References 1. Creţu, C. (1997) Psihopedagogia succesului , Ed. Polirom, Iaşi. 2. Creţu, C. (2006) Global Curriculum: Concept Development, Emerging Theories and Curriculum Policy Issues, in Crişan, A. (Ed), Current and Future challenges in curriculum Development: Policies, Practices and Networking for Change , Humanitas Educaţional, Bucureşti 3. Dracea, R.., Cristea, M., Mitu, N. (2010) Migrația și competiția fiscală. Implicații la nivelul Uniunii Europene, [Migration and tax competition. Implications at the level of the European Union] http
Ona Ionica Anghel
Dorina Geta Iușcă
in music cognition. The role of age and music complexity. Journal of Research in Music Education, 56(2), 118-129. 7. Morrison, S.J., Demorest, S., Campbell, P.S., Bartolome, S. & Roberts, C. (2013). Effect of intensive instruction on elementary students’ memory for culturally unfamiliar music. Journal of Research in Music Education, 60(4), 363-374. 8. Sakai, W. (2011). Music preference and family language background: A computersupported study of children’s listening behavior in the context of migration. Journal of Research in Music
Viorica Crisciuc and Marina Cosumov
Complex and integrated nature of issues such as globalization, migration, interculturalism, environmental protection, information explosion, claims a transdisciplinary approach to education and music education. To cope with changes characteristic of the contemporary world, students need as generic skills: the ability to learn how to learn, ability and problem-solving assessment. Transdisciplinarity - involves such issues often highly complex, using tools and rules specific to certain science investigations using concepts of these sciences, but in other contexts. Students are interested in concrete problems faced in everyday life and looking for more of these explanations and practical solutions. To identify issues related to cross-disciplinary dimension of music education concepts will investigate disciplinary, multidisciplinary, interdisciplinary are four arrows of a single bow: knowledge.
Migration issues and the development of social relations to people of different cultures make multicultural education a frequently discussed topic in Slovakia these days. When it comes to culture, diversity, variety and plurality dominate because of the existence, as well as interactions, of different ethnicities, races or nations. School education focuses on drawing attention to the existence of such differences or specificities, therefore multicultural education is becoming more and more important. At higher education institutions, multicultural education is especially important in case of the students who are to become teachers themselves. Development of positive qualities and approaches, including the acceptance of cultural differences, should necessarily be a part of the pre-gradual preparation of teachers. The article presents a content analysis of student essays on the perception and understanding of the Universal Declaration of Human Rights as was one of the elements of multicultural education at HEIs.
The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.
The complex and integrated nature of issues such as globalization, migration, interculturality, environmental protection, information explosion, calls for a complex approach to musical education. In order to cope with the changes in the contemporary world, students need generic skills such as: the ability to learn how to learn, the ability to evaluate and solve problems. Analyzing the theoretical and methodological sources, the universal character of musical competences was investigated, investigating the classifications of different historical epochs of notorious personalities of the field and from the perspective of the main fields on which the Music Pedagogy (Psychology of Music and Musicology) is founded. This article denotes some aspects of the competencies specific to the training and education of students at the Music Specialty.
The paper will refer only to one of period of Hallstatt, Middle Hallstatt, an important period of the first Iron Age – that form with Late Hallstatt a unity called by historian the protohistory of the Dacians – bringing important transformations recorded in the human beings’ habitat. The settlements and buildings of the entire Bronze Age reflect the continuation of migrations, though limited, by their sedentarization, but also the fortification of some settlements which became real centres of unions of tribes. The characteristic to the mentioned period is continuity (and then the ending) of the process of unification of the Thracian tribes, a process began in Early Hallstatt. The collision of tribes needed the amplification of settlements, but also of the fortifications and also, step by step, the extending of the Greek urbanism implemented in today’s Dobrogea by the Greeks who started colonies here, the Scythian-Greek incluences are to be found in the Late Hallstatt and in other areas on the nowadays territory of our country. The specificity of settlements and buildings of the cultures from the beginning of Hallstatt on the territory of our country will be studied in their evolution towards the next phase – of the second period of the Iron Age: Latène.
Ray C. H. Leung
, & Demmen, Jane. (2015). Keywords. In Douglas Biber & Randi Reppen (Eds.), The Cambridge Handbook of English corpus linguistics (pp. 90–105). Cambridge: Cambridge University Press. Durrell, Martin. (2011). Hammer’s German grammar and usage (5th ed.). London: Hodder Education. Fairclough, Norman. (2003). Analyzing discourse: Textual analysis for social research . London: Routledge. Federal Office for Migration and Refugees. (2016a). Gesamtfragenkatalog zum Test „Leben in Deutschland”. Retrieved May 25, 2016, from http
References Baldwin-Edwards, M. (2004). Statistical Data on Immigrants in Greece: An Analytical Study of Available Data and Recommendations for Conformity with European Union Standards. IMERO, Hellenic Migration Policy Institute, p.1–6. Banks, J. A. (2007). Educating citizens in a multicultural society . New York: Teachers College Press. Baruch, Y. & Holton, B. C. (2008). Survey response rate levels and trends in organizational research. Human Relations , 61(8), 1139–1160. Cohen, L., Manion, L. & Morisson, K. (2011). Research methods in