The Modern Cities Program is the largest-scale urban development effort in the history of the country, with which the Government of Hungary aims to promote the simultaneous development of municipalities at the same hierarchical level. Its projects focus on the preservation of intangible and tangible cultural heritage, the transformation of urban public spaces and green areas into community spaces, the creation of institutions for sports and recreational activities, research and development, digitalization, projects for innovative and creative professionals, and public educational and cultural institutions. The study aims to analyze the funding granted for developing the cultural and creative sector of cities with county rights through the Modern Cities Program in the period 2016–2025, by comparing the size of their population, their strategic importance in regional economic policy and the relationship between the value of the cultural heritage with the amount of funding received. The paper unveils the distribution of grants over time and space, the modalities and proportion of grants, and the way the cities that has received grants align with the national strategy. This will also reveal a shift in the regional importance of the cities and their relationship. Until February 2024, the Government of Hungary has contributed more than HUF 322.6 billion (809.5 million EUR) to the implementation of 98 cultural and creative projects in 22 cities with county rights through its urban development support program that has been established for the development and regeneration of cities with county rights and to counter the dominance of the capital.

Competency-based education is one of the many important educational objectives in the cultivation of senior vocational talents. In the past education model, the importance of achievement is greater than ability. Teachers rely on the scores of test papers to classify students' grades. Competency-based education has changed this situation very well, paying special attention to students' ability training. This paper mainly studies how to better promote the reform and innovation of English teaching in higher vocational colleges and strengthen students' learning ability and vocational skills while ensuring students' ability development.

Leaf litter decomposition and carbon release patterns in five homegarden tree species of Kumaun Himalaya viz. Ficus palmata, Ficus auriculata, Ficus hispida, Grewia optiva and Celtis austalaris were investigated. The study was carried out for 210 days by using litter bag technique. In the current investigation, the duration needed for desertion of the original biomass of diverse leaf litter varied from 150 to 210 days and specifies a varying pattern of decomposition and carbon release among the species. Grewia optiva took the longest time to decompose (210 days) while Ficus hispida decomposed more quickly than rest of the species (150 days). The relative decomposition rate (RDR) was reported highest in Ficus hispida (0.009-0.02 g-1d-1) and lowest in Grewia optiva (0.008-0.004 g-1d-1). Carbon (%) in remaining litter was in the order: Ficus auriculata (24.4 %) >Ficus hispida (24.3%) > Celtis austaralis (19.8%) > Ficus palmata (19.7%) > Grewia optiva (19%). The relationship between percentage weight loss and time elapsed showed the significant negative correlation with carbon release pattern in all the species. Releasing nutrients into the soil through the decomposition of homegarden tree residuals is a crucial ecological function that also regulates the nutrient recycling in homegarden agroforestry practices.

In the context of big data, the teaching of financial accounting for vocational undergraduate students needs to be continuously optimized and innovated. This article provides a brief analysis of the current situation of financial accounting teaching for vocational undergraduate students. It also analyzes the phenomena of outdated teaching concepts, outdated teaching content, and unreasonable teaching objectives in the current teaching of financial accounting for vocational undergraduate students. It proposes the idea of innovating teaching concepts in current teaching work, clarifying teaching objectives, integrating flipped classroom reform teaching mode, and introducing project-based teaching method to improve teaching efficiency, so as to achieve more efficient teaching guidance for students.

The implementation of the "the Belt and Road" requires the common development of the "five links" of policies, facilities, trade, finance and popular support, among which "people to people connectivity" is the premise of the coordinated promotion of the "five links", and cultural communication, exchange and cooperation are the foundation and guarantee of the popular support project. The "the Belt and Road" cultural communication, exchange and cooperation are diverse in content and form. We need to identify the opportunities and challenges we face, make long-term strategic plans, and take practical countermeasures and implementation paths according to the characteristics of cultural communication diversity. Some domestic scholars have conducted research on cultural communication strategies and analyzed the opportunities and challenges they face, but there is a lack of diversity analysis on the forms of communication that should be adopted. This paper explores and studies the "the Belt and Road" cultural communication strategy, implementation path and safeguard measures, constructs a new model of diversified cultural communication and exchange cooperation, and tries to play a certain role in promoting the actual effect of cultural communication and exchange cooperation and better safeguarding the "the Belt and Road" community of interests.