Studia Universitatis Babeş-Bolyai
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On a second order p-Laplacian impulsive boundary value problem on the half-line
Get PDFIn this article, we shall establish the existence of weak solutions for a p-Laplacian impulsive differential equation with Dirichlet boundary conditions on the half-line by using Browder theorem.
Mathematics Subject Classification (2010): 34B37, 47H05, 74H25, 34B40.
Received 13 December 2024; Accepted 02 July 2025
The Minty-Browder theorem for nonlinear elliptic equations involving p-Laplacian with singular coefficients under form boundary conditions
Get PDFWe consider the elliptic parabolic partial differential equation with singular coefficients under the rather general form boundary conditions. We proved that the bounded operator associated with the elliptic equation satisfies monotony, coercivity, and semicontinuity conditions. Employing Minty-Browder arguments, we establish the existence and uniqueness of the weak solution to the elliptic equation with singular coefficients under form-boundary conditions.
Mathematics Subject Classification (2010): 35B65, 35K51, 35K61, 35K55.
Received 31 December 2024; Accepted 01 April 2025
Exploring Learning and Unlearning (II): Effective Study Methods for the Individual Practice of Professional Singers
Get PDFEducation today no longer means just memorizing information and mastering technical procedures. Education today means exploring and discovering as many things as possible from diverse fields that can shed new light on your own field of interest. Education is more creative today, and is now accessible worldwide, just a click away. But discernment in choosing the valuable paths and what we do with the extensive information we acquire; the power to create a coherent structure, the adaptability and the energy to combine training with a broad vision – these are skills that will make the difference in education. The future belongs to those who will never stop learning[1] - this modern mindset is like a motto for my articles on learning and unlearning. This article attempts to outline why individual study is a necessity for singers as it has always been but must be structured by a clear methodology in which each participant is also a co-author. Because each artist presents his uniqueness – benefiting from anatomical-physiological and psychological particularities – the study methods are permanently adapted to everyone. A good teacher knows and practices these permanent adjustments of his pedagogical manner to effectively respond to the needs of each young singer in training. But the singer in his individual practice also needs to become aware of the benefits of a progressive adaptation and particularization of his personal training. And to periodically review the correctness of his vocal technique, of his artistic perspective, using tools such as unlearning and re-learning. This mental flexibility, combined with an analytical and conscious study – can lead to a more efficient education and good training for young singers. The structure of the article includes topics such as: Effective study methods for professional singers; Singer’s individual practice in approaching a new musical score; Unlearning Tasks; Creativity in vocal training; Time Management for Singers.
[1] Simon, Stefania, The Future Belongs to Those Who Never Stop Learning, Minimalist Brain, Medium, 2021
PIANO PEDAGOGY IN MUSIC SCHOOL THROUGH THE LENS OF UKRAINIAN PRACTICE AND EUROPEAN APPROACHES
Get PDFThe article examines contemporary approaches to piano pedagogy in the context of the transformation of arts education. It analyzes the interaction between traditional individual teaching methods and new trends, including group teaching, the introduction of digital technologies, multicultural strategies, and interdisciplinary approaches. It summarizes contemporary scientific discussions on rethinking piano teaching methods and points to the risks of completely abandoning the individual approach. Methodologically, the study is based on a comparative analysis of the official programs of music schools and higher art institutions in Ukraine, Poland, Great Britain, and Austria. Particular attention is paid to issues of repertoire policy, class structure, the role of related disciplines, and the integration of national traditions into the educational process. The conclusions justify the importance of preserving individual teaching as a key form of professional competence development for pianists, complemented by innovative and collective forms of work. The article reveals the potential of contemporary piano education in combining traditions, technological solutions, and cultural diversity
DODECAPHONY IN THE ROMANIAN MUSIC OF THE 20th CENTURY: MUSICOLOGICAL NOTES
Get PDFRomanian music has a substantial compositional typology. The second half of the 20th century has modern vision and is preoccupied with spectral music, meditation music and original sounds, using Romanian folklore as basic compositional principle and defining assured archetypes, in order to integrate randomness regarding control, minimalism, instruments spectrum and electroacoustic music. Well-known composers such as Dan Constantinescu, Aurel Stroe, Wilhelm Berger, Ştefan Niculescu, Anatol Vieru, Myriam Marbé and so many others used dodecaphonic technique as a demonstration of cultural integrity, a system searching the balance between the traditional music and modern concepts such as that all of the music should arise from a single compositional element: the 12-tone row
The Handbook for the Future of Work by MacLeavy, Julie, and Frederick Harry Pitts (eds). Taylor and Francis. 2024, 424 p.
Get PDFFew research topics are as contested as the “future of work.” What counts as work, whose futures matter, and which forces deserve emphasis remain open questions. The Handbook for the Future of Work assembles more than thirty specialists to map the terrain, offering panoramic coverage (or state-of-the-field cartography) of automation, platformisation, social difference and policy innovation.
Editors Julie MacLeavy and Frederick Harry Pitts position The Handbook as “a flexible guide” rather than a canonical gatekeeper, precisely because “there is no single conception of the future of work”. The book’s ten multi-chapter parts highlights that pluralism: histories (Part 2), automation debates (Part 3), platform labour (Part 4), identity and difference (Part 5), gender-care-reproduction (Part 6), sectoral case studies (Part 7), labour-market transitions (Part 8), geographies (Part 9) and policy futures (Part 10). The intention of the book is mainly in creating a reading material for university courses on Future-of-Work subject spread across a semester. 
Abolitio memoriae of Roman sovereigns and usurpers in the 1st - 4th centuries AD – exclusion from the citizen body
Get PDFAbolitio memoriae of Roman sovereigns and usurpers in the 1st-4th centuries – exclusion from the citizen body. This article examines the phenomenon of abolitio memoriae in the Roman Empire, with a focus on the annulment of the legal status of emperors and usurpers during the 1st to 4th centuries A.D. The study analyzes how Roman legal and narrative sources describe the process through which rulers considered hostes, hostes publici, tyranni, or rebelles were systematically deprived of their citizenship status and expelled from collective civic memory. A central element of this analysis is the identification of legal phrases that highlight this reality. For instance, terms such as hostis publicus, publicus grassator, oppugnator, publicus turbator, perduellis, and proscriptus underscore the intention of the initiators of the act of condemnation, either the Senate or the emperor, to transform certain disgraced figures into non-persons. These expressions reveal the complex dynamics of abolitio memoriae as a means of cultural erasure and political retribution, with the ultimate goal of restoring social and moral order. Through an analysis of narrative, legal, and epigraphic sources, the study examines how abolitio memoriae was used as a tool to control collective memory, stigmatizing emperors, usurpers, and rebels considered threats to social and political stability.
Rezumat: Abolitio memoriae a suveranilor romani și uzurpatorilor în secolele I-IV – excluderea din corpul cetățenesc. Acest articol examinează fenomenul abolitio memoriae în Imperiul Roman, atenția fiind concentrată asupra anulării statutului juridic al împăraților și uzurpatorilor în secolele I-IV e.n. În textul studiului se analizează modul în care sursele juridice romane și cele narative descriu procesul prin care conducătorii considerați hostes, hostes publici, tyranni sau rebelles erau sistematic lipsiți de statutul de cetățeni și expulzați din memoria colectivă civică. Un element central al acestei analize este identificarea sintagmelor cu valoare juridică ce evidențiau această realitate. De exemplu, termeni precum hostis publicus, publicus grassator, oppugnator, publicus turbator, perduellis și proscriptus subliniază intenția inițiatorilor actului de condamnare, Senatul sau împăratul, de a transforma în non-persoane anumite figuri căzute în dizgrație. Aceste expresii dezvăluie dinamica complexă a abolitio memoriae ca mijloc de ștergere culturală și răzbunare politică, cu scopul final de a restaura ordinea socială și morală. Printr- o analiză a surselor narative, juridice și epigrafice, în studiu s-a examinat modul în care abolitio memoriae a fost utilizată ca instrument de control al memoriei colective, stigmatizând împărații, uzurpatorii și rebelii considerați amenințări pentru stabilitatea socială și politică.
Cuvinte-cheie: hostis, tyrannus, uzurpator, rebel, dizgrațiere social
CHASTITY AS SPECTACLE IN WILLIAM SHAKESPEARE’S CYMBELINE AND THOMAS MIDDLETON’S HENGIST
Get PDFChastity as Spectacle in William Shakespeare’s Cymbeline and Thomas Middleton’s Hengist. This paper is concerned with the depiction of female chastity in Thomas Middleton’s Hengist and William Shakespeare’s Cymbeline. It employs Lacanian and Foucauldian perspectives on the concept of the gaze, combining feminist and psychoanalytical approaches in order to illuminate divergent perspectives on chastity, which serve as crucial contrasts between Middleton’s and Shakespeare’s art. Hengist’s Castiza and Cymbeline’s Innogen are both portrayed as paragons of chastity, but this moral feature is perceived differently in the two plays. Unbeknownst to her, Castiza becomes the victim of rape by her husband and subsequently faces public judgment for her supposed dishonour. This analysis demonstrates that this represents the jarring effect of politicizing chastity in the play, of stripping it of its moral valences and instead transforming it into a social currency. The main assumption is that chastity becomes a panoptical spectacle in Hengist, due to the male gaze by which women are kept under societal control. Conversely, although Innogen also experiences the intrusive gaze of Iachimo, her virtue empowers her to confront her wrongdoer by assuming a male disguise. The analysis identifies a fundamental contrast in the treatment of chastity between the two plays: in Cymbeline, it remains a personal conviction impervious to external scrutiny, whereas in Hengist, it devolves into a social commodity that diminishes Castiza’s ability to retaliate.
REZUMAT. Castitatea ca spectacol în Cymbeline de William Shakespeare și Hengist de Thomas Middleton. Articolul de față are în vedere reprezentarea castității feminine în Hengist de Thomas Middleton și Cymbeline de William Shakespeare. Articolul utilizează perspective lacaniene și foucauldiene asupra conceptului de privire (regard), combinând abordări feministe și psihanaliste pentru a pune în lumină perspective divergente asupra castității, ce servesc drept contraste cruciale între arta lui Middleton și cea a lui Shakespeare. Castiza din Hengist și Innogen din Cymbeline sunt ambele portretizate ca modele de castitate, dar această trăsătură morală este percepută diferit în cele două piese. Fără știrea ei, Castiza devine victima violului conjugal și se confruntă ulterior cu judecata publică a presupusei sale dezonorări. Această analiză demonstrează că o asemenea consecință reprezintă efectul zguduitor al politizării castității în piesă, al golirii castității de orice valențe morale, transformând-o într-o valută socială. Principala premisă este că, în Hengist, castitatea devine un spectacol panoptic, din cauza privirii masculine prin care femeile sunt ținute sub control. Prin comparație, deși Innogen se confruntă de asemenea cu privirea intruzivă a lui Iachimo, tocmai virtutea îi permite să își înfrunte calomniatorul, recurgând la o deghizare masculină. Analiza identifică un contrast fundamental în tratamentul castității între cele două piese discutate: în Cymbeline, ea rămâne o convingere personală imună la controlul extern, pe când în Hengist, castitatea involuează, devenind o comoditate socială ce limitează abilitatea Castizei de a reacționa.
Cuvinte-cheie: agentivitate, castitate, comodificare, privire, spectacol
Article history: Received 15 December 2024; Revised 26 February 2025; Accepted 06 March 2025; Available online 25 March 2025; Available print 30 April 2025
NOTAS SOBRE LA ENSEÑANZA DEL RUMANO EN ESPAÑA
Get PDFNotes on Teaching Romanian in Spain. The methodology of language teaching has opened up to third and additional languages, multilingualism and plurilingualism, while paying more attention to the students’ linguistic profile. As it has been observed, learning a new language involves languages already known in addition to the mother tongue, as well as students’ language awareness. Romanian teachers in Spain must take into account that it is studied after several other languages. We present some didactic strategies correlated with both the positive and the negative influences that the previously acquired languages may have upon learning Romanian.
Note privind predarea limbii române în Spania. Metodologia predării limbilor s-a deschis către limba a treia, limbile suplimentare, plurilingvism și multilingvism, în timp ce acordă o mai mare atenție profilului cursanților. După cum s-a observat, în însușirea unei noi limbi pot interveni limbile deja cunoscute pe lângă cea maternă, dar și conștiința lingvistică. În Spania, predarea românei trebuie să țină cont că aceasta este studiată după diverse alte limbi. Prezentăm câteva strategii didactice corelate cu influența pozitivă sau negativă pe care limbile însușite anterior o pot avea în învățarea românei.
Cuvinte-cheie: româna ca limbă străină, predarea limbilor străine, limba a treia și limbă suplimentară, influențe interlingvistice în învățarea limbilor, conștiință lingvistică, multilingvism/plurilingvism, lingvistică aplicată.
Article history: Received 5 February 2025; Revised 3 April 2025; Accepted 12 May 2025; Available online 10 June 2025; Available print 30 June 2025
STRATEGIES FOR DEVELOPING LISTENING AND READING SKILLS IN ROMANIAN AS A SECOND LANGUAGE FOR PRIMARY SCHOOL
Get PDFStrategies for Developing Listening and Reading Skills in Romanian as a Second Language for Primary School. The present study aims to provide an insight into how, with the help of specific strategies, reading and listening skills in Romanian as a non-native language can be improved for primary school pupils belonging to Romanian minorities. The use of strategies for comprehending written/oral texts and acquiring or improving the skills necessary to handle such a communication context represents a directly proportional relationship, starting from the early levels of education. As pupils’ strategic awareness increases, their ability to listen/read in the target language improves. Applying and practising these strategies on a voluntary basis can also help teachers to design strategy-based lessons, thereby encouraging learner autonomy and increasing the likelihood of success. This paper first defines listening/reading strategies, discusses different types of strategies, and clarifies why they are important and what role they play in L2 listening/reading. Secondly, it presents relevant research studies on L2 listening that support the above and identifies areas that require further research. Thirdly, it presents ideas on how listening strategies can be implemented in the classroom.
Strategii de dezvoltare a competențelor de ascultare și citire în limba română ca a doua limbă pentru elevii din ciclul primar. Studiul de față își propune să ofere o perspectivă asupra modului în care, cu ajutorul unor strategii specifice, le pot fi îmbunătățite abilitățile de citire și ascultare în româna ca limbă nematernă elevilor de ciclu primar aparținând minorităților din România. Utilizarea strategiilor de receptare a textului scris/oral și dobândirea sau îmbunătățirea abilităților necesare pentru a face față unui astfel de context de comunicare reprezintă un raport direct proporțional, încă de la ciclul primar. Cu cât crește gradul de conștientizare strategică a elevilor, cu atât se perfecționează abilitatea de a asculta/de a citi în limba-țintă. Aplicarea și exersarea acestor strategii în mod voluntar îi poate ajuta și pe profesori să conceapă lecții bazate pe strategie, încurajând, astfel, autonomia elevilor și sporind șansa de reușită. Lucrarea de față definește, mai întâi, strategiile de ascultare/citire, discută diferite tipuri de strategii și clarifică de ce sunt importante și ce rol joacă în ascultarea/citirea în L2. În al doilea rând, prezintă studii relevante de cercetare privind ascultarea L2 care susțin cele de mai sus și identifică domeniile care necesită cercetări suplimentare. În al treilea rând, prezintă idei cu privire la modul în care strategiile de ascultare pot fi implementate în sala de clasă.
Cuvinte-cheie: ascultare, citire, strategii, achiziție, înțelegere, metacognitiv, ciclul primar
Article history: Received 7 February 2025; Revised 25 March 2025; Accepted 10 April 2025; Available online 10 June 2025; Available print 30 June 2025