University of Szeged
SZTE Doktori Értekezések Repozitórium (SZTE Repository of Dissertations)Not a member yet
7511 research outputs found
Sort by
Új cirkadián óra mutánsok azonosítása és részletes molekuláris szintű jellemzése lúdfűben (Arabidopsis thaliana)
Full text linkReifying Consciousness: A Biocultural Perspective of Supernatural Storytelling in the Harry Potter Universe
No full textIn this thesis, I examine human interaction with the supernatural, with a focus on its narrative representations. I utilise a biocultural theoretical framework, which draws on evolutionary theory and cognitive science, to explain why humans have been drawn to the supernatural throughout their long process of evolutionary development. I argue that human behaviour of telling and consuming stories about the supernatural, supernatural storytelling, is a result of the process of reifying consciousness, where abstract and emotional aspects of our experience become materialised and woven into a narrative. Supernatural storytelling, I argue, is an adaptive behaviour that co-opts cognitive tendencies, such as magical thinking and agent attribution, to elevate a sense of perceived control and establish a sense of psychological order, thereby reducing anxiety over domains over which humans have no control. I employ this theoretical framework to interpret the role of supernatural elements in narratives. The primary case study of this thesis is J. K. Rowling’s Harry Potter universe. I interpret Harry Potter novels and movies to argue that through magic, Rowling reified abstract concepts like good, evil, love, death, and power. Giving them presence within a narrative facilitates understanding, highlighting, and modifying them. Magic then becomes a tool for navigating difficulties and fostering self-empowerment. Contextualising the popularity of the Harry Potter stories, I argue that the representation of magic in the Harry Potter universe reflects the sentiments of the period, specifically the shift towards an individualistic and pragmatic form of spirituality, known as the New Age. I argue that alignment with the New Age is a crucial factor in the global popularity of the Harry Potter universe, alongside the commodification of cultural products, effective marketing strategies, and the use of transmedia storytelling
Vajdasági és magyarországi óvodások (4–6 évesek) szociálisprobléma-megoldásának összehasonlító vizsgálata történetek és rajzok segítségével
Full text linkThe main aims of the doctoral dissertation were (1) to assess preschool children’s social problem-solving (SPS), (2) to explore their mothers’, fathers’ and teachers’ opinions about the children’s problem solving, and (3) compare these results in Hungary and Vojvodina. A literature review of previous research identified that there has been no instrument that could measure the components of Chang et al. (2004) SPS model with verbal and visual tools for preschoolers. Therefore, such a new instrument was developed for the studies presented, to assess preschoolers using verbal and visual tasks. Altogether six instruments were used: the Strengths and Difficulties Questionnaire (SDQ, Goodman, 2001); the Social Problem-Solving Parent/Teacher Questionnaire (SPSQ, Kasik & Gál, 2014); the Family Questionnaire (FQ, Szitás, 2020); Problems list (Kasik & Gál, 2017); the Person- and Situation-Based Social Problem-Solving Questionnaire (Gál & Kasik, 2015); and the Stories and Pictures for Assessing Preschoolers’ Social Problem-Solving task battery (Szitás & Kasik, 2020). The dissertation introduces three empirical studies: (1) a pilot study in Vojvodina (n = 38); (2) the first large-scale study in Vojvodina (n = 147); and (3) the second large-scale study in Hungary (n = 162). By using several types of triangulation parents, teachers and children participated in each study. The pilot study indicated, amongst others, that the implementation of visual tools can be effective with preschoolers. The results of the two large-scale studies showed that mostly four-year-olds are the ones who stand out from the other age groups, often using impulsive and avoidant problem solving - however, to a lesser extent, these characteristics are also typical of five- and six-year-olds. Based on the comparative study, the similarities and differences between the perceptions of parents and teachers were outlined. According to the SDQ parents perceive children as more prosocial than teachers in both samples. Furthermore, according to the SPSQ Vojvodina teachers consider the expression of negative emotions to be most characteristic in four- and five-year-olds, while in Hungary mothers found these in five- and six-year-olds, and fathers in six-year-olds. The studies revealed important, significant differences between the perceptions of both parents and teachers, and also between mothers’ and fathers’ in both country samples. This was particularly pronounced in the case of externalizing problems. The findings of the dissertation can contribute to developmental interventions where the focus is on social competence as well as the involvement of parents and teachers to help the development of children’s social problem-solving
Pseudomonas izolátumok és Aspergillus flavus közötti antagonista kölcsönhatások vizsgálata
Full text linkEgy elfeledett hadjárat. Johannes Herold és az 1556-os dél-dunántúli hadjáratsorozat emlékezete.
Full text linkThis dissertation broadly examines the complexity of the 1556 military campaign in Southern Transdanubia, Hungary and its literary interpretation during the 16th century. The primary objective is to prove humanist Johannes Herold of Basel’s historical work on the military campaign is an indispensable source material and an integral part of 16th-century Hungarian historiography.
The first section presents the historical background and the text corpus of the campaign using ten predominantly Latin-language pieces of work. It uncovers philological and thematic connections within these texts. Through the portrayal of Archduke Ferdinand of Tyrol, it analyzes the authors' conceptual approaches of Wolfgang Lazius, Johannes Herold, Ferenc Forgách and Miklós Istvánffy.
The second section focuses on Herold, analyzing his relationship with Hungarian historiography, particularly his possible connection to Antonio Bonfini. It introduces his two main works concerning the 1556 campaign: Princeps Iuventutis and Rerum contra Turcas historiola (Dialogue). It investigates Herold's source usage and historical credibility, comparing it with the data from the Diarium expugnationis castri Babocza, a contemporary record of the siege, and Lazius' account. It proves that Herold also utilized his own sources, and his work's influence is evident in Istvánffy's writings.
The dissertation concludes that the 1556 campaign and the defense of Szigetvár constituted a victory of European significance, comparable to the 1552 Siege of Eger. Herold's Dialogue holds considerable historical relevance and it is an essential piece of 16th-century Hungarian historiography
Effect of anti-CGRP antibody galcanezumab on neuropeptide-mediated trigeminovascular function in rats
No full textThe changeability of L2 language attitudes: Changing Hungarian EFL users' attitudes towards non-native-accented English and their own accent through teaching
Full text linkThe present dissertation reports on a three-phase teaching experiment with the participation of Hungarian EFL users, focusing on the introduction of non-standard, non-dominant, and non-native varieties to the respondents. The aim of the investigation was to test the changeability of the participants’ language attitudes towards non-native- (and especially Hungarian-) accented English through teaching. In the preliminary exploratory phase, 25 English majors of the University of Szeged participated. The second phase, applying participatory action research in the classroom, aimed to discover whether introducing non-standard, non-dominant, and non-native varieties to the participating high school students (12 students in the experimental group and 10 in the control group) in their EFL classes can have a positive impact on the students’ ‘attitudes and motivation’ and ‘willingness to communicate’ scores, as well as to discover the relationship between participants’ ‘attitudes and motivation’, ‘willingness to communicate’, and ‘perfectionism’ scores. The third, online survey phase applied the shortened version (with the help of SPSS) of the classroom questionnaire, this time filled out by 92 EFL teachers and 250 high school students learning EFL. The most important result of the investigations is that, after the classroom teaching experiment, the respondents’ post-test and delayed post-test ‘attitudes and motivation’ scores were significantly higher than their pre-test scores. However, their delayed post-test scores showed a significant decrease compared to the post-test results, which implies that constant intervention would be needed for the teaching materials to have a sustained positive impact. This might be possible if diverse native and non-native accents/varieties of English were part of the EFL curriculum and course books. Additionally, the results of the online survey showed that the participating EFL teachers’ ‘attitudes and motivation’, ‘willingness to communicate’, and ‘positive perfectionism’ scores were significantly higher, whereas their ‘negative perfectionism’ scores were significantly lower than those of the participating students, and the teachers reacted more positively to the teaching materials. This seems to indicate that the proposed teaching materials might have a positive impact on EFL teachers, as well as EFL students
