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Social media, generative AI, fake news and deepfake, influencer communication. Five concepts that have shaped the media landscape and market over the last 25 years. But how do they interact to form a system for describing changes in the media platforms, channels and content? Based on a review of the relevant literature (desktop research), the paper captures and describes four dominant paradigms of change that have emerged over the past quarter century, which have profoundly and irreversibly transformed our everyday practices, habits and attitudes in and through the media. These trends are: 1. changing media messages: the rise of autonomy and virtuality; 2. changing communities and audiences: the rise of personal agency; 3. changing information: the rise of the false; 4. changing representations: the rise of the artificial. The list of four we propose can, of course, be extended and narrowed. However, it is assumed that, by summarising them, we can see more clearly the phenomena and trends that characterise our present and draw conclusions for the future.

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Most of the organisations have started to challenge the remote working process after the pandemic. It is very important to keep the employees motivated and satisfied during remote work. In this sense, the organisational communication structure of a company plays a major role. But it is still questionable how computer-mediated communication affects employees’ motivation as a tool of organisational communication. The aim of this research is to examine computer-mediated communication as a tool of organisational communication on motivation and   satisfaction of employees in remote working processes. The applied methodology of this research  is in-depth interviews with remote workers for more than one year. According to the results, it can be stated that the motivation of remote working employees is usually dependent on the correct organisational communication structure. Since they always use computer-mediated communication to communicate with team members and managers, it is essential to have a correct organisational communication flow to build a healthy working atmosphere. As a conclusion, the present study mentions that organisations need to constitute the environment of satisfaction and motivation towards other team members and must try to create a trustable and comfortable communication flow through emerging communication technologies.

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One of the main goals of a (young) job seeker is to find a job that offers a valuable opportunity in their career and that also satisfies the professional curiosity. One of the most frequently visited labour market platforms for this purpose are job advertising portals. Browsing through job advertisements is a much more complex process than it may seem at first sight: numerous studies show that a job advertisement is usually the first encounter between the employer’s offer and the expectations of the potential candidate. The primary goal of recruitment communication is to attract all job seekers who match the description in the advertisement, however, discriminatory references and implicit cues referring to one gender may be unconsciously coded into language, which therefore distorts equal application opportunity. The aim of this literature review is to synthetise the emergence, functioning and social implications of implicit gender references in job advertisements. The article introduces the topic through six main sections, broken down into theoretical components. The introduction is followed by a discussion of the gender gap at both national as well as international level, the basic principles of recruitment communication, the main explanatory theories of organisational behaviour, the effects of implicit gender references on the perceiver, and lastly, a discussion of gender linguistics is touched upon.

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The rapid development of Artificial Intelligence (AI) is transforming public administrations significantly, improving efficiency and the quality of public services, but also posing serious privacy and ethical challenges for the civil service. The introduction of the Hungarian National Artificial Intelligence Strategy 2020 aims to modernise public administration, emphasising the importance of data-driven decision-making and AI-based systems. However, the integration of AI requires adequate preparation and awareness of civil servants. What the public service of the future will look like? Artificial or more human?

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A mesterséges intelligencia (MI) gyors fejlődése jelentős mértékben átalakítja a közigazgatást, javítva a hatékonyságot és a közszolgáltatások minőségét, ugyanakkor komoly adatvédelmi és etikai kihívások elé állítja a közszolgálatot. A Magyarország Mesterséges Intelligencia Stratégiája 2020-as bevezetése a közigazgatás modernizációját célozza meg, hangsúlyozva az adatvezérelt döntéshozatal és az MI-alapú rendszerek fontosságát. Az MI integrálása azonban megköveteli a közszolgálati tisztviselők megfelelő felkészültségét és tudatosságát. Vajon milyen lesz a jövő közszolgálata? Mesterséges vagy még emberibb?

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Online: https://doi.org/10.1556/2063.29.2020.4.10 Uricska Erna 2021: Online reputációmenedzsment a police_hu Instagram-profilján. Belügyi Szemle, 69/9: 1529–1547. Online: https://doi.org/10.38146/BSZ.2021.9.2 Uricska, Erna 2023a: The Relationship between the Framing of Speeding Messages and Changes in Attitude of Generation Z Respondents. Magyar Rendészet, 23/1: 249–262. Online: https://doi.org/10.32577/mr.2023.1.16 Uricska Erna 2023b: A gépjárművezetés közbeni mobiltelefon-használat elkerülése érdekében létrehozott videók meggyőző erejének tényezői a Z generáció tagjainak körében. Rendőrségi Tanulmányok, 6/4: 65–82. Online: https://doi.org/10.53304/RT.2023.4.03 Uricska, Erna 2023c: Social Networking Sites for Accident Prevention: The Representation of Mobile Phone Use While Driving on Law Enforcement Profiles in the European Union. Police Studies, 2023/1–2: 139–158. Online: https://doi.org/10.53304/PS.2023.1-2.10 Uricska Erna 2024: Digital Policing Discourse Based on the Profiles on the Hungarian Police on Social Networking Sites. (Draft dissertation). Budapest: Corvinus University of Budapest. Uricska Erna – Lippai Zsolt 2024a: E-közösségi rendészet. A közösségi rendészet pragmatikája a Magyar Rendőrség online felületein. Eruditio – Educatio, 19/1: 107–119. Online: https://doi.org/10.36007/eruedu.2024.1.107-119 Uricska, Erna – Lippai, Zsolt 2024b: E-community Policing. The Pragmatics of Community Policing on the Profiles Operated by the Hungarian Police. Magyar Rendészet, 24/1: 75–88. Online: https://doi.org/10.32577/mr.2024.1.5 Veszelszki, Ágnes 2018: Like Economy: What is the Economic Value of Likes?. Society and Economy, 40/3: 417–429. Online: https://doi.org/10.1556/204.2018.40.3.8 Veszelszki, Ágnes 2019: Persuasion Strategies on Instagram in Wine Communication and Branding. Acta Universitatis Sapientiae Communicatio, 6/6: 83–104. Online: https://doi.org/10.2478/auscom-2019-0005 Veszelszki Ágnes 2022: A tudományos influencerektől a deepfake-ig. A legújabb tudománykommunikációs lehetőségek. Filológia.hu, 13/1–4: 27–39. Online: https://bit.ly/3YD7Kvb " ["copyrightYear"]=> int(2024) ["issueId"]=> int(616) ["pages"]=> string(5) "64-81" ["pub-id::doi"]=> string(29) "10.59648/filologia.2024.1-4.5" ["abstract"]=> array(2) { ["en_US"]=> string(1012) "

The number of mobile use while driving has risen sharply worldwide over the past 10 years. Since the advent of social media in the information society, the verbal and visual communication have been playing a significant role. The question may arise whether profiles run by law enforcement units employ any social advertising content to reduce these numbers. The research was completed by systematic sampling of the Facebook and Instagram profiles of the national-level law enforcement units in the EU Member States twice for a month-long period. It was observed whether, and how often the issue of texting while driving appeared. The results suggest that the content shared in the online sphere is not aligned with the offline campaigns and initiatives. The social problem has not been highlighted, although the potential for accident prevention purposes on social networking sites is available through the appropriate content management of these platforms including their proper content sharing practice.

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A gépjárművezetés közbeni mobiltelefon-használat által okozott közúti balesetek száma meredeken emelkedett az elmúlt tíz évben világszerte. Az információs társadalomban a közösségi média megjelenésével a verbális és vizuális kommunikáció egyre nagyobb szerepet játszik. A rendészeti szervek saját profilokat működtetnek, így felvetődhet a kérdés, hogy a 21. századi digitális rendészeti kommunikációban alkalmaznak-e társadalmi célú tartalmakat a figyelemelterelt vezetés visszaszorítására. A kutatás során az Európai Unió tagállamainak az országos szintű rendészeti egységei által működtetett Facebook- és Instagram-profilok bejegyzéseiből kétszer egyhónapos időtartamban mintát vettem. A tartalomelemzés módszerével azt vizsgáltam, hogy a gépjárművezetés közbeni mobiltelefon-használat témaköre megjelenik-e, és ha igen, milyen gyakran a megosztott tartalmakban. A kutatási eredmények alapján kijelenthető, hogy az offline kampányokkal és kezdeményezésekkel nincs összhangban a kutatott témával kapcsolatos tartalommegosztás a vizsgálat alá vont közösségimédia-felületeken. A társadalmi probléma nem jelent meg kiemelt szinten, holott a baleset-megelőzésre a lehetőség rendelkezésre áll ezen oldalak megfelelő tartalommenedzsmentje által, beleértve azok megfelelő tartalommegosztási gyakorlatát.

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object(Publication)#797 (6) { ["_data"]=> array(28) { ["id"]=> int(7437) ["accessStatus"]=> int(0) ["datePublished"]=> string(10) "2024-12-17" ["lastModified"]=> string(19) "2024-12-17 11:38:38" ["primaryContactId"]=> int(9323) ["sectionId"]=> int(150) ["seq"]=> int(6) ["submissionId"]=> int(7313) ["status"]=> int(3) ["version"]=> int(1) ["categoryIds"]=> array(0) { } ["citationsRaw"]=> string(3702) "Dancs Gábor 2019: Hype-cycle – A szenzáció-ciklus. Online: https://neteducatio.hu/hype-cycle-a-szenzacio-ciklus/ Gardner, Howard 1983: Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Goertzel, Ben 2014: Artificial General Intelligence. Concept, State of the Art, and Future Prospects. Journal of Artificial General Intelligence, 5/1: 1–48. Online: https://doi.org/10.2478/jagi-2014-0001 Halász Gábor – Kovács István Vilmos – Pálvölgyi Lajos (szerk.) 2021: Oktatás, technológia, innováció. Budapest: Akadémiai. Online: https://doi.org/10.1556/9789634547280 Holmes, Wayne – Bialik, Maya – Fadel, Charles 2019: Artificial Intelligence. Education Promises and Implications for Teaching and Learning. Boston, MA: The Center for Curriculum Redesign. Online: https://www.researchgate.net/publication/332180327_Artificial_Intelligence_in_Education_Promise_and_Implications_for_Teaching_and_Learning Keszler Borbála – Balogh Judit – Laczkó Krisztina – Haader Lea – Kugler Nóra – Lengyel Klára 2016: Magyar grammatika. Budapest: Műszaki Könyvkiadó. Kuhail, Mohammad Amin – Alturki, Nazik – Alramlawi, Salwa – Alhejori, Kholood 2023: Interacting with educational chatbots. A systematic review. Education and Information Technologies, 28/1: 973–1018. Online: https://doi.org/10.1007/s10639-022-11177-3 Lengyelné Molnár Tünde – Balla Georgina – Esztelecki Péter – Szabó Emilia – Ujhelyi Gábor 2023: ChatGPT az oktatásban. Könyv és Nevelés, 25/2: 109–123. Online: https://epa.oszk.hu/03300/03300/00039/pdf/EPA03300_konyv_es_neveles_2023_2_109-123.pdf Luckin, Rosemary – du Boulay, Benedict 2007 (eds.): Artificial Intelligence in Education. IOS Press. Marr, Bernard 2018: How Is AI Used In Education – Real World Examples Of Today And A Peek Into The Future. Forbes, 2018. július 25. Online: https://n9.cl/53sw95 Petzné Tóth Szilvia – Pápai Bernadett – Reider József 2022: Problémamegoldó gondolkodás fejlesztése a tanítóképzésben a SAMR-modell segítségével. In: Reflexiók a neveléstudomány legújabb problémáira. Eger: Eszterházy Károly Katolikus Egyetem Líceum Kiadó. 73–85. Online: https://doi.org/10.46403/Reflexiok.2022.73 Puentedura, Ruben 2013: SAMR: Getting To Transformation. Online: http://www.hippasus.com/rrpweblog/archives/2013/04/16/SAMRGettingToTransformation.pdf Szűts Zoltán – Jinil, Yoo 2018: A chatbotok jelensége, taxonómiája, felhasználási területei, erősségei és kihívásai. Információs Társadalom, 18/2: 41–55. Online: https://doi.org/10.22503/inftars.XVIII.2018.2.3 Toldi Lajos – Lengyelné Molnár Tünde 2024: A ChatGPT intelligens oktatórendszerekbe történő integrálási lehetőségeinek vizsgálata. In: Juhász Erika – Gyányi István (szerk.):Az oktatás időszerű narratívumai. Absztraktkötet: Hungarian Conference on Educational Research HuCER. Eger: Magyar Nevelés- és Oktatáskutatók Egyesülete (HERA). 270–271. Online: https://hera.org.hu/wp-content/uploads/2023/12/Absztrakt-kotet_HUCER2024-1.pdf Werschitz Ottó 2019: A mesterséges intelligencia: tévhitek, valóság és gyakorlati alkalmazás. Magyar Elektronika, 2019. március 13. Online: https://bit.ly/3UGNfMO Wolfné Borsi Julianna 2017: A Digitális Pedagógiai Módszertani Központ szerepe a digitális oktatás elterjesztésében. Online: https://bit.ly/4fhOvhP W. Jordan, Pamela – Hall, Brian – Ringenberg, Michael – Cue, Yui – Rose, Carolin 2007: Tools for Authoring a Dialogue Agent that Participates in Learning Studies. Artificial Intelligence in Education, 158: 43–50. Online: https://ebooks.iospress.nl/publication/3501" ["copyrightYear"]=> int(2024) ["issueId"]=> int(616) ["pages"]=> string(6) "82-100" ["pub-id::doi"]=> string(29) "10.59648/filologia.2024.1-4.6" ["abstract"]=> array(2) { ["en_US"]=> string(993) "

Today, education, the teaching-learning process, is undergoing many changes. 21st century skills increasingly emphasise the importance of collaboration, self-development and lifelong learning. In addition, the potential for using artificial intelligence in education is growing. In teacher training, we have combined the teaching of semantics and grammar (vocabulary, morphology, syntax) in the Hungarian language course with the development of algorithmic thinking in mathematics. This gives scope for integration between subjects and the theory of multiple intelligences. Furthermore, using modern technological advances and rethinking the traditional frontal, paper-based teaching, we redesigned our lessons based on the SAMR model, giving students the task of playing the role of a chatbot and creating flowcharts and mind maps using a computer application. The description and results of this experimental research and methodological innovation are summarized in this presentation.

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Napjainkban az oktatás, a tanítás-tanulási folyamat számos változáson megy át. A 21. századi képességek egyre inkább az együttműködés, az önfejlesztés, az élethosszig tartó tanulás fontosságát hangsúlyozzák. Emellett egyre nagyobb teret hódít a mesterséges intelligencia használata az oktatásban. A tanítóképzésben a Magyar nyelv kurzus keretén belül a szemantikai és a grammatikai ismeretek (szófajtan, morfológia, mondattan) oktatását összekötöttük a matematikai ismereteken belül az algoritmikus gondolkodás fejlesztésével, ezzel teret adva a tantárgyak közötti integrációnak és a többszörös intelligencia elméletének. Továbbá a modern technikai vívmányokat felhasználva, átgondolva a hagyományos, frontális, papíralapú oktatást, újraterveztük a SAMR-modell alapján az óráinkat, és a hallgatóknak olyan feladatot adtunk, hogy játsszák el a csetbot szerepét. Ennek a kísérleti kutatásnak, módszertani újításnak a leírását és eredményét foglaljuk össze ebben a tanulmányban.

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