204 research outputs found
MagyarorszĂĄg honfoglalĂĄs kori Ă©s kora ĂrpĂĄd-kori sĂrleletei = Grave-goods of Hungary from the Age of the Hungarian Landtaking and the Early Arpadians
EgyedĂŒl a Heves megyei kötet kĂ©szĂŒlt el RĂ©vĂ©sz LĂĄszlĂł munkĂĄjakĂ©nt, ami egyben SzabĂł J. GyĆzĆ teljes honfoglalĂĄs kori szakmai hagyatĂ©kĂĄt is tartalmazza. A KomĂĄrom-Esztergom megyei kötetbĆl csak a felvidĂ©ki rĂ©sz kĂ©szĂŒlt el (NevizĂĄnszky GĂĄbor), a hazai terĂŒlet anyagĂĄnak megĂrĂĄsĂĄt kĂŒlsĆ körĂŒlmĂ©nyek befolyĂĄsoltĂĄk: ProhĂĄszka PĂ©ter elvesztette a mĂșzeumi ĂĄllĂĄsĂĄt, egy kollegĂĄja pedig szĂvinfarktusa miatt esett ki a munkĂĄbĂłl. A HajdĂș-Bihar megyei 2. kötet ĂĄllĂĄsa bizonytalan, a megĂrĂĄsa megszakadt, s a nyugdĂjba ment szerzĆje (MesterhĂĄzy KĂĄroly) nem volt a pĂĄlyĂĄzĂłk ĂĄltal serkenthetĆ. A GyĆr-Moson-Sopron megyei kötet megĂrĂĄsa (PaszternĂĄk IstvĂĄn) szintĂ©n a befejezĂ©s elĆtt szakadt fĂ©lbe. | In the years 2007-2007 the only volume of the archaeological material of county Heves from the 10th-12th centuries was completed by LĂĄszlĂł RĂ©vĂ©sz, embodying also the whole archaeological bequest of GyĆzĆ SzabĂł JĂĄnos from this period. Only finds of its Slowak territory were elaborated in case of KomĂĄrom-Esztergom county (by GĂĄbor NevizĂĄnszky). The Hungarian part had not been completed because of some external circumstences: one of the authors has lost his employment in the museum, other one has got a myocardial infarction. The situation with the 2nd volume of the HajdĂș-Bihar county is uncertain, its pensioned author (KĂĄroly MesterhĂĄzy) couldn't be stimulated by the editors. Elaborating the material of GyĆr-Moson-Sopron county (by IstvĂĄn PaszternĂĄk) also was stopped before finishing
Tanulni élmény? : a Komplex Alapprogram egy lehetséges megoldås!
The study presents an educational program, which is result of a developm ent process, focusing on methodological innovation. The program has its own teaching-learning strategy and sub-programs. This teaching-learning strategy focuses on differentiated development, complemented by status management. The sub-programs are primarily focused on skills development, with experience-based learning and active student participation as the focus of teaching. This series of articles attempts to answer the question in the title, in which the answer is: yes, learning (teaching) can be an experience by implementing the Complex Basic Program
Az ĂșszĂĄsoktatĂĄs a rendszervĂĄltozĂĄst követĆ tantervekben
TanulmĂĄnyunk az 1990-es rendszervĂĄltozĂĄst követĆ testnevelĂ©si tanterveket tekinti ĂĄt az ĂșszĂĄsoktatĂĄs szempontjĂĄbĂłl. A cikkben egyrĂ©szt nyomon követjĂŒk a tanterveket Ă©rintĆ globĂĄlis ideolĂłgiai vĂĄltozĂĄsokat, mĂĄsrĂ©szt vĂĄlaszt keresĂŒnk az ĂșszĂĄsoktatĂĄs gyakorlati problĂ©mĂĄira
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