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This paper examines and offers a comparative approach to the social background, motivation, performance, self-image and career path of Hungarian and Croatian law students. The paper is based on the results of the empirical research conducted in 2017 by Attila Badó, János Lőrinczi and Zsófia Patyi. The opinions of students were analysed in Croatia in 2018 and 2019 using similar methods. The comparative approach was motivated by the 150th anniversary of the 1868 Croatian-Hungarian Compromise. The two countries formed a state of union for 816 years (1102-1918). After the dissolution of the Austro-Hungarian Monarchy, Croatia became part of the South Slavic state and its education system moved further away from the Hungarian. However, after World War II, higher education in both countries was organized under similar social conditions (one-party system, communist ideology). Currently, the education systems countries are similar to those in the EU Member States. A comparison of their legal studies can provide answers to the same relevant questions. [ABSTRACT FROM AUTHOR]

Preaching or service of the Word represents a significant part of every liturgy or worship which is why this liturgical context is worth closer examination. In this paper, this issue is addressed through an overview of other contexts that, together with liturgy, shape the dynamics of preaching: historical, pastoral, and theological contexts. What follows is an analysis of four models of worship structure that differ in the way preaching relates to other elements of worship – Word and table as complementary (Roman Catholic perspective), Word and table as complementary (Protestant perspective), Word as the center of worship, and Word as a catalyst. The account of each model presents the key arguments used to support this particular understanding of preaching, the crucial features of the proclamation of the Word, its most significant hallmarks, as well as its main advantages and disadvantages. Toward the end of the paper, the author suggests an additional model, partly endorsed by the findings of his empirical research. According to this model, preaching can be perceived as a space of freedom, surprise, deliverance, and change within the wider liturgical environment as a space of security, stability, order, and identity affirmation. In conclusion, it is suggested that our understanding of preaching is enriched every time we manage to lift our eyes above the limitations of our church traditions and personal experiences, and that study of the liturgical context serves as a good choice for the beginning of such research. [ABSTRACT FROM AUTHOR]