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The Mechanism of Action of Music Therapy. Considering Social, Cognitive and Emotional Development within a Pedagogical Framework.
Get PDFMusic therapy is a collective term for music as a tool in the process of development, correction and rehabilitation. Its theoretical background, framework and methodology are always adapted to the activity in which it is applied. The therapy uses music as a catalyst for emotional mobilization. This allows the processing of feelings and memories in the form of symbols. Among its effects can be highlighted the following: stress relief, relaxation, mobilization of experiences, conflict management, and enhancement of experiences and activity. At the same time, there are also experimental examples of its effects on relaxation, taste formation and skill development. In pedagogy, it is now natural to use music as a tool to achieve the musical transmission effect. In therapy, music acts as a catalyst in triggering emotions and emphasizing verbal information, and the goal is for the participant to become a creative participant in his/her own life by creating musical improvisations. This does not require musical expertise. In music pedagogy, on the other hand, the main goal is to create aesthetic values (Konta, 2005, 2010; Szabadi, 2021). According to Lindenbergerné (2005), both therapy and pedagogy serve personality development. In the course of leisure activities and workshops, the teacher can apply the methods and tools of music therapy within a pedagogical framework. At the same time, music education can also develop skills targeted by therapy, such as adaptation, empathy, attention, and so forth (Urbánné, 2005). And within this pedagogical framework, the social, emotional and cognitive transfer effect of music is realized in a measurable way
Building Inclusive Educational Competencies
Get PDFSpecial Education services throughout the United States have changed and evolved over the past fifty years. The passing of landmark statue, Public Law 94-142 was enacted in 1975 and was later amended and renamed the Individuals with Disabilities Education Act (IDEA) in 1990. With this law, schools are mandated to provide students with identified disabilities with a free appropriate public education (FAPE) in their least restrictive environment (LRE). This paper begins by framing special education inclusive policies and procedures in the United States before proceeding with the benefits, challenges and barriers that educators and schools often report occurring within schools and districts with regards to inclusion. Next, the paper will proceed with highlighting how inclusion looks in rural schools. With this framework, the paper will then focus on how inclusive educational competencies are introduced and embedded within an undergraduate introductory course for preservice teachers to prepare future teachers to meet the needs of their students
Viking Day at Szabó Magda School: A Successful Project
Get PDFIt has been a tradition for decades at the Szabó Magda Hungarian-English bilingual primary school, Budapest, to organize an English-language ‘Professional Day’ every school year. These events usually focus on a different aspect of English-language culture, such as the USA Day, with the presence of staff from the country’s embassy, who treated the students as equal conversation partners, as the school’s students are confident users of the English language
Places of Authentication in the Medieval Kingdom of Hungary: Recent Approaches Concerning the Fields of Ecclesiastical Society and Countrywide Competence
Get PDFPlaces of authentication (loca credibilia) were legal institutions regarded as specifically Hungarian. Due to the substantial volume of related documents—approximately one-third of the surviving diplomatic sources from medieval Hungary were issued by these institutions—, they have long been at the forefront of historical research. However, thanks to recent technological developments, particularly the DL–DF database of the Hungarian National Archive, researchers now have incomparably improved the opportunity to address both longstanding and newly emerging questions. For this reason, a thorough understanding of these institutions is crucial for the study of medieval Hungarian history. The first part of this paper summarises essential background knowledge on loca credibilia through a historiographical overview. The following sections explore three widely recognised and relatively new directions in current research, along with recent findings: 1. The application of place-of-authentication charters in the reconstruction of the personnel of the church institutions involved (cathedral and collegiate chapters, as well as convents); 2. The countrywide competence of some centrally located loca credibilia; these have been known for centuries, but have only recently become a subject of scholarly analysis due to previous difficulties in accessing the charters, and 3. An overview of the activities of the places of authentication at the beginning of the Early Modern era, a particularly turbulent period in Hungarian history marked by the double election of kings
One Story – Several Interpretations: Post-Yugoslav Historiography on Yugoslavia
Get PDFThe Yugoslav state was founded on 1 December 1918, when Serbia and Montenegro united with the South Slavic provinces of the disintegrated Austria–Hungary. This state emerged from the unification of South Slavs, each being at a different stage of identity formation. Yugoslavia was destroyed in 1941 during World War II, but it was later re-established as a federal republic, with a strong internal cohesion built on the ideals of “brotherhood and unity.” However, in 1991, the Yugoslav state collapsed once again. The experience of living in a common state was different for each of the nations involved, and today’s national historiographies present different perspectives on the Yugoslav era. This study aims to explore the main historical narratives of each nation, emphasising diverging interpretations. Among these national historiographies, the Serbian one tends to adopt a more positive view of the former state, while Slovenian historians regard the years spent in Yugoslavia as a developmental phase that also yielded certain achievements. Croatian historiography, on the other hand, perceives the Yugoslav period primarily as a time of resistance against Serbian dominance and centralism in the context of national development
When Nations Are Ready for Their Own Architecture: Introduction to a Journal Bloc on National Styles
Get PDFThe positive, almost poetic metaphor of “nation-building” has held among the stiff, rational keywords of nationalism studies since the 1950s. This concept was introduced into the field’s discourse by the social scientists who first argued that nations were not created by God but by people themselves. These scholars named the process “nation-building.” According to them, nations had to be built through language standardisation, social mobility, mass education, and mass media. Thus, the concept was initially used in the sense of a general, socio-cultural, top-down process led by the elite, with the aim of unifying states
Hungary as a Sport Superpower: Football from Horthy to Kádár (1924–1960). By Lorenzo Venuti.: Berlin–Boston: de Gruyter Oldenbourg, 2024. 328 pp. https://doi.org/10.1515/9783111137414
Get PDFTop Ten Fictional Narratives in Early Modern Europe. Translation, Dissemination and Mediality. Edited by Rita Schlusemann, Helwi Blom, Anna Katharina Richter, and Krystyna Wierzbicka-Trwoga
Get PDFSeidl-Péch Olívia. A fordítások lexikai kohéziós mintázata. Fordított és autentikus magyar szövegek korpusznyelvészeti vizsgálata: Budapest. ELTE BTK Fordító- és Tolmácsképző Tanszék. 2024.
Get PDFKöztudott, hogy a magyar a legtöbbet fordított és a legtöbbet fordító nyelvek közé tartozik az UNESCO gondozta Index Translationum adatbázisának az adatai alapján (https://www.unesco.org/xtrans/bsform.aspx). A top 50 célnyelv közül a magyar a 15. helyet foglalja el, ami azt jelenti, hogy a fordításkultúránk (elsősorban a tudományos szakkönyvek, és a szépirodalmi alkotások terén) mind tartalmi, mind nyelvi tekintetben nagyon aktív alakítója a magyar kultúrának és a tudományos közéletnek is. Fontos tény az is, hogy a magyar mint forrásnyelv is az előkelő, 19. helyen áll a legtöbbet fordított nyelvek rangsorában, amiből nyugodtan következtethetünk arra, hogy a magyar szellemi élet eredményeit más nyelvek és kultúrák is szívesen fogadják be. Talán meglepő, de ezen adatok tükrében is fontos és tanulságos Seidl-Péch Olívia monográfiája, amely azt vizsgálja, hogy a magyarra fordítás során a fordított szöveg lexikális kohéziója mennyiben viseli nyomán a forrásnyelvi szövegekre jellemző lexikális-kohéziós mintázatokat, vagyis azt, hogy a lexikális kohéziós mintázataik tekintetében a magyarra fordított szövegek vajon eltérnek-e, és ha igen mennyiben és milyen értelemben az autentikus magyar szövegek lexikai mintázataitól? A Seidl-Péch által elvégzett nagymintás korpusznyelvészeti vizsgálódások egyik messzemenő tanulsága, hogy az eltérések arra (is) rávilágítanak, hogy az idegen nyelvekről magyarra fordított szövegek nem csak a tartalmuk, de a nyelvi megformáltságuk mintázatai révén is hatással vannak (vagy lehetnek) a magyar nyelvű szövegalkotás normáira, stílusára és ezeken keresztül a magyar nyelvi szövegkultúrára általában is
Mesterséges intelligencia és a nyelvi közvetítés kapcsolata. Beszámoló az AI For T/I – Artificial Intelligence for Translation and Interpreting konferenciáról: BME, Idegen Nyelvi Központ Budapest, 2025. október 2–3.
Get PDFA BME Idegen Nyelvi Központjának hagyományos őszi konferenciája 2025. október 2. és 3. között zajlott, amelyet ezúttal az EELISA szövetség támogatásával, a zürichi ZHAW és a madridi UPM egyetemek szakmai együttműködésével rendeztek meg. Az EELISA (European Engineering Learning Innovation and Science Alliance), magyarul az Európai Mérnöki Tanulás, Innováció és Tudomány Szövetsége 2020-ban 8 európai ország 10 vezető egyetemének társulásából jött létre. A Műegyetem kezdetektől fogva alapító tagként vesz részt e szövetségben