Module Subject

1. Introduction. What is CLIL?
2. The emergence of CLIL in educational history.
3. CLIL models. Canadian, English and European models.
4. CLIL for primary schools.
5. CLIL for secondary schools.
6. CLIL for higher education.
7. The CLIL debate.
8.  Bilingual education in Hungary. (School visit)
9. CLIL and teaching materials. Materials development.
10. Course evaluation.

Module Subject

1. Introduction. What is a project? What is the task of a project manager?
2. The successful project.
3. Phases in project development.
4. Planning.
5. Implementation.
6. Reporting and monitoring.
7. Project evaluation and dissemination.
8. Documents and practical issues.
9. Project writing and analysis

Module Subject

In the course of the seminars, the following topics will be discussed:
Equivalence in translation
Translation competence
Text linguistics and translation
Psycholinguistics and translation
Consecutive Interpreting
Simultaneous Interpreting

Module Subject

The demand for more cultural knowledge – knowing how the Germans, the Koreans, the Americans think and act – is part of this way of thinking. If culture – again national culture – is an explanation for different behaviours then I need to know more about national cultures to understand and then manage the behaviours. Of course, when the term culture is used in this way interesting and useful generalisations quickly fall into the trap of stereotyping
understanding discourses and actions

• language and intercultural education in the classroom;
• in computer-mediated language learning and teaching
• cultural differences in academic writing
• Ways to Develop Intercultural Communication Competence

One significant tension arises from the nature of Intercultural Education itself, which accommodates both universalism and cultural  pluralism.

Concepts of difference and diversity can also present tensions, between the practice of offering one curriculum for all children in a country, as opposed to offering curricula which refl ect different cultural and linguistic identities.

Module Subject

Culture
Culture and Education
Culture and Language
Culture and Religion
Cultural Diversity and Cultural Heritage
Majority and Minority Cultures
Multiculturalism and Interculturalism

Module Subject

Module Subject

Module Subject

Introduction to module (deadlines, used programming environments etc.)

Introduction to Java Applications
Writing simple Java applications.
Input and output statements.
Java's primitive types.
Arithmetic operators.
The precedence of arithmetic operators.
Decision-making statements.
Relational and equality operators.

Conditional Statements
Use the “if if...else” switch selection statements to choose among alternative actions.
Using the “for” repetition statement to execute statements in a program repeatedly.
Using counter-controlled repetition and sentinel-controlled repetition.
Using the compound assignment, increment and decrement operators.
Using primitive data types

Loop Statements
Using the “while” and “do...while” repetition statements to execute statements in a program repeatedly.
Understanding multiple selection using the switch selection statement.
Using the “break” and “continue” program control statements to alter the flow of control.
Using the logical operators to form complex conditional expressions in control statements.

Arrays
Using arrays to store data in and retrieving data from lists and tables of values.
Declaring arrays, initializing arrays and referring to individual elements of arrays.
Using the enhanced for statement to iterate through arrays.
Passing arrays to methods.
Declaring and manipulating multidimensional arrays.
Writing methods that use variable-length argument lists.
Reading command-line arguments into a program.

Methods
How static methods and fields are associated with an entire class rather than specific instances of the class.
Using common mathematical methods available in the Java API.
Understanding the mechanisms for passing information between methods.
How the method call/return mechanism is supported by the method-call stack and activation records.
How packages group related classes.
How to use random-number generation to implement game-playing applications?
How the visibility of declarations is limited to specific regions of programs.
What method overloading is and how to create overloaded methods?

Module Subject

Introduction to module (deadlines, used programming environments etc.)

Beginning with "Hello World!"
2.Commenting and Style
3.Arrays
4.Control structures (The if Structure, The switch Structure, The while Loop, The do while Loop, The for Loop, The foreach Loop)
5.Functions
6.Files
7.Mailing
8.Cookies
9.Sessions
10.Databases (MySQL)
11.Databases (PHP Data Objects)
12.Integration Methods (HTML)
13.Integration Methods (Forms, etc.)

Module Subject

Introduction to module (deadlines, used programming environments etc.)

1. Introduction to module (deadlines, used programming environments etc.)
2. Introduction to C# Applications
Writing simple C# applications.
Input and output statements.
C#'s primitive types.
Arithmetic operators.
The precedence of arithmetic operators.
Decision-making statements.
Relational and equality operators.
3. Conditional Statements
Use the “if, if...else” switch selection statements to choose among alternative actions.
Using the “for” repetition statement to execute statements in a program repeatedly.
Using counter-controlled repetition and sentinel-controlled repetition.
Using the compound assignment, increment and decrement operators.
Using primitive data types
4. Loop Statements
Using the “while” and “do...while” repetition statements to execute statements in a program repeatedly.
Understanding multiple selection using the switch selection statement.
Using the “break” and “continue” program control statements to alter the flow of control.
Using the logical operators to form complex conditional expressions in control statements.
5. Methods
How static methods and fields are associated with an entire class rather than specific instances of the class.
Using common mathematical methods available in the C# API.
Understanding the mechanisms for passing information between methods.
How the method call/return mechanism is supported by the method-call stack and activation records.
How packages group related classes.
How to use random-number generation to implement game-playing applications?
How the visibility of declarations is limited to specific regions of programs.
What method overloading is and how to create overloaded methods?
Writing and using recursive functions, i.e., functions that call themselves.
6. Arrays
Using arrays to store data in and retrieving data from lists and tables of values.
Declaring arrays, initializing arrays and referring to individual elements of arrays.
Using the enhanced for statement to iterate through arrays.
Passing arrays to methods.
Declaring and manipulating multidimensional arrays.
Writing methods that use variable-length argument lists.
Reading command-line arguments into a program.
7. Introduction to Classes and Objects
What are classes, objects, methods and instance variables are?
How to declare a class and use it to create an object?
How to declare methods in a class to implement the class's behaviours?
How to declare instance variables in a class to implement the class's attributes?
How to call an object's methods to make those methods perform their tasks?
The differences between instance variables of a class and local variables of a method?
How to use a constructor to ensure that an object's data is initialized when the object is created?

Module Subject

• Level of programming languages The register set of Intel microprocessors
• Real-mode and protected mode memory architecture
• The structure of assembly code. Compiling and linking. Prepare the minimal development environment.
• Instruction formats, add and subtract numbers
• Memory addressing modes
• Multiply and divide
• Logical instructions (and, or, not xor, ...) ,shifting, rotating
• Compare, labels, condition and unconditioned jumps, loops
• Stack handling, Procedures, functions,
• Parameter passing
• Real-mode programming exercise.
• Protected- mode programming exercise

The aim of the course is to make students familiar with the theory and applications of digital signal processing especially the practical approaches of noise filtering and signal convoluting.

Module Subject

• Definition and classification of signals. Characteristics of signals
• Signal Arithmetic
• Sampling and digitalization
• Practical AD and DA conversion
• Time and frequency domains. Fourier transformation  
• Algorithm of Fast Fourier Transformation
• Convolution
• Noise. Noise reduction by moving average
• Digital filtering in time domain
• Digital filtering in frequency domain 
• Convolution in image processing (smoothing, edge detection)
• Examples from biological signal processing

The aims of the voice trainig-lessons are: the presentation of physics, anatomy, phonetics, hygienic and singing technical knowledge.

Module Subject

The students can get a 45 – minutes group lessons every week. The transfer of above knowledge and present current singing works.

1. What does content the singing schoolbooks used int he Hungarian primary schools? In the schoolbooks for the early primary schools (between 6-10 years age) there are mostly singing playsongs and folksongs. How can you characterize the Hungarian singing childrensongs and-plays? Can you sing some of them by note? Make comparison between the singing examples of the Turkish and Hungarian schoolbooks! Can you find any similar features?
2. You have seen several singing lessons in different classes by video at the methodology lessons. Can you remember for any interesting ritmical and melodical job or play for extension the ability of the children? (You can find a lot excercises for its int he schoolbooks.) What is your impression or opinion about the work at the singing lessons int he Hungarian schools?
3. Read and learn some excercises from Kodály ́ s pedagogical singing excercises: 333 olvasógyakorlat (= 333 reading excercises), Ötfokú zene I. és II. (=Pentatonic music I. and II.) and Tegzes: Hétfokú olvasógyakorlat (=Heptaton reading excercises). Learn by memory a simple excercise singing with relative solmization, try to use in paralel the hand-signes!
4. Visit the practice school observing minimum 8 singing lessons. (You can visit the examen-teaching of the students, or visit the lessons of the teachers.) Make notices about the experiences during the  lessons, and write short reports about its.
5. You are pleased to make a summary: what can you use from the experiences of the three month, what you spent at the University of Szeged?

Module Subject

1. Arrangements of Hungarian folksongs

Kodály: Háry János, Kállay-kettős, Gergely-járás, Pünkösdülő
Bartók: Gyermekeknek, Este a székelyeknél, Magyar parasztdalok

2. The role of folksongs in the primary school

The system of symbols in the text of Hongarian folksongs.
Folkways, traditional feast-days

3. History of formation of musical instruments

Musical instruments and it’s divisions
Basic notions of music-listening: tempo, dinamics, expressing, register

4. Saint-Saens: Carnival of Animals

Analysis of the movements after listening by register, tempo, dinamincs, timbre.

5. The story and highlights of Háry János by Zoltán Kodály

Fabled elements in opera Magic Flute by Mozart

6. The teacher’s preparing for the singing lesson

The necessity of visiting lessons, aspects of observation
Excercises for development of skills at singing lesson

7. The types and constructions of singing lessons

Constant and altering tasks of the introducing part of the singing lesson
Criterions of singing presentation of an unknown song, and how to teach it step by step.

8. The necessity of musical writing, and it’s formulas

Teaching and useing of the elements of musical writing.
Different types of excercises of musical writing.

9. Development of skills in musical reading and writing

Creative writing excercises.

10. Guiding and leading the activity of pupils

The aims of the voice trainig-lessons are: to improve the voice of the students technically and musically as well. To learn different works in different styles, focusing in the works of hungarian composers. Preparing to competitions, concerts and exams.

Module Subject

The students can get a 30 – minutes individually lessons every week. On this lesson he/she show the works whe/she have practiced, and the teacher correct it. The student sings prima vista as well some lessons.

The basic aim of the module is to reach a reliable technical level, to establish the foundations of further artistic and pedagogical advancement. Students have to pass a compulsory exam at the end of each semester, which guarantees constant professional control.

Module Subject

Students have to play all major and minor scales and arpeggios in fluent tempo. Repertoire for the course should be selected from traditional solo literature which best demonstrates their level of ability. During the semester one etude or caprice of Kreutzer, Rhodes, Gaviniés, or Paganini, one Concert Piece and one other piece of applicant’s choice, one movement from a standard Concerto have to be played. Students are required to apply for chamber music course. The violin parts of chamber pieces in chamber music course can be also prepared in violin course.

Development of skills.

Module Subject

Development of musical reading and writing, development of ear for music. Analysis of vocalist and instrumental extracts .Knowledge and practice of chords, scales, tonalities, rhytms andmeasures.

The basic aim of the module is to use students’ instrumental skills in music literature other than their solo repertoire as chamber music requires a number of skills not normally required for the performance of solo music. The module focuses on group work as a basic element of music productions.

Module Subject

Teamwork means cooperating, especially playing in instrumental groups like orchestra or other chamber music formations. It is a part of our everyday life in both of teaching and performing. The module will be focusing on chamber music aspects offered by various range of compositions. To give the priority to important sections with staying secondary by others is the goal of chamber music approach. Chamber music is not restricted only to concert hall and opera stages but also has to be presented in the field of education.

The module aims to introduce basic musical terminology (Italian, German, English, Latin) in music theory and performing practice. It contributes to the correct reading of music scores and to better understanding composers’ exact intends and instructions.

Module Subject

The module goes through the musical terminology based on the Italian, German, French and Latin languages (also pronunciation) common used in music theory and performing practice. The course provides help in understanding music scores from the middle age to the 21st Century. Musical terms are demonstrated by audio exemplars. The module also focuses on the new English language based musical terminology. Students are required to make translations to their mother’s tongue from foreign music reviews. During the semester one test has to be written.

The module aims to provide a broad understanding of music history between 1750 and 1850 and aims to develop intellectual and emotional abilities of students and to form and enrich their musical taste. The module explores how history, literature and other art forms influenced the development of the music.

Module Subject

The course covers the life and works of great composers from about 1750 to 1850. Among others, the module discusses Haydn, Mozart, Beethoven, Schubert, Schumann, Mendelssohn. Importance is given to instrumental music sonata, trio, string quartet, symphony, concerto, serenade and divertimento. The course focuses on operas from Haydn/Esterházy court through Mozart’s Da Ponte operas and Die Zauberflöte to Beethoven’s Fidelio. The meaning of German Lied by Schubert, Schumann, Mendelssohn is also discussed. Schumann’s piano music plays important role in this module. During the semester each student has to make a ten minutes long oral presentation. Two tests are required to written and at the end of the semester students have to pass an oral examination.

Module Subject

The student should get acquainted with dance as most frequent form of entertainment of the aristocratic courts of Italy in the 15th century. Be aware of the most important sources, through them get a proper theoretical overview of the step vocabulary, choreographical principles and musical characteristics of 15-18th-century dancing.

Module Subject

The musical education was in the Hungarian folk music, folk treasure illustrious days, people's habits, knowledge, looking out of the folk traditions of neighboring peoples, dance culture. Target care a musical language that meets the expectations of European values ​​that openness has to understand other cultures, but also preserve the national identity through national traditions.

The aim of the course is to familiarize students with the famous Hungarian composer Béla Bartók, his colleagues and contemporary music. Students will acquaint themselves with their most important works.

Module Subject

1. The most important Hungarian composer of the 20th century: Béla  Bartók
2. The works of Béla Bartók  
3. The most important Hungarian composers of the 20th century and their compositions.
4. The most important 21st-century composer of Szeged: István Vántus
5. The detailed program of the “Contemporary Music Week of Szeged” (14. 11. 2011 – 17. 11. 2010)
6. The works of 21st-century composers (Vántus, Kocsár, ) (14. 11. 2011, concert hall)
7. 21st-century composition in music pedagogy (the piano works of Papp Lajos, Sári József) ) (15. 11. 2011)
8. A famous artist and her guests ( and her guests) (15. 11. 2011)
9. Chamber and Choral music Presentation of a 21st-century composer(16. 12 . 2011)
10. Contemporary music competition (17. 11.  2011 )

The aims of the course  to learn children folksongs and dances  from Hungary and other countries. 

Module Subject

1. The most important Hungarian composer of the 20th century: Béla  Bartók
2. The works of Béla Bartók  
3. The most important Hungarian composers of the 20th century and their compositions.
4. The most important 21st-century composer of Szeged: István Vántus
5. The detailed program of the “Contemporary Music Week of Szeged” (14. 11. 2011 – 17. 11. 2010)
6. The works of 21st-century composers (Vántus, Kocsár, ) (14. 11. 2011, concert hall)
7. 21st-century composition in music pedagogy (the piano works of Papp Lajos, Sári József) ) (15. 11. 2011)
8. A famous artist and her guests ( and her guests) (15. 11. 2011)
9. Chamber and Choral music Presentation of a 21st-century composer(16. 12 . 2011)
10. Contemporary music competition (17. 11.  2011 )

Module Subject

The course is designed to provide participants with strategies for teaching music based on the philosophies and practices of musician-composer-educator Zoltan Kodály. The Kodály approach to music teaching and learning is appropriate for pre-school children through students in middle school grades and also has applications for high school and adult education, particularly in choral settings.  The focus of Kodály is music literacy, achieved through listening, singing, reading, writing, and creating music. Kodály pedagogy emphasizes developing music literacy through the indigenous music of the culture, beginning with folk songs.

Application of the computer in music.

Module Subject

Sound is a complex phenomenon involving physics and perception. A mathematical function is an input/output machine and can carry information about the physical characteristics of sound, including amplitude, frequency, and timbre. Sound sensation and perception is the end result of a complicated process, including the physics of sound and the physiology of our ears. The relationship between a physical sound and its physiological interpretation is incomplete, due in part to an imprecise descriptive vocabulary.
Analog Versus Digital
There is an important distinction between the continuous nature of physical information and the discrete nature of digital information. A graphical display of the quantization of digital data aids in the comparison of analog and digital waveforms, underscoring the necessarily approximate nature of all sampled data

The aim of this course is to get students familiar with songs related to nature. Students sing the songs by ear with the help of electronic material and try to perform them. Relying on the music sheets, they are expected to solmizate the songs and perform further improvisational tasks. They listen to suggested listening material related to the topic, which will enhance the enrichment of their emotional experience. The discussion of the pieces helps them become familiar with the various musical periods. They are expected to observe the characteristic features of the pieces and explain what musical tools are used in them to reflect nature and its influence on people. They do individual research to collect other listening pieces related to the topics and compare the different performances.

Module Subject

1. Natural phenomena in music
2. Times of day, months and seasons
3. Landscapes (rivers, lakes, caves)
4. Landscapes (forests and fields)
5. Plants and flowers
6. Animals: forests and fields
7. Animals: amphibians, fish, domestic animals
8. Animals: insects
9. Animals: birds
10. The universe

The aim of the course is to familiarize students with the famous Hungarian composer Béla Bartók, and other composers. Students will acquaint themselves with their most important works.

Module Subject

1. The most important Hungarian composer of the 20th century: Béla  Bartók
2. The works of Béla Bartók 
3. The most important Hungarian composers of the 20th century and their compositions.
4. The most important 21st-century composer of Szeged: István Vántus
5. The detailed program of the “Contemporary Music Week of Szeged” (14. 11. 2011 – 17. 11. 2010)
6. The works of 21st-century composers (Vántus, Kocsár, ) (14. 11. 2011, concert hall)
7. 21st-century composition in music pedagogy (the piano works of Papp Lajos, Sári József) ) (15. 11. 2011)
8. A famous artist and her guests ( and her guests) (15. 11. 2011)
9. Chamber and Choral music Presentation of a 21st-century composer(16. 12 . 2011)
10. Contemporary music competition (17. 11.  2011 )

Organology

Enlargement of knowledge concerning with musical instruments.

Module Subject

Classification of the musical instruments. String, wind and percussion instruments. Development of the orchestra. Instrumental forms in the Baroque age and from in the Viennese classical music. Groups of the instruments in the musical score. Introduction of national characteristics in the instrumental music.

This course, “Organisation Development” is designed for students with little or no background in organisation development, health or health promotion. The purpose of the course is to provide an introduction into the organisational background of health promotion methods. The major objectives of the course are:

1. To provide an orgasizational context for health promotion in a multicultural learning environment.
2. To recognize important trends and changes in the concepts of health and health promotion these days.
3. To analyze project management techniques in health promotion in light of these trends, and identify their organisational background in real examples.

Module Subject

We will identify how individuals’ lifestyle and health behavior depend on organisations which they are members of. Students will explore important factors which influence the functioning of organisations and analyze their health promotion consequences. It will help us to understand the theoretical background of project management in health promotion. The principle aim of health promotion projects is to initiate an organisational change influences the individuals’ lifestyle towards health in a certain organization. This theoretical knowledge will be deepened by discussing case studies, which prepare the students to transfer their knowledge to practice. Main topics:

1. Basic principles of the concept of health promotion.
2. Definitions of organisation and institution. Formal and informal organizations.
3. Characteristics of organisations. Organisational strategy
4. Organisational models and their importance in health promotion.
5.  Characteristics of organisational culture. The relationship between organisational culture and health.
6. Definitions and types of health promotion projects. The importance of the project management in health promotion.
7. Attributes of the efficient project organisations.
8. Circular target planning in health promotion projects. Development of Project Leadership

The course is a combination of lectures, group works and case studies. The schedule of case studies is discussed at the first lecture.

Module Subject

1. Possible ways of understanding the concept of minority. Social perception of minorities.
2. Prejudice.
3. The history of Hungarian national and ethnic minorities.
4. The state of Hungarian Gypsies.
5. Gender roles in society, the state of women in society.
6. History and concept of multicultural education.
7. Educational methods for preventing prejudice. Curriculum and teaching aids. Education of Hungarian minorities.
8. Biological minorities in Hungary - Homosexuality.
9. The state of the disabled, their social acceptance.
10. Minorities in the World – student presentations
11. Consultation

Module Subject

1. The concept of social stratification and social structure. The systems of social stratification. The theories of social stratification. The stratification of the present Hungarian society
2. Social inequality, equal opportunities. Theories of inequality.
3. Poverty. Deprivation. Disadvantaged position. Methods of surveying poverty. Reasons of poverty. Poverty in Hungary. Poverty categories.
4. Definition, components and channels of social mobility. Mobility research. Migration.
5. Sociological theories of deviance
6. Deviances in Hungary (alcoholism, drug abuse, crime, suicide)
7. Socio-demographic determinants of health (age, gender, education, place of living, occupation etc.)
8. Geographical differences in health.
9. Health opportunities of minorities.

Module Subject

1. The individual in the social world: introduction into social psychology, social perception, theories of perception and social perception (Asch, Kelly) impression management, schemes, stereotypes, biases in social perception.

2. Attribution: theories of attribution (Heider, Kelley, Weiner), major sources of attributional bias (fundamental attribution error, the actor-observer effect, attribution of success and failure etc.), self attribution, practical applications of attribution.

3. Attitudes: definition, functions of attitude, measuring attitudes, attitudes and behaviour (health related attitudes and their changing), prejudice as a specific attitude, forms of reducing prejudice, cognitive consistency and dissonance.

4. Groups in social psychology: definitions of a group, functions, structure and development of groups, communication within the group, method for measuring social relationships (sociometry).

5. The group and the individual: norms, forms of social influence (conformity, identification, internalisation, persuasion, obedience), leadership.

6. Prosocial behaviour and interpersonal aggression: helping and intervening, theoretical perspectives on aggression, prevention and control of aggression.

Module Subject

• Introduction (Definitions, Aim and structure of the course, Evaluation, Literature)
• „Be aware, be ready” (Management and control, self-reliance and being comfortably in charge, Stress, the hidden factor and its importance, Coping with an emergency situation)
• Prepare, Apply, Respond (The PAR principle and the seven A’s of management)
• Ergonomics (Lighting, The air: temperature and humidity, Sitting, Noise, General considerations for a school)
• Fire, gases and electricity (Fire prevention, Sources of fire, Fire extinguishers, Fire-prevention at school, Electricity, Gases)
• Chemicals (Terminology, Personal safety, Hazard signs and labelling, Paints, Glues, Other chemicals used in schools, Storing and disposing of chemicals)
• Administration and further checklists (Administration - maintenance and checklists)
• First Aid (theory, practice)

Objectives of the course: This course introduces students to key elements of health promotion practice across a wide variety of health contexts including individual and community health and health-related contexts of organisations. The learning activities in this Field Practice course are designed to provide students personal experiences about the practical aspects of health promotion theory, analysis, activities and evaluation. To maximize student learning experiences, the Field Practice course engages field practice coordinators also in the design and delivery of workshops and where possible, includes targeted field trips.

Module Subject

This course will provide students with a comprehensive understanding of the foundations of health promotion practice. The course could focus on the possible health promotion strategies in a variety of organisational settings considering the students’ own interests. Course learning activities will focus on developing students' understanding of theoretical perspectives and practical methods which influence the preparation, implementation and evaluation of health promotion strategies in various organisations.

Objectives of the course: The proper level knowledge of the phenomena and regularities of human communication, and the knowledge of effective means and strategies of communication (their development in practice). It is very important for all professionals working in different helping professions or who are preparing for a career like this. The development of communication skills equally serves the conscious usage of the „work-tool”, its continuous improvement and personal effectiveness. The subjective experience gained through all these can have an important role in preserving the mental balance of teachers as well. It is a very important aim that the student participating at communication skills development training should enlarge his repertoire of behaviours, realise his communicational tools and possible failures. There should be more effective solutions reachable in given situations in a way, that their application should still keep his personality congruent.

Module Subject

Practice: We direct attention to the elements of observable behaviour, and to the general and personal features of communication with the help of a video-feedback method. The participating observers are at the same time acting as models. Attached to the observed communicational phenomenon there is an education embedded in thematic discussions during the group-work.
The topics of the developmental programs:

• We will deal with the general features of informal human communication. We will focus on the basic phenomena of communication, the verbal and non-verbal channels and meta-communication.
• Distortion of information, incongruence of verbal and non-verbal signs, typical faults as a result of subjective evaluation, modelling of communicational strategies.