9 research outputs found
Az iskolai Ă©s iskolán kĂvĂĽli zenei nevelĂ©s egyĂ©ni, családi Ă©s társadalmi megĂtĂ©lĂ©se általános iskolás Ă©s gimnáziumi tanulĂłk, szĂĽlĹ‘k Ă©s tanárok körĂ©ben
The purpose of this dissertation was to determine the importance and prestige of music in students’ lives and to reveal the reasons for students’ negative attitudes toward school music (PintĂ©r, 2018, 2020; PintĂ©r & CsĂkos, 2020). Furthermore, this study offers the opportunity to investigate and understand the changes in attitudes and beliefs of students through the transition from elementary to secondary school in music and non-music classes (PintĂ©r, 2021). The aim of this study is to explore the aim and importance of music education among students, parents and teachers. Participants were recruited from 11 Hungarian county towns by selecting music class and general class students (N=1550), as well as their parents (N=1550) by a questionnaire. Furthermore, music teachers (N=15) were interviewed to share their beliefs and experience about the aim and state of school music. Findings showed that music has considerable prestige in students’ lives. However, students ’attitudes toward school music are influenced by a number of factors, including students’ attitudes toward singing, judging the singing teacher, and their views on the importance and usefulness of learning music (PintĂ©r, 2018). Music was primarily used for mood management and social interactions, but many students also listened to music as a background activity, particularly pop music. On the other hand, those students who learned music in special music classes preferred music significantly within and out-of-school as compared to students who received music 1 or 2 lessons per week. At the same time, we discovered negative attitudes toward music lessons in both types of classes, especially in grades 6 and 10. Non-music students were more likely to object to learning folk and classical music excerpts and solmization than music students. At the same time, the majority of students showed an increased interest in light music in both departments. The results showed that students listened to (popular) music in their spare time primarily for mood control, which partly explains students ’expectations for singing and music lesson activities
TanulĂłk, szĂĽlĹ‘k Ă©s tanárok perspektĂvái az iskolai zenei nevelĂ©s cĂ©ljárĂłl Ă©s feladatárĂłl
In the last few decades, numerous negative feedbacks have shed a light on the decline of school music concerning the low prestige of music as a school subject and the lack of music experience. Previous studies pointed out that music is one of the least popular subjects among students (CsĂkos, 2012; Dohány, 2013; PintĂ©r, 2020a).The purpose of this study is to investigate the aim and the role of school music among students, their parents and music teachers. In the first part of the investigation, a questionnaire asked music (N = 506) and non-music students (N = 536) and their parents about the degrees of their involvement with music, home musical environment, as well as their beliefs about the aim of school music. In the second part of the investigation music teachers (N=15) were interviewed to share their beliefs about the aim of school music. Results indicated that music students and their parents had more musical instruments at home and did more music activities together, than non-music pupils and their parents. Furthermore, music students and their parents considered music lessons as more active music activities and experience than non-music students and their parents, whereas non-music students and their parents basically expected the acquisition of lexical music literacy during the music lessons.On the other hand, some non-music students expressed negative attitudes toward music learning. Music teachers reported that music experience and music literacy were equally important. However they added that the reduced hours for music education makes it difficult to achieve the goals set in school practice.Az elmĂşlt nĂ©hány Ă©vtizedben számos negatĂv visszajelzĂ©s számolt be zeneoktatásunk hanyatlĂł állapotárĂłl, amelyek az Ă©nek-zene tantárgy alacsony presztĂzsĂ©re Ă©s a zenei Ă©lmĂ©nyek hiányára hĂvták fel a figyelmet.Az elĹ‘zetes kutatások kimutatták, hogy az Ă©nek-zene az egyik legkevĂ©sbĂ© kedvelt iskolai tantárgy a tanulĂłk körĂ©ben (CsĂkos, 2012; Dohány, 2013; PintĂ©r, 2020a). Jelen kutatás cĂ©lja, hogy megvizsgálja, hogyan ĂtĂ©lik meg a tanulĂłk, szĂĽlĹ‘k Ă©s Ă©nektanárok az iskolai zeneoktatás cĂ©lját Ă©s szerepĂ©t. A vizsgálat elsĹ‘ rĂ©szĂ©ben kĂ©rdĹ‘Ăves mĂłdszer segĂtsĂ©gĂ©vel vizsgáltuk meg a zene- (N = 506) Ă©s nem zenetagozatos tanulĂłk (N = 536) Ă©sszĂĽleik hangszerjátĂ©kát, az otthoni zenei környezet jellegzetessĂ©geit, valamint az iskolai zeneoktatás cĂ©ljárĂłl alkotott nĂ©zeteit. A vizsgálat második rĂ©szĂ©ben Ă©nek-zenĂ©t tanĂtĂł tanárokkal (N = 15) kĂ©szĂtettĂĽnk interjĂşt az iskolai zeneoktatás cĂ©ljárĂłl alkotott nĂ©zeteikrĹ‘l. Az eredmĂ©nyek azt mutatták, hogy a zenetagozatos tanulĂłk Ă©s szĂĽleik családjában magasabb arányban fordultak elĹ‘ közös zenei tevĂ©kenysĂ©gek, zenei hangszerek, mint a nem zenetagozatos tanulĂłk otthonában. Továbbá a zenetagozatos tanulĂłk Ă©s szĂĽleik az Ă©nek-zene Ăłrákat több aktĂv zenei tevĂ©kenysĂ©ghez Ă©s Ă©lmĂ©nyhez társĂtottak, mĂg a nem zenetagozatos diákok Ă©s szĂĽleik elsĹ‘sorban a lexikális tudás elsajátĂtását várták el az Ă©nekĂłrák folyamán. Ugyanakkor nĂ©mely nem zenetagozatos tanulĂł nemtetszĂ©sĂ©t fejezte ki az Ă©nek-zene tanulása kapcsán. A megkĂ©rdezett tanárok többsĂ©ge a zenei Ă©lmĂ©nyek Ă©s a zenei alapismeretek kialakĂtását egyaránt fontosnak ĂtĂ©lte, azonban hozzátettĂ©k, hogy az Ă©nek-zene tantárgy alacsony Ăłraszáma alapvetĹ‘en megnehezĂti a kitűzött cĂ©lok iskolai gyakorlatban törtĂ©nĹ‘ megvalĂłsĂtását
Elevated miR-33a and miR-224 in steatotic chronic hepatitis C liver biopsies.
AIM: To assess the expression of selected microRNAs (miRNA) in hepatitis C, steatotic hepatitis C, noninfected steatotic and normal liver tissues. METHODS: The relative expression levels of miR-21, miR-33a, miR-96, miR-122, miR-125b, miR-221 and miR-224 were determined in 76 RNA samples isolated from 18 non-steatotic and 28 steatotic chronic hepatitis C (CHC and CHC-Steatosis, respectively) cases, 18 non-infected, steatotic liver biopsies of metabolic origin (Steatosis) and 12 normal formalin-fixed paraffin-embedded liver tissues using TaqMan MicroRNA Assays. All CHC biopsy samples were obtained prior to initiating therapy. Patients' serum biochemical values, which included glucose, triglyceride, cholesterol, alanine aminotransferase (ALT), aspartate aminotransferase (AST), gamma-glutamyl-transferase (GGT), alkaline phosphatase (AP), were obtained and correlated with relative miRNA expression. RESULTS: When compared with control non-infected liver samples, miR-122 and miR-221 levels were reduced in CHC-Steatosis (P < 0.03) and in CHC, CHC-Steatosis and Steatosis (P < 0.01). Alternatively, the expression of miR-33a and miR-224 were elevated in CHC-Steatosis and Steatosis in comparison to control tissue (P < 0.01). The levels of miR-33a and miR-224 in CHC-Steatosis (P < 0.02) and miR-224 in Steatosis (P < 0.001) were increased in comparison to CHC samples. By contrast, the expression of miR-21 did not differ statistically between diseased and normal liver samples. Levels of miR-33a correlated negatively with serum AST and AP levels in Steatosis as well as with necroinflammatory grade in CHC, whereas miR-21 correlated positively with AST in Steatosis and displayed negative correlation with triglyceride level in CHC-Steatosis. In contrast, miRNA levels were not correlated with ALT, GGT, cholesterol levels or fibrosis stage. CONCLUSION: Differences in miRNA expression were observed between CHC and steatotic CHC, CHC and steatotic liver, but not between steatotic CHC and steatotic liver of metabolic origin
Elevated miR-33a and miR-224 in steatotic chronic hepatitis C liver biopsies
AIM: To assess the expression of selected microRNAs (miRNA) in hepatitis C, steatotic hepatitis C, noninfected steatotic and normal liver tissues. METHODS: The relative expression levels of miR-21, miR-33a, miR-96, miR-122, miR-125b, miR-221 and miR-224 were determined in 76 RNA samples isolated from 18 non-steatotic and 28 steatotic chronic hepatitis C (CHC and CHC-Steatosis, respectively) cases, 18 non-infected, steatotic liver biopsies of metabolic origin (Steatosis) and 12 normal formalin-fixed paraffin-embedded liver tissues using TaqMan MicroRNA Assays. All CHC biopsy samples were obtained prior to initiating therapy. Patients' serum biochemical values, which included glucose, triglyceride, cholesterol, alanine aminotransferase (ALT), aspartate aminotransferase (AST), gamma-glutamyl-transferase (GGT), alkaline phosphatase (AP), were obtained and correlated with relative miRNA expression. RESULTS: When compared with control non-infected liver samples, miR-122 and miR-221 levels were reduced in CHC-Steatosis (P < 0.03) and in CHC, CHC-Steatosis and Steatosis (P < 0.01). Alternatively, the expression of miR-33a and miR-224 were elevated in CHC-Steatosis and Steatosis in comparison to control tissue (P < 0.01). The levels of miR-33a and miR-224 in CHC-Steatosis (P < 0.02) and miR-224 in Steatosis (P < 0.001) were increased in comparison to CHC samples. By contrast, the expression of miR-21 did not differ statistically between diseased and normal liver samples. Levels of miR-33a correlated negatively with serum AST and AP levels in Steatosis as well as with necroinflammatory grade in CHC, whereas miR-21 correlated positively with AST in Steatosis and displayed negative correlation with triglyceride level in CHC-Steatosis. In contrast, miRNA levels were not correlated with ALT, GGT, cholesterol levels or fibrosis stage. CONCLUSION: Differences in miRNA expression were observed between CHC and steatotic CHC, CHC and steatotic liver, but not between steatotic CHC and steatotic liver of metabolic origin
A zeneoktatásunk kihĂvásai Ă©s nehĂ©zsĂ©gei általános iskolai Ă©s gimnáziumi Ă©nektanárok nĂ©zetei alapján
Jelen tanulmány cĂ©lja, hogy meghatározza az iskolai zeneoktatás kihĂvásait Ă©s nehĂ©zsĂ©geit. 15 zene- Ă©s nem zenetagozatos osztályban tanĂtĂł Ă©nektanárral kĂ©szĂtettĂĽnk interjĂşt. Az eredmĂ©nyek azt mutatták, hogy az Ă©nek-zene tantárgy oktatását a megkĂ©rdezett tanárok vĂ©lemĂ©nye szerint számos tĂ©nyezĹ‘ megnehezĂti: (1) az idĹ‘intervallum Ă©s a tananyag aránytalansága, (2) a tanulĂłk Ă©nekĂłrákhoz fűzĹ‘dĹ‘ közömbös hozzáállása, (3) a diákok zenei tudásának hiányosságai, valamint (4) az Ă©neklĂ©shez fűzĹ‘dĹ‘ negatĂv attitűdje Ă©s alacsony zenei önbecsĂĽlĂ©se, (5) a diák Ă©s a tanár közötti generáciĂłs kĂĽlönbsĂ©gek, (6) a pozitĂv visszajelzĂ©sek hiánya a tanár számára, illetve (7) a taneszközök Ă©s a tantermek felszereltsĂ©gĂ©nek hiányosságai. Mindemellett az eredmĂ©nyek megmutatták, hogy a zeneoktatás alapját kĂ©pezĹ‘ Kodály-mĂłdszer kizárĂłlag a zenetagozatos osztályokban tud Ă©rvĂ©nyesĂĽlni, ugyanakkor számos esetben ezekben az osztályokban is hanyatlĂł tendenciát mutat a Kodály törekvĂ©sein alapulĂł zenetagozatos Ă©nek-zene oktatás helyzete Ă©s presztĂzse