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• LUANG ISLAND: COASTAL ECOLOGY SYSTEM IN OUTERMOST SMALL ISLANDS (ESCAOSD), MALUKU-INDONESIA

  37-55

  Efilina Kissiya

  Gábor Biczó

  Views:

  120

  Coastal communities and their ecology are inseparable units, connected to one another. The Luang Island community is one of the coastal communities on the outermost islands in Indonesia-Maluku Province-Southwest Maluku Regency. Understanding the ecological system of the people of Luang Island is inseparable from how they live their daily lives, which then accumulates into knowledge, habits as well as patterns to regulate their life order through a long historical process of interaction with nature. This knowledge and habits depend on the geographical environment in which they live, in other words, the natural environment also influences the way they act and think. This pattern then plays a role in realizing the harmonization of their lives, to create unique social and cultural conditions which then become their spirit. This spirit can be seen in their daily lives. This study uses ethnographic research with an ecological anthropological approach. Data was collected through literature study techniques, interviews, FGDs, and participatory observation. The data analysis technique used in this research is ethnoecology. The results of this study indicate that the influence between community relations and nature on Luang Island is reflected in the use of everyday language in communication, the ability to express sea areas based on local knowledge, and presenting natural elements into the social culture of the people of Luang Island. The results of this study are useful for ecological studies in the outermost small islands in Indonesia and as a comparison among the forty-eight archipelagic countries in the world, both tropical and non-tropical.  

• The Discourse on Hygiene in Relation to the Role of Public Teachers in the ’Néptanítók Lap’ between 1922–1924

  7-17

  Tamás Frank

  Views:

  62

  The Covid epidemic has highlighted that the health care system alone is not enough to tackle a pandemic affecting a large population. In addition to medical and public health activities, there is also a need for educational activities in the education subsystem, involving the professionals involved. This is why it is important to look at the issue of health education in schools from a historical perspective, given the epidemics of our time. In the turbulent social and political environment following the First World War, public health was a less favoured area for policy-makers, while the physical and psychological trauma of soldiers returning from the war and the health of those left behind was a serious problem. The virulent Spanish flu, which affected millions of families across Europe, the devastating tuberculosis in our country, but especially the diphtheria and influenza, which were dangerous for children, posed a serious challenge to the scientific and educational scene in Hungary. The spread of a healthy lifestyle and education was not helped by the environment of schools (attitude of the maintenance staff, quality of the built environment, sociocultural tradition of the rural population, rapid spread of urban life). The alternative health approach and the life reform movement, although sporadically emerging in the period, did not appear in the mainstream of pedagogy, and health education progressed slowly, while, for example, child mortality, which is also linked to the health-conscious behaviour of parents, was blatantly high. The appointment of Kuno Klebelsberg as minister (1922) can be seen as a paradigm shift, as he is not only exposed as a minister with considerable experience in state administration, but also as a conceptual cultural politician who understood the challenges of education and popular education at the micro and macro levels. In our research, we analysed the relevant issues of the People's Teachers' Journal - a standard-setting publication of the Ministry of Education and Religious Affairs, which serves as a guide for teachers in practice - using qualitative thematic content analysis. The selected period: 1922–1924. Our questions are: how is the situation of school health reflected in the journal? What roles and tasks do and would policy-makers delegate to the folk teachers? What extracurricular tasks do they assign to teachers in the field of health education? Are there any patterns in the discourse in relation to school leaders? How have the teachers' organisations received it and what suggestions have they made to policy-makers and practitioners?

• REVIEW A BOOK "THE DROP. THE CLASS STRUCTURE OF THE SEMI-PERIPHERAL HUNGARIAN SOCIETY"BY MÁRK ÁRON ÉBER

  115-119

  Irén Godó

  Views:

  325

  Review a book "The drop. The class structure of the semi-peripheral Hungarian society"by Márk Áron Éber.

• DEVELOPMENTAL RESULTS OF KINDERGARTEN AGE CHILDREN WITH PHYSICAL HANDICAPS DURING CONDUCTIVE EDUCATION

  55-69

  Ildikó Pásztorné Tass

  Views:

  180

  Conductive education (CE), a method suitable for habilitating/rehabilitating individuals with motor disorders caused by damage to the central nervous system has now become known all over the world. The practice has proved its effectiveness and thus it has been established outside Hungary as well. Several international studies have examined the effectiveness of CE (Rochel and Weber, 1992; Bairstow, 1993; Reddihough, 1998; Blank and von Voss, 1996–2001). Research has revealed that in order to exactly measure the performances of people with disabilities we need rather complex measurement tools. Thus it has become necessary to elaborate a measurement tool that is suitable for measuring changes in the performances of individuals with cerebral palsy (CP) objectively and at the same time reflect the approach of CE.  One of the fundamental aims of the criteria referred to by the author as “Criteria for monitoring children with cp under conductive education” (CMCP) was to clearly specify the object of observation and to render the observation of its elements easier. With the help of the CMCP observations of children’s condition and development can be registered in 54 main categories. Moreover, the amount of assistance can be monitored and registered in 42 subcategories and the time factor in a further 41 subcategories while studying motor actions and activities. Thus after completing the monitoring criteria altogether 137 different findings will be available on every child, providing the opportunity of graphic depiction as well. Those applying the criteria will be able to register comprehensive, complex observations. Monitoring can be effected in the natural group environment without removing the children from their usual surroundings.  The study presents a comparative analysis of 67 children.