Improving the Security Levels of E-government Processes within Public Administration through the Establishment of Improved Security Systems

Processes that are related to the identification and the authentication of persons and other legal entities have been necessarily existing and functioning for a while in public administration and business. Information Society offers new e-services for citizens and businesses, which dramatically change the administration and results additional challenges, risks and opportunities. Citizen’s confidence and trust to services has to be improved, meanwhile several requirements, like data protection, privacy and legal requirements has to be satisfied. The usual business process of identification of the corresponding entity is generally based on some trivial control mechanism, typically password identification. In order to keep up the trust of the public in the public administration activities, the process for entity identification (both person and legal entity) should be amended taken in account the business and security consideration. Identity management solutions show intriguing variation of approaches in Europe, they are at a different maturity level of services. Our paper gives an overview about the most frequently cited identity management architectures (namely: Liberty Alliance Architecture, IDABC, Sibboleth, Government Gateway Model and Austrian Model) and presents an identity management framework (based on the PKI, but improved it), customized for the Hun-garian specialities, which offer possibilities to improve the related services quality. The goal of this paper is to show a solution for the improvement of the identity management solution for e-government processes through the development of security mechanisms making use of the readily avail-able technologies

Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude

The main objective of the study was to ascertain whether English as a Foreign Language learners with various levels of English language achievement differ significantly in applying foreign language learning strategies. We also aimed to explore strategy use frequency in connection with attitude toward English language learning. Data were collected from 1,653 lower secondary students in Hungary through a revised version of the previously developed online Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ) based on Oxford’s Strategic Self-Regulation (S(2)R) Model. The findings point to statistically significant differences in the frequency of English language strategy use among more and less proficient learners. Quantitative analyses also reported that, in spite of the students stated low or moderate levels of strategy use, it turned out as a statistically significant predictor of foreign language attitude and language achievement. The results draw attention to the relevance of strategy research in foreign language teaching as well as encourages strategy teaching within language instruction

Exploring the role of EFL receptive skills and learning strategy usage in the ability to acquire and apply knowledge at the beginning of higher education

Foreign language learning plays a prominent role in the world today not only for communication across borders, but also for the potential benefits of other learning skills. The main objective of this research is to examine and explore the relationship between first-year full-time undergraduate students’ (N = 1,257) English as a foreign language (EFL) reading and listening achievement and learning strategy preferences in relation to knowledge acquisition and knowledge application. Our results show that students achieved significantly better on listening tasks than on reading tasks and that their knowledge acquisition performance was higher than their knowledge application achievement. The majority of the participants reported that they usually or always employ learning strategies, with the most preferred strategy type being the control strategy. The structural model shows that language learning, and knowledge acquisition and application are strongly interrelated; moreover, the level of use of memorization and elaboration strategies directly affects both knowledge acquisition and application skills. This suggests that EFL learning significantly influences the development of knowledge acquisition and knowledge application, which are essential in a range of areas in education and society today

English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors

The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners’ perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford’s Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners’ significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners’ proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process

A Gyűrűfűi Riolit kőzetmintáinak vizsgálata a Mecsekérc Zrt. csiszolatgyűjteményének felhasználásával | Petrographic analysis of Gyűrűfű Rhyolite samples using the thin section collection of MecsekOre Company

Munkánkban a Mecsekérc Zrt. „Vulkanitok, etalon kollekció” csiszolatgyűjteményéből a permi Gyűrűfűi Riolit Formációt (mélyfúrások és felszíni feltárások, Nyugat-Mecsek; Bisse–1 fúrás, Villányi-hegység északi előtere) és a Cserdi Konglomerátum Formációt (mélyfúrások és felszíni feltárások, Nyugat-Mecsek) képviselő minták petrográfiai jellemzését végeztük el. A Gyűrűfűi Riolit mintákban nagy hőmérsékleten devitrifikálódott, deformált relikt horzsakövek, illetve üvegszilánkok, szferolitos-axiolitos bélyegek figyelhetőek meg; továbbá rosszul osztályozott, szilánkos, töredezett kristálytöredékekben gazdagok. Szövetük általában relikt vitroklasztos. A Cserdi Konglomerátumot képviselő minták felzites, illetve átalakult vitroklasztos vulkanitszemcséket tartalmaznak. A Gyűrűfűi Riolit a Bisse–1 fúrás anyagában relikt perlites szerkezetű. Eredményeink megerősítik azt a munkahipotézist, hogy a Gyűrűfűi Riolit Formáció részben, vagy egészben magmás robbanásos kitörés során létrejött piroklaszt-ár eredetű. Nem zárható ki az a feltevés sem, hogy a Cserdi Konglomerátum Formáció lerakódásának kezdetén ez a vulkanikus folyamat nem állt le, hanem azzal egy időben, a piroklasztokból vulkanoszediment rétegek jöttek létre. Ez a munka a PD 83511 számú OTKA téma és az MTA Bolyai János Kutatási Ösztöndíj (BO/27/11) támogatásával, valamint a Mecsekérc Zrt. engedélyével készült