the first phase of the research series, we used a program evaluation questionnaire to gather the opinions of teachers (n = 22) who participated in the implementation of a school-wide extracurricular science program called Twin Class Experiment Afternoons. During the program, upper-grade students presented experiments to lower-grade students over the course of one school year — one session per class, totalling 12 sessions. Teachers evaluated the program positively, primarily noting its role in developing students' social skills and increasing their interest and motivation. However, they also reported challenges related to scheduling, time constraints, and selecting age-appropriate, easy-to-implement experiments.
Building on this successful practice, we conducted a second study to examine the experiences of a semester-long classroom program involving monthly sessions. This study included fourth-grade students (n = 31) and sixth-grade tutors (n = 12). The tutored students rated the program significantly more favourably than the tutors, highlighting the impressive experiments and the enjoyable atmosphere. The tutors found the program beneficial for trying out the role of a teacher and for deepening their understanding of the curriculum. Both groups identified noise as a challenge, and the tutors also struggled with maintaining discipline.
In the third, quasi-experimental study, we investigated the impact of the extracurricular version of the program developed in the second study on students' motivation toward science learning and self-concept using a pre- and post-assessment design with experimental and control groups. The study employed the Science Motivation Questionnaire II (Glynn et al., 2011), the Self-Description Questionnaire I (Marsh, 1990), and program evaluation questionnaires. The program lasted six months and consisted of six extracurricular sessions, each 45 minutes in length. Fourth-grade students (n = 130) conducted experiments on various science topics under the guidance of sixth-grade tutors (n = 62). Control group members (4th grade, n = 144; 6th grade, n = 193) did not participate in these activities. A total of ten educators, including classroom and science teachers, were involved in the program.
The results indicated a small positive effect on certain components of the tutored students' science motivation, peer-related self-concept, and general school self-concept. The tutors' science motivation and general school self-concept remained unchanged, but their peer-related self-concept showed slight improvement. Both students and teachers found the program beneficial. Based on these findings, we conclude that peer tutoring can be effectively implemented in extracurricular formats within elementary school science education
A fém nanorészecskék szerepe a tumorsejtek és makrofágok közötti kommunikáció szabályozásában
Get PDFDeveloping an Integrated Spatial Framework for Flash Flood Risk Assessment Using GIS, Multi-Criteria Decision Models, and Empirical Village-Level Data
Get PDFFlash floods are one of the most destructive natural hazards, especially in rural areas where communities are highly exposed and have limited capacity to adapt. Their rapid onset, short warning times, and the intense transport of sediments pose serious risks to settlements, infrastructure, and livelihoods. In the Gorganrood watershed of Golestan Province, the combination of diverse climatic conditions, land use patterns, and various environmental, social, and economic vulnerabilities further exacerbates these risks. The goal of this research is to create a detailed model for assessing the risk of flash floods and their impacts on rural communities. This study examines the factors that contribute to flash floods and the vulnerability of rural populations. Additionally, it aims to provide a comprehensive scientific basis for understanding flash flood dynamics and their impacts, which can support community preparedness and effective risk reduction measures. The study employs a mixed-methods approach that combines spatial analysis with field-based data collection. A structured questionnaire was distributed to 75 participants, including residents, experts, and local officials, to assess the significance of various indicators: physical, institutional, socio-cultural, economic, and environmental. Statistical analysis was conducted using SPSS, and GIS was utilized to examine spatial patterns and identify hotspots of vulnerability. The findings show that land-use dynamics are the most influential factor in determining flash flood risk, receiving the highest mean score (3.41), while environmental indicators ranked lowest (2.94). Risk assessments further revealed that villages in central and northern sub-basins face the greatest exposure, though vulnerability patterns remain fragmented and lack spatial coherence. Importantly, socio-cultural and institutional factors—including income, education, preparedness, governance, and coordination—were consistently prioritized by both experts and community members as decisive drivers of resilience. The principal outcome of the study is an integrated spatial model that combines hazard parameters with socio-economic and institutional vulnerabilities. Structured across five analytical stages, the model provides a comprehensive framework for identifying high-risk areas and explaining variations in community resilience. By demonstrating the interplay between physical drivers and social dynamics, the research advances the understanding of flash flood risks in rural settings and delivers practical insights that can guide more effective preparedness and risk reduction measures
A szociálisprobléma-megoldás, az asszertív kommunikáció és a megküzdési stratégiák vizsgálata és fejlesztése drámapedagógiai módszerekkel
Get PDFOver the last decade, substantial research has shown that an increasing number of children and adolescents experience communication difficulties, use less effective problem-solving strategies, and struggle to address problems in various context, facing a myriad of challenges at school, among their peers, and in other communities (Denham et al., 2012; Ibabe, 2016; Kasik, 2015; Reid et al., 2007; Zsolnai, 2013). Research also highlights the need for school interventions that develop multiple areas in a complex way, taking advantage of the interconnections between the areas to be developed (Webster-Stratton, 2011). Additionally, a growing body of research emphasizes the importance of accurately identifying gender differences and mapping age-specific characteristics before initiating a development program (Perzow et al., 2021). In Hungary, there are few comprehensive studies and school-based interventions, but both national and international research (Webster-Stratton, 2011) confirm that the consciously and systematically developing components of social competence is essential at an earlier age.
The aim of the doctoral research was to examine the characteristics of social problem-solving, coping strategies and assertive communication and their relationship among students aged 10-11 and 12-13 years. Additionally, it sought to identify any gender differences in these areas. Based on the research findings, the research also aimed to develop a drama-based, communication-focused school intervention that promotes growth in these areas.
The first part of the thesis provides the theoretical background of the research, covering three specific areas (social problem-solving, communication and copig strategies) of study, the development opportunities identified, and an overview of drama pedagogy as a methodological approach. The second part outlines the research background, including details about the sample, the sampling process, research tools and methods used. It also presents findings related to the characteristics and the control group development with 10 to 11-year-olds. The communication-focused development program was designed to enhance social problem-solving skills, coping strategies, and assertive communication through drama pedagogy methods, which have been shown to be effective in promoting growth of social competence (DICE, 2010).
The one-year development program led to significant changes in three areas within the experimental group. The impulsive, emotion-focused problem-solving style and avoidant coping strategy were significantly reduced, while the use of confrontation as a coping strategy increased. Assertive communication has significant explanatory power in all three areas. Research findings suggests that this development can be an effective method for altering certain problem-solving styles and coping strategies. In case these strategies dysfunction, they can lead to life management difficulties or less effective coping overall
A kormányzat nélkül kormányzott terek és a dzsihádista hullámok közötti kapcsolat Kelet-Afrikában
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Rethinking Citizenship in Turkey: Transformation, Religious Pluralism, And the Case of Alevism
Get PDFIn this dissertation, I argue the transformation of citizenship and secularism in Turkey, in terms of religious pluralism by utilising Alevism as a case study. I adapt the perspective from the governance of religious diversity and treat religious institutions from a social-structuralist approach. Although I benefitted from my former field research, my thesis is an outcome of a non-empirical study. Therefore, first, I have gathered data from published scholarly works and internet documents (news and press releases), and second, I have analysed them in a hermeneutic cycle. I have contextualised the topics I discuss in each chapter and connected them to each other to establish a new context. This approach has helped me to found my thesis on four main pillars: In Chapter 2, I define Alevism in comparison with the historical context and dimensions of Alevism itself. In Chapter 3, I describe the modernisation of Turkey regarding secularism, which contributes to a better understanding of both the historical context of the definition of Alevism and the following chapter’s citizenship structures. In Chapter 4, I elevate the descriptive and historical contexts to a political one by focusing on minority and majority issues in Turkey and their effects on the comprehensiveness of citizenship. In Chapter 5, I use the contexts of Alevism, secularisation, and citizenship for the critique of secularism and the application of the two pluralisms thesis to Turkey via Alevism
