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The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

. GhorbanDordinejad, F., & Farjadnasab, A. H. (2013). Examination of the relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety. Asia Pacific Education Review, 14 (4), 603-614. IBM Corp, Released. (2012). IBM SPSS Statistics for Windows, Version 21.0 . Armonk, NY: IBM Corp. Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, 1 (7), 73-87. LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in

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3. Proposals Regarding the Work Strategies in Plastic Visual Activities. The Professor as a Visual Art Mediator

Abstract

Starting from the cultural mediator model, the teacher, in his turn, can be positioned from the perspective of the assumed positioned of art mediator. Thus, his role would be to make art accessible to a public under training (students). Approaching activities in an upward direction - from the uninitiated (students) towards the professionals (artists), the designed activities will thus start from the developmental needs of the students. Finding ways of connecting youth and art by introducing art into everyday life and identifying examples where elements, skills and knowledge about art can be applied in everyday life and the permanent concentration of the mediator professor on the public/youth/students and not on the works of art and, thus placing young people at the heart of artistic mediation are several ways of opening, awakening and training the interest of the new art public.

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Aspects Related to the Implementation of Ethical Principles in Museums

Abstract

Significant changes in museum studies - up to the commercialization - show that the basic remits of amuseum should be permanently reflected and modified in accordance with the ICOM Code of Ethics. Museum Ethics was discussed in the USA already in the 1920s. The latest results of the “Ethics Working Group” for museums of natural science at the International Council of Museums (ICOM NATHIST) showed the necessity to create general binding principles for museums of any typology. One of the most important aims of museums worldwide is to getthe cultural und natural heritage over to people of all groups of our society. “Art and Commerce” as well as ethically positive examples of museum conceptions will be explained on examples.

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Re-engaging disenfranchised Australian youth with education through explorations of self-identity, experiences and expression in Art

Ethnography to Understand Young People’s Use of Popular Visual Material Culture. Young [online], 21(3), pp. 253-271. Available from DOI: 10.1177/1103308813488793 (accessed: January 16, 2019). Guba, E. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educa­tional Resources Information Center Annual Review Paper, 29, 75-91. Hod Orkibi, H. & Bar-nir, A. (2015). Linking collective self-esteem to well-being indi­cators of arts therapies students and practitioners: Meaning and engagement as mediators. The Arts in

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Number 13 / Part I. Music. 10. Communicational Entropy in The Present’s Crisis – Mediation and Community Action through Music Management

Abstract

Present day art phenomena that surround us from all media channels compel us, who have been educated as professional musicians, to find justifications for the sonic abuse that contemporary society is subjected to and to resuscitate, within this vitiated context, the art music meant to re-educate our people, restoring them to the conscience and value of their identity. Educating the public and bringing them closer to contemporary art is a task meant to be fulfilled by music institutions as well, since they should seek to investigate efficient methods of generating connecting bridges to the large masses by transforming music into a shared cultural commodity.

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Fine Arts: 4. Proposals Regarding Work Strategies in Visual Arts Activities II. Creating an Interrogative Attitude

Abstract

Between the age of six and eleven, children easily express themselves through drawing. After this age, there is a blockage due to the development of critical thinking. If during the 6 - 11 age stage children draw using symbol schemes, reporting what they remember and what they understood from what they saw, after the age of 10-11 (secondary phase) children want to draw what they see and thus they face challenges related to technical means and language specific for arts. In this regard, a mediation is necessary between the technical means and the artwork or reproductions of fine art (either in albums, or displayed on a screen) using guided questions. This process, that over the years of teaching proved its efficiency, contributes to the development of students’ imagination and creativity, and to the formation of a useful general culture.

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Intercultural competence of university teachers: a challenge of internationalization

Abstract

The aim of the authors is to respond to the growing demands on the intercultural competence of university teachers due to intensified internationalization pressures on higher education, especially due to the growing number of students and teachers’ international exchanges. They report on an intercultural course design responding to this need, presenting a case study from Slovakia. First, they define the need of intercultural competence of university teachers, especially those teaching in English-medium study programmes. Then they share a) findings from a needs analysis preceding the design of a new curriculum for an intercultural competence course (ICC) at Matej Bel University (MBU) with three aims (development of linguistic, cultural and pedagogic competences); and b) results from action research during piloting the ICC course. A comparison of 2011 and 2018 surveys pointed to the growing dominance of the English language, including an increasing command of English by MBU teachers. The ICC curriculum, tailored to the pre-identified teachers’ needs, proved to be a feasible way of facilitating their intercultural competence. Its implementation revealed persistent prejudices and difficulties associated with overcoming them. It also confirmed a significant deficit in preparing university teachers for their role as intercultural mediators in English-medium courses.

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Choose Music! A Consulting and Training Strategy for Admission to Higher Education in Music

, 1986 8. Jollet, Jean-Clement Dictees musicales , vol.1, Paris, Gerard Billaudot Publishing House 9. Pașca, Eugenia The Role of the Extracurricular Musical Activities in the Formal and Non-Formal Education, as an Intercultural Mediation Alternative , Review of Artistic Education, no. 1-2, Iași, Artes Publi-shing House, 2011, p. 24-33 10. Râpă, Constantin, Nedelcuț, Nelida Culegere de melodii pentru solfegiere , Cluj-Napoca, MediaMusica Publishing House, 2001

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The intercultural component in an EFL course-book package

). Principles of Language Learning and Teaching . White Plains, NY: Addison Wesley Longman. Buttjes, D. (1991). Mediating Languages and Cultures: the Social and Intercultural Dimension Restored. In Buttjes, D. – Byram, M. (Eds.), Mediating Languages and Cultures: Towards an Intercultural Theory of Foreign Language Education . Clevedon: Multilingual Matters, 3-16. Byram, M. (1989). Cultural Studies in Foreign Language Education . Clevedon: Multilingual Matters. Byram, M. (1991). Young people’s perception of other cultures: the role of foreign language

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