The tablets of Pylos - On the rose motifs in Homeric poetry - Roses of the gods - The choruses - Roses transformed into people: Anacreon and Sappho - Roses in everyday life: From the garland to the floral carpet, from the daub to the artificial flower - Rose allusions in the worldview - Rose symbols of Greek poets of the Hellenistic era - The roses of pederasty, trend toward desanctification - Rose symbols in Greek poetry in the first through third centuries - Forest, park, garden? - Botany - The rose in medicine - Later sources: Summary of the Greek rose thematic - The Greek rose
In terms of pedagogy education of women is a very interesting but not a widely searched topic. During my studies I often asked myself, maybe like other female students and teachers working in higher education, why women did not go to school earlier and how long they had been allowed to go to universities and visit lectures given by women lecturers? What was the way like to our present opportunities? - My aim is to provide a historic overview on the education of women through an outstanding but not well-known woman. I did my research in the archives of the Parliament studying speeches and contributions from the end of the 19th century. By presenting and interpreting these sources I would like to give a picture of discussions and prejudices in the society about women studying at universities or colleges.
The problem of drug consumption (in a broad sense) is not only a Hungarian phenomenon but it occurs in other countries of the world too, its solution requires a quick response from the given society. Considering the prevalence of drug consumption it is observed that unfortunately younger and younger people start taking different drugs without being concerned about their risks and consequences at all. Great responsibility lies on the society and on its political, educational and social spheres. Dealing with this problem is the task of the whole society but – beside the role of the family – the responsibility of the educational institutions is exceptionally important. The health visitor as an expert in primary prevention, follows the development of the child from the birth and she holds responsibility for the health condition of the child, the adolescent and the family in institutional socialisation settings as well. Health development and promotion in the kindergarten and school defines what the child, the adolescent and the young adult will do in the interest of keeping and improving their health. The health promotion activities of school teachers can be greatly assisted by the school or youth health visitors who have been trained at college to do exactly these tasks on the highest level, namely health promotion and health education of the youth including performing duties in the field of drug prevention.
It seems to be quite obvious that teachers’ instruction and decision-making in the classroom are rooted in their knowledge, and their assumptions or beliefs about the nature of language learning and language teaching. However, there has been little research conducted into this area and even the concepts of knowledge and beliefs – being so intertwined - are not clearly defined in the literature. In the present study five teachers of English were interviewed in an attempt to investigate how teachers perceive the sources of their beliefs and knowledge concerning language teaching with special regard to the role of teacher training in their professional development.
Using Sanger’s particulate drawings [J. Chem. Educ. 2000, 77, 762-766.] a study was made of the understanding of the physical and chemical composition, and of the state, of matter, among Hungarian students aged 13-17. The evaluation of data at three levels (statistical analysis, content analysis of responses and structural analysis using knowledge-space theory) provided clearer and more reliable information about the conceptualization and cognitive organization of students’ knowledge. The results show that Hungarian students have serious problems in distinguishing between homogeneous and heterogeneous mixtures, as well as the physical and chemical composition of matter. Among the classification strategies of unsuccessful students, both visual methods, including formal inspection of drawings, and conceptual methods, could be identified. According to the structural analysis (knowledge-space theory) only slight and temporary changes in the students’ cognitive structure could be observed. A slight development in understanding of these basic concepts could be observed in grades 8 and 10 when Hungarian students study inorganic and organic chemistry.
Men of Vas County created the highest level of technical culture more than 110 years ago. They managed to do this by the mastery of theoretical and practical knowledge. The hydroelectric power plant in Ikervár could not have been established at that time and at that place if there had not been teachers such as Dr. Adolf Kunc and Dr. Sebő Edelmann, and students such as the Gothard brothers. Examining the teacher-student relationship we can see that Adolf Kunc was Dr. Ányos Jedlik's student. The next significant starting point could be the Benedictine Secondary Grammar School in Győr where Jedlik and Edelmann studied. The dissertation will present how the intellectual and empirical knowledge that accumulated through generations appears in a certain region and in practical life, and how it becomes cultural and intellectual wealth. Also nowadays, introducing new and highly developed technologies could be successful only if there is adequate receptivity and we can add more values to this. If we realize that true values can be created only this way than we can exploit our human resources more effectively.
Since the end of 90s in the preparation of primary school teachers in Romania college level has been introduced parallel with high school level training. In this study I would like to show the real possibilities and the former teachers’ training high schools, now colleges, which help to realize the unionization of the theoretical training and practical preparation, and the extent at which this is carried out during the training. In this research work my attention is focused on the Hungarian teachers’ training colleges in Transylvania. I examined how psychology and pedagogy teachers and practice coordinators see the integration of theory and practice within the framework and the possibilities given by the curriculum. My goal was to show which theory-practice integration possibilities should be used during the professional training in order to complete and modernize them through further research work.
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)