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The educational needs of eastern and central Europe can be met by distance education methods. The need to reform and to expand open and distance education possibilities led in 1990 to the founding in Budapest of EDEN, the European Distance Education Network. After 1990, the proponents of open and distance education were able to expand the scope of their activities as the result of expanding possibilities provided by the rapidly developing information and communication technologies. The pedagogical possibilities offered by these technologies are described with an emphasis on their democratizing tendencies, their ultimate inexpensiveness in terms of the total costs of different types of higher education, and their commercial possibilities. The setting up of the Distance Education Centre of the Technical University of Budapest is presented as a case study. Governments and institutions must find the best ways to use the information and communication technologies to integrate traditional higher education with open and distance learning techniques so as to offer the best possibilities at regional, national, and institutional levels. 相似文献
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László Kovács Jr 《Science & Education》1996,5(3):309-311
The present article is based on Zoltán Bay's Old Education, New Teaching — an unpublished paper written for the XXVIIth National Meeting of Secondary School Physics Teachers (5–7th April, 1984 Veszprém, Hungary). 相似文献
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Ilona Kovács 《Slavic & East European Information Resources》2013,14(4):259-266
The author discusses the history and work of the program at the National Széchényi Library to find, document, and collect Hungarica—defined as published in Hungary, written in the Hungarian language, written by a Hungarian author, or written about Hungary or Hungarians—published in Hungary or outside of it. Today both domestically-published and foreign Hungarica are documented in the library's online catalog and in a database of humanities research in Hungarian studies. 相似文献
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Abstract Rapid development of informatics makes possible the application of multimedia and world informatics systems in our educational work. We are concentrating strongly on this theme at our university utilizing the support of different funds (Phare, TEMPUS, World Bank). We have established an education centre that opens new perspectives in medical education by using both modern and traditional media. Recently, we have engaged in a new instructional system in which the educational units connecting to the education centre can make the old dream of ‘problem‐based learning’ come true. 相似文献
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Zoltán L?csei István Szabolcs Károly Rácz Gábor L. Kovács Dóra Horváth Erzsébet Toldy 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2012,22(3):365-370
High concentration of thyroglobulin antibodies (TgAb) is a major limiting factor of thyroglobulin measurements in patients with differentiated thyroid cancer. We investigated whether thyroglobulin antibody added to serum samples could interfere with the thyroglobulin assay. Thyroglobulin levels in serum samples with different concentrations of thyroglobulin were measured by electrochemiluminescence immunoassay before and after the addition of increasing concentrations of thyroglobulin antibody using the secondary calibrator solution of the thyroglobulin assay kit containing sheep thyroglobulin antibody to reach thyroglobulin antibody levels within or near to the reference range. Thyroglobulin and thyroglobulin antibody concentrations were also measured in 134 serum samples from 27 patients after thyroid ablation. There was a strong negative association (slope = −1.179) between thyroglobulin antibody and thyroglobulin concentrations in samples with added thyroglobulin antibody (beta = −0.86; P < 0.001). Changes in thyroglobulin concentrations were described mathematically as loss of thyroglobulin% = −0.2408 × Ln(thyroglobulin antibody IU/ml) + 0.1944. Thyroglobulin concentrations were significantly lower than those calculated from experiments with added thyroglobulin antibody in 26/134 samples from patients after thyroid ablation. We conclude that if the same TgAb interference exists in the presence of naturally occurring human TgAb, our observation may prove to be useful during follow-up of patients with differentiated thyroid cancer. However, further studies are needed to explore the clinical relevance of thyroglobulin antibody levels within or near to the reference range in monitoring these patients. 相似文献
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Georg von Békésy was born one hundred years ago, on July 3, 1899 in Budapest, Hungary. He graduated from the University of Bern as a chemist in 1921. He received a Ph.D. in physics in Budapest under the supervision of Charles Tangl in 1923. From 1926 to 1947 he worked in Hungary's best-equipped research laboratory, in the Postal Experimental Institution as a postal engineer. Here he lead basic physical research on ear preparations and on realistic models of the ear, made by himself, to investigate the structure and the working of the ear and, first of all, theinner ear (cochlea). For the results of his research in Hungary, Békésy received the Nobel Prize in Physiology in 1961. The paper also introduces Georg von Békésy as a passionate art collector and expert. 相似文献
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Educational Neuroscience: Defining a New Discipline for the Study of Mental Representations 总被引：1，自引：0，他引：1
ABSTRACT— Is educational neuroscience a “bridge too far”? Here, we argue against this negative assessment. We suggest that one major reason for skepticism within the educational community has been the inadequate definition of the potential role and use of neuroscience research in education. Here, we offer a provisional definition for the emerging discipline of educational neuroscience as the study of the development of mental representations. We define mental representations in terms of neural activity in the brain. We argue that there is a fundamental difference between doing educational neuroscience and using neuroscience research results to inform education. While current neuroscience research results do not translate into direct classroom applications, educational neuroscience can expand our knowledge about learning, for example, by tracking the normative development of mental representations. We illustrate this briefly via mathematical educational neuroscience. Current capabilities and limitations of neuroscience research methods are also considered. 相似文献