Comenius Campus Sárospatak - Eszterházy Károly University · Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli nyelvvizsgára és érettségire

Comenius Campus Sárospatak

Course title: Language Development 2 Code: LBB_AN126G3

Credits: 3

Type (lecture/seminar/practice/consultation) and number of contact hours: seminar

Evaluation method (end-term exam mark/ term mark / other): term mark

Suggested semester: spring

Frequency of availability:

Language: English

Prerequisites (if any): -

Description: The course is going to provide students with an introduction to English as a

Foreign Language. After basic grammar revision the course will focus on practical issues.

Aims: the course aims to improve the participants’ basic language skills. As a result it is to

enhance speaking, listening, reading, and writing skills.

Competences to develop:

The course involves improvement of the four basic skills (speaking, listening, reading,

writing) with the main aim of a more precise language production.

Course content and schedule:

1. Tenses (Present, Past, Future)

2. Conditionals

3. Passive sentences

4. Reported Speech

5. Relative Clause / Pronouns

6. Modals

7. Gerund and infinitive verb patterns

8. Letter writing (formal-informal letters)

9. Mock Exams

10. Various Language Examination tasks

11. Situational exercises,

12. Picture description

Involved oral topics: Family and Friends, Education Learning Languages, Earning a

Living, Jobs, Holidays and Celebrations, Fashion and Clothes, Daily Routine, Health and

Illness, Housing and flats, Environment

Education management: according to Neptun

Assessment:

method of assessment: attendance and contribution in class

term requirement: pass term papers and vocabulary tests

Compulsory reading:

Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli nyelvvizsgára

és érettségire készülőknek, Maxim, Budapest, 2012.

Raymond Murphy, English Grammar in Use, 3rd Edition, Cambridge University Press, 2007.

Optional reading:

Supporting (compulsory/optional) digital materials: http://szotar.sztaki.hu/,

www.glosbe.com

http://szotar.sztaki.hu/

http://www.glosbe.com/


Person in charge of program:

Person in charge of the course:

Instructor: Dr. Podlovics Éva

Instructor’s office hours: Tuesday, 10-11.30

Preferred contact details: e-mail: [email protected]

Online communication method: -


Course title: Elementary choral conducting Code: NBB_EN414G2

Credits: 2

Type (lecture/seminar/practice/consultation) and number of contact hours: seminar, 30


Suggested semester: both


Language: English


Description

Aims: To develop skills in the fundamentals of choral conducting. Topics to be addressed:

gesture technique, literature, repertoire for music education in primary school, methods.


1. Continuous development of the various physical components of the body involved in

conducting.

2. Developing fluency in various beat patterns and meters.

3. Getting control in conducting various dynamics and tempo.

4. Getting control and proper use of the left hand in conducting.

5. Developing effective body and facial language.

6. Combining all the above elements into dynamic conducting.


1. Differences between time-beating and conducting.

2. Proper body and hand positions.

3. Connection between music and the characters in beating.

4. Upbeat and cut-off.

5. Simple and compound meters.

6. Downbeats in different parts of the meter. Fermata.

7. Conducting patterns in duple, triple and quadruple meters. Simple and compound

supple metres.

8. Simple changes of meters.

9. Using left hand.

10. Conducting canons.

11. The most common marks of expression.

12. Conducting legato, staccato and tenuto.

Education management: as given in NEPTUN

Asessment::

method of assessment: weekly attendance and contribution to classes;

mid-term requirement: to rehearse and conduct in concert 5 music pieces of learned

oral exam topics (if any):-


Compulsory reading:

Forrai Miklós: Ezer év kórusa. Editio Musica, Budapest. 1977.

Optional reading:

Kata Ittzes: English-Hungarian Dictionary of Musical Terminology. Jazz Oktatási és

Kutatási Alapítvány, Budapest, 2001.

Supporting (compulsory/optional) digital materials:-

Person in charge of program: Dr. Gábos Judit habil associate professor

Person in charge of the course: Hegyesi-Hudik Margit associate professor

Instructor: Dr. Kelemen Judit associate professor


Preferred contact details: e-mail – [email protected]

Online communication method: by e-mail


Course title: Number theory, algebra Code: NBC_TA109G2

Credits: 2

Type (lecture/seminar/practice/consultation) and contact hours: 30 hours/term

Evaluation method: end-term grade

Offered semester: spring semester

Language: English

Prerequisites: some English knowledge

Description

Aims: This subject aims to introduce students to the basic concepts and principles of number

theory for students interested in mathematics and the teaching of mathematics. Emphasis will be

on the understanding of fundamental concepts as well as applications of problem solving

techniques in practical problems. A successful student will learn the relevant vocabulary and be

able to perform related calculations and to pass on this knowledge to pupils.

Competences to develop: Students will develop their ability to construct logical arguments and

problem solving strategies concerning number theory. Students will make use of the knowledge

of mathematical techniques, adapt known solutions to various situations, learn teaching methods,

and improve their English terminology. Students will be able to demonstrate abilities of logical

and analytical thinking.

Course content: The course begins with basic concepts of integers, prime numbers, the

fundamental theorem of arithmetic, Euclidean algorithm, divisibility, common divisors, the

greatest common divisor, common multiples, the least common multiple and applications.

Number systems. Congruence equations and their applications. Methods of teaching number theory in

primary schools.

Student learning outcomes. Students will be able to:

1) Effectively express concepts and results of number theory.

2) Construct mathematical proofs and statements and find counter-examples to false

statements in number theory.

3) Work effectively as part of a group to solve challenging problems in number theory.

Schedule of the course:

1) Integers. Natural numbers, rational numbers, irrational numbers (3 weeks)

2) Number theory.

Divisibility of natural numbers (2 week).

Prime numbers. Common divisors and multiples (1 week).

The fundamental theorem of arithmetic. The least common multiple (1 week).

The greatest common divisors and the Euclidean algorithm (1 week).

3) Number systems (2 weeks).

4) Congruence and equations (2 weeks)

ASSIGNMENTS & GRADING


The course requirements consist of:

- homework assignments

- one in-class test and two vocabulary tests

Grading

- homework: 40%

- vocabulary tests: 30% (2x15)

- in-class test: 30%

Textbooks

Compulsory reading:

E. Gyöngyösi Wiersum, GCSE Workbook I-IV (2010).

E. Gyöngyösi Wiersum, The Fun of Mathematics – GCSE Workbook I-II (2012).

T. Koshy, Elementary Number Theory with Applications, Harcourt/Academic Press (2002)

Optional reading:

G. Andrews, Number Theory, Dover Publications (1994)

A. Greer (1989): A Complete GCSE Mathematics Higher Course – Second Edition,

Guidelines for Teaching methods and student learning activities: teaching methods include

lectures, computer demonstrations, group work and student presentations of assigned problems.

Person in charge of program: Erika Gyöngyösi-Wiersum, PhD

Person in charge of the course: Erika Gyöngyösi-Wiersum, PhD

Instructor: Erika Gyöngyösi-Wiersum, PhD

Instructor’s office hours: see in Neptun

Preferred contact details: in person in office hours or email otherwise: wiersumne.erika@uni-

eszterhazy.hu

Online communication method: via email or Neptun system

Date of description: 2017

mailto:[email protected]



Course title: Combinatorics and graphs Code:

LBC_TA166G4

Credits: 4

Type (lecture/seminar/practice/consultation) and contact hours: 4 per week

Evaluation method: end-term exam


Language: English

Prerequisites: good English knowledge

Description

Aims: The successful student will know the definitions of relevant vocabulary from graph theory

and combinatorics, and know the statements and proofs of many of the important theorems in the

subject, and be able to perform related calculations.

Competences to develop: Students will develop their ability to construct formal, logical

arguments and proofs in combinatorics and graphs. Students will improve their English

terminology and learn teaching methods in topics concerning combinatorics and graphs.

Course content and schedule: Some essential problems in combinatorics, binomial coefficients,

the pigeonhole principle. Permutations, combinations, variations. The basics of graph theory,

special types of graphs, definitions and a few properties.




- two in-class exams and one final exam (comprehensive)

Grading

- homework: 50%

- exams: 30% (2x15)

- final exam: 30%

Textbooks

Compulsory reading:

E. Gyöngyösi Wiersum, (2010) GCSE Workbook I-IV.

E. Gyöngyösi Wiersum, (2012) The Fun of Mathematics – GCSE Workbook I-II

Text: Combinatorics and Graph Theory, Harris, Hirst, & Mossinghoff, 2008, ISBN-13: 978-0-

387-79710-6,.

Optional reading:









eszterhazy.hu


Date of description: 21.11.2016.




Course title: Functions, elements of analysis Code: NBC_TA126G2

Credits: 2

Type (lecture/seminar/practice/consultation) and contact hours: 30 hours/term

Evaluation method: end-term grade


Language: English

Prerequisites: some English knowledge

Description

Aims: This subject aims to introduce students to the basic concepts and principles of functions,

elements of analysis. Emphasis will be on the understanding of fundamental concepts as well as

applications of problem solving techniques in practical problems. A successful student will learn

the relevant vocabulary and be able to perform related calculations and to pass on this

knowledge to pupils.

Competences to develop: Students will develop their ability to construct logical arguments and

problem solving strategies concerning functions and elements of analysis. Students will make

use of the knowledge of mathematical techniques, adapt known solutions to various situations,

learn teaching methods, and improve their English terminology. Students will be able to

demonstrate abilities of logical and analytical thinking.

Course content: Some essential problems in progressions, arithmetic progressions, geometric

sequences, series, mappings, functions, applications of functions in practice, solving equations

and inequalities graphically, some interesting examples of teaching these concepts.

Student learning outcomes.

Students will be able to:

4) Effectively express concepts and results concerning functions and elements of analysis.

5) Construct fast algorithms in finding elements and sums of sequences.

6) Illustrate changes graphically in real world problems, economy and science.

7) Work effectively as part of a group to solve challenging problems in analysis.

Schedule of the course:

5) Sequences (2 weeks).

Arithmetic progressions and series (2 weeks).

Geometric progressions and series (2 weeks)

6) Functions, Mappings, applications of functions (3 week).

7) Solving equations and inequalities graphically (2 weeks).

8) Some interesting examples of teaching these problems (2 weeks)





- one in-class test and two vocabulary tests

Grading

- homework: 40%

- vocabulary tests: 30% (2x15)

- in-class test: 30%

Textbooks

Compulsory reading:



Optional reading:








eszterhazy.hu


Date of description: 2017




Course title: Probability theory, mathematical

statistics

Code:

LBP_TA085K4

Credits: 4

Type (lecture/seminar/practice/consultation) and contact hours: 4

Evaluation method: end-term exam


Language: English

Prerequisites: good English knowledge

Description

Aims:

1. - To learn the theorems of basic probability.

2. - To learn applications and methods of basic probability.

3. - To develop theoretical problem-solving skills.

4. – To learn the theorems of basics statistics.

Competences to develop: Students will develop their ability to construct formal, logical

arguments and proofs in probability theory and statistics. Students will improve their English

terminology and learn teaching methods in topics concerning probability and statistics.

Course content and schedule: Events, operations with events, axioms of probability, classical,

conditional, geometric probabilities, independent events, problems solving strategies and

methods how to teach these concepts for pupils of age 11-12 years old.

Furthermore, graphing techniques for presenting data, descriptive statistics, correlation,

regression, prediction; elementary probability models, estimation.



- homework assignments, and computer assignments

- two in-class exams and one final exam (comprehensive)

Grading

- homework: 50%

- exams: 30% (2x15)

- final exam: 30%

Textbooks

Compulsory reading:



D. Childers (1997). Probability and Random Processes, WCB/McGraw Hill.

Optional reading:



Supporting (compulsory/optional) digital materials: Math lab.






eszterhazy.hu


Date of description: 21.11.2016.




Course title: Database Systems Code: Credits: 2

NBTIM709K3

Type (lecture/seminar/practice/consultation) and number of contact hours: 2

Evaluation method (end-term exam mark/ term mark / other): end-term exam mark

Suggested semester: first term

Frequency of availability: 2 per week

Language: English


Description

Aims: In this subject the students learn about the technique and methodology of creating database


a) Knowledge Learn the tools of database systems and be able to create websites b) Attitudes / views Be able to use the latest technology c) Abilities Be able to plan and create well-functioning database


1. Description of thematic requirements 2. Basic concepts of data management 3. Methods of file organization: B-tree index, database architecture. 4. Data Models, SDM data models overview, ER Data Models. 5. Hierarchical, data model network overview. 6. Test 7. Relational Data Model, relational structure and integrity options. 8. Relational Data Model operational part, relational algebra. 9. The SQL standard, introduction of relational operating language. 10. The use of DDL, DML and SELECT instructions. 11. The problems of data modelling, and the methodology of database development

12. Exam 13. Evaluations

Education management:

Assessment: Maximum:100 points • 41-50 satisfactory, • 51-60 medium, • 61-75 good, • 76-100 signed.

Compulsory reading:

Dr. Kovács László: Database Systems I.

http://www.iit.uni-

miskolc.hu/iitweb/opencms/department/labs/iit-

szolgaltatasok/www-db/Tantargyak/AB1/

http://www.iit.uni-miskolc.hu/iitweb/opencms/department/labs/iit-szolgaltatasok/www-db/Tantargyak/AB1/




Optional reading:

Loney K.: Oracle database 10g Teljes referencia, Panem,

Budapest, 2006. Supporting

(compulsory/optional) digital materials:


Person in charge of the course: Dr. Király Roland

Instructor: Dr. Bednarik László

Instructor's office hours: Tuesday 3

Preferred contact details: EKE SCC, room 10



Course title: Dynamic WEB Programming Code: Credits: 2

NBTPI115G2

Type (lecture/seminar/practice/consultation) and number of contact hours: 2

Evaluation method (end-term exam mark/ term mark / other): end-term exam mark

Suggested semester: first term

Frequency of availability: 2 per week

Language: English


Description

Aims: In this subject the students learn about the technique and methodology of creating webpages.


a) Knowledge Learn the tools of dynamic web programming and be able to create websites

b) Attitudes / views Be able to use the latest technology c) Abilities Be able to plan and create well-functioning webpages


1. Description of thematic requirements Static and dynamic presentation websites

2. Static and dynamic web programming tools. Design development environment.

3. Apache2, PHP5, MySQL, EditPlus installing, configuration. 4. Introduction the PHP programming language. 5. The components: variables, data types, operators and expressions. 6. Control structures: branches and cyclic. 7. Functions. Dynamic function calls. 8. Creation of arrays, associative arrays, multi-dimensional arrays. Arrays operations.

9. Making and management of forms, Use of files, embed with include() instruction.

10. Exam 11. Evaluation


Assessment: Maximum:100 points • 41-50 satisfactory, • 51-60 medium, • 61-75 good, • 76-100 signed.

Compulsory reading:

w 3 s c h o o l s . c o m , http://www.w3schools.com/php/default.asp

Javascript Tutorials for the Beginner,

http://www.homeandlearn.co.uk/JS/javascript.html

Optional reading:

http://www.w3schools.com/

http://www.w3schools.com/




http://adamlaki.com/_j query

Supporting (compulsory/optional) digital materials:


Person in charge of the course: Dr. Kovásznai Gergely

Instructor: Dr. Bednarik László

Instructor's office hours: Tuesday 3

Preferred contact details: EKE SCC, room 10


http://adamlaki.com/jquery-alapok-bevezetes/


Course title: General Ethics of Heller Ágnes Code: NBB_SB106K3

Credits: 3

Type (lecture/seminar/practice/consultation) and number of contact hours: Seminar


Suggested semester: autumn/spring


Language: English


Description:

Aims: the course is to improve analytical skills connected to the philosophical writings of

the well-known Hungarian philosopher Ágnes Heller. The thinker has given her moral

thoughts in three volumes from which we deal with the first volume called General Ethics.


1. close-reading of professional texts

2. finding and understanding key terms

3. differentiation of own thoughts from that of the authors

4. improving argumentative skills

Course content and schedule: 1. Lead-in the topic of Ethics within Philosophy

2. Three basic sides of the theory of Ethics (comprehensive, normative, therapeutic)

3. General Ethics as the field of theory

4. Human Nature and condition humana

5. Morality as the ability to differentiate between good and bad. Norms and rules

6. The questions of responsibility

7. The complexity of acting and its consequences

8. Authority of morals and the role of conscience

9. Justice and the moral decisions

10. About virtues: from politeness to love

11. The use of ‘practical sense’: ‘how do we learn good?’. Morals in society.

12. Good, bad and vicious. Types of vicious.

13. Summary, conclusions.

Education management: according to Neptun

Assessment:

method of assessment: attendance and contribution in class

term requirement: pass the term papers

Compulsory reading:

Ágnes Heller: General Ethics, Basil Blackwell, Oxford, Boston, 1988.

Optional reading:

Ágnes Heller: An Ethics of Personality, Blackwell, Cambridge, 1996.

Ágnes Heller: A Philosophy of Morals, Blackwell, Oxford, Boston, 1990.

Supporting (compulsory/optional) digital materials:



Person in charge of the course: Lőrinczné dr. Thiel Katalin PhD

Instructor: Dr. Podlovics Éva


Preferred contact details: [email protected]



Course title: Music in Preschool Code: NBC_OV113K2

Credits: 2

Type (lecture/seminar/practice/consultation) and number of contact hours: lecture

Evaluation method (end-term exam mark / term mark / other): end-term exam mark

Suggested semester: both

Frequency of availability: every semester

Language: English


Description

Aims: to provide comprehensive methodical knowledge on teaching music between 3-7

years in kindergarten.


students know the possibilities and methods of music education in kindergarten;

students are capable to select music pieces for music education in kindergarten

properly;

students are capable to plan and realize music education in kindergarten.

Course content and schedule: all topics with learning rhymes, singing games and songs.

1. Basic principles of Zoltan Kodaly. How to adapt his concept? The goals of music

education. General principles of music education. The role of music education in

aesthetic education. The effect of music education on the child’s general

development.

2. Music education in general curriculum. Effectiveness of instruction and

contemporary learning styles. Types of organization. The framework of

implementation. Teaching materials. Diversity of techniques. The child’s musical

development before and after the kindergarten years.

3. Materials for teaching singing. Rhymes. Songs for using in kindergarten. Songs

unsuitable for use in kindergarten.

4. Applying the principles of music education in the kindergarten. Principles of musical

development by age group. Formally planned and informal activities in music

education.

5. The development of musical skills. Singing. Singing is tune. The child with poor

musical ability.

6. Development of the rhythmic sense. Regular beat. Rhythm and melody. Tempo.

Movement and dance for children. Awareness of musical form.

7. Ear training. Distinguishing high and low tones. Distinguishing loud and soft.

Awareness of tone color. Development of inner hearing. Care and development of the

child’s voice.

8. Listening to music. Listening materials. Opportunities for practicing listening.

9. Teaching aids. Long-range planning in music education. Preparing music lessons.

Detailed planning. The relationship between the home and the kindergarten.

10. -12. Rhymes, singing games and songs.


lessons are held in music classrooms (blackboard with staff, projector, laptop, rhythm


instruments for children)

lessons are held as given in NEPTUN (time and classroom)

Asessment:

method of assessment: oral examinations

mid-term requirement: 2 detailed plans for music lessons in kindergarten for

different age groups.

oral exam topics (if any):

1. Basic principles of Zoltan Kodaly. The effect of music education on the child’s

general development.

2. Music education in general curriculum. Types of organization. The framework of

implementation.

3. Characteristics of the teaching materials in kindergarten.

4. The child’s musical development before and after the kindergarten years.

5. Materials for teaching singing. Rhymes. Songs for using in kindergarten. Songs

unsuitable for use in kindergarten.

6. Principles of musical development by age group.

7. Formally planned and informal activities in music education. Long-range

planning in music education. Preparing music lessons. Detailed planning.

8. The development of musical skills. Singing. Singing is tune. The child with poor

musical ability. Care and development of the child’s voice.

9. Development of the rhythmic sense. Regular beat. Rhythm and melody. Tempo.

Awareness of musical form. Movement and dance for children.

10. Ear training. Distinguishing high and low tones. Distinguishing loud and soft.

Awareness of tone color. Development of inner hearing.

11. Listening to music. Listening materials. Opportunities for practising listening.

Compulsory reading:

Katalin Forrai: Music in Preschool (translated and adapted by Jean Sinor. Franklin printing

House, Budapest, 1988.

Optional reading:

Kismartony Katalin-Gállné Gróh Ilona: My first Bilingual Songbook – Első kétnyelvű

énekkönyvem. Konsept-H Könyvkiadó, 2006.

Supporting (compulsory/optional) digital materials: -

Person in charge of program: Dr. Kelemen Judit associate professor

Person in charge of the course: Dr. Kelemen Judit associate professor

Instructor: Dr. Kelemen Judit associate professor


Preferred contact details: e-mail: [email protected]

Online communication method: by e-mail


Documents

Comenius Campus Sárospatak - Eszterházy Károly University · Bajnóczi Beatrix - Haavisto Kirsi, Kérdések és válaszok angol nyelvből - Szóbeli nyelvvizsgára és érettségire