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Relevant bibliographies by topics / Kodály

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Academic literature on the topic 'Kodály'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 March 2023

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Journal articles on the topic "Kodály"

1

Chong, Angela A. "Elusive Kodály, Part II: The Hungarian Foundations of the Baby-Toddler Music Industry in the US." Hungarian Cultural Studies 15 (July 19, 2022): 45–61. http://dx.doi.org/10.5195/ahea.2022.464.

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This article is the second part of a study investigating how Hungarians have influenced early childhood music education in the United States. In Part One, Chong documented the lesser-known histories of four Hungarian and American female scholar-educators who promoted the early childhood concepts at the heart of Zoltán Kodály's approach to music education. In this study, she traces Kodály’s footprints to private, stand-alone baby-toddler music classes in the US. In the 2000’s, baby-toddler music enrichment exploded in popularity as the children’s activity industry became one of the fastest grow

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Richter, Pál. "The Harmonization of Folk Songs in Kodály’s Workshop." Studia Musicologica 60, no. 1-4 (2020): 265–79. http://dx.doi.org/10.1556/6.2019.00013.

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When Béla Bartók and Zoltán Kodály began systematically collecting folk songs, they almost exclusively encountered monophony, which subsequently featured as their compositional inspiration. As a musical phenomenon, monophony differed sharply from the harmonically based, often overharmonized, polyphonic universe of Western music. However, they also encountered coordinated folk polyphony, in the context of instrumental folk harmonizations. Taking into account the instrumental folk music both Kodály and Bartók collected, this study compares the two main types of folk harmonizations with folk song

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Péteri, Lóránt. "National Icon and Cultural Ambassador: Zoltán Kodály in the Musical Life of State Socialist Hungary." Polski Rocznik Muzykologiczny 19, no. 1 (2021): 147–81. http://dx.doi.org/10.2478/prm-2021-0011.

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Abstract In my paper, I wish to raise questions pertinent to the changing position of the composer, ethnomusicologist and musical educationalist Zoltan Kodály in the musical and cultural life of the Stalinist and post-Stalinist periods of Hungarian state socialism. Owing to his folkloristic and conservative musical style, and also his identity as “an educator of the people,” Kodály established his status as a fellow traveller of statesocialism in the early 1950s. The easiest way in Hungarian composition to satisfy the expectations of the political power, as inspired by Zhdanov’s aesthetics, wa

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Çeliktaş, Hatice. "Proposal of a Melodic Sequence for Music Literacy in Turkey in the Light of Turkish School Music and Kodály Philosophy." International Journal of Education and Literacy Studies 10, no. 1 (2022): 156. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.156.

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Kodály method has been adapted and used in many countries’ music education systems since the 1960s and still is in use with a growing interest. Turkey is one of the countries that began to find its way in music education and brought Kodály related ideas into education in the 20th century. However, music educators constantly began to speak about the Kodály philosophy and its applications last three decades. In this study, it is aimed to examine Kodály from a cultural perspective and to discuss how Kodály approach can be better adapted for Turkish school music and Turkish music education system.

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Coca, Gabriela. ""Zoltán Kodály: Huszt – A Choral Work Composed on a Poem by Ferenc Kölcsey "." Studia Universitatis Babeş-Bolyai Musica 67, no. 2 (2022): 189–201. http://dx.doi.org/10.24193/subbmusica.2022.spiss2.12.

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"Zoltán Kodály has composed two choral works to the poems of Ferenc Kölcsey: Huszt and Bordal. Both were composed for male choir. Bordal was composed between 1913 and 1917, followed by Kodály’s Huszt in 1936. In this paper I will present an analysis of the Huszt choral work. Keywords: Zoltán Kodály, Huszt, male choir, Kölcsey Ferenc, harmony, musical forms "

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Hooker, Lynn M. "The Kodály and Rajkó Methods: Voices, Instruments, Ethnicity, and the Globalization of Hungarian Music Education in the Twentieth Century." Hungarian Cultural Studies 6 (January 12, 2014): 130–47. http://dx.doi.org/10.5195/ahea.2013.117.

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Music is one of the fields in which Hungary has distinguished itself around the world, and music education is an arena in which Hungarian methods have had a profound impact. The basic principles of Hungarian music-pedagogical methods, developed by Zoltán Kodály (1882–1967) and his disciples and thus known as the Kodály method, are systematic instruction in sight-singing using “movable-do” solfège and rhythmic syllables, with the ideal of developing music literacy in all children through high-quality music, mainly classical and folk repertoire for choirs. Another type of well-known Hungarian mu

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Chong, Angela A. "Elusive Kodály Part I: Searching for Hungarian Influences in US Preschool Music Education." Hungarian Cultural Studies 15 (July 19, 2022): 33–44. http://dx.doi.org/10.5195/ahea.2022.463.

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This paper is the first part of two articles exploring whether and how Hungarian music pedagogues have influenced early childhood music education in the United States. Using less-known publications and archived materials, this study moves beyond the well-documented history of the Hungarian pedagogue, Zoltán Kodály’s influence upon American general music education to focus on Kodály’s early childhood concepts, which form the backbone of the Hungarian philosophy of music education. Through the lives and work of the Hungarian and American music educators, Katinka Dániel, Katalin Forrai, Sister Lo

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Tallián, Tibor. "Kodály Zoltán, a zeneszerzés tanára." Gerundium 11, no. 1-2 (2020): 49–65. http://dx.doi.org/10.29116/gerundium/2020/1-2/3.

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Kodály még nem töltötte be huszonötödik életévét, mikor Mihalovich Ödön főigazgató 1907 őszén megbízta a zeneelmélet tanításával az Országos Magyar Királyi Zeneakadémián. Zeneszerzést a magasabb osztályokban csak 1918-ban kezdett tanítani. E munkát azonban félbeszakította a politika: az év őszén a forradalmi kormányzat a Zeneakadémia aligazgatójává nevezte ki Kodályt, retorzióként az ellenforradalmi hatalom két évre szabadságolta. Legendássá vált iskolájában csak ezután kezdhette meg a magyar zeneszerzők nemzedékeinek képzését. 1925-ben sajtótámadásra válaszolva – Tizenhárom fiatal zeneszerző

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Szalay, Olga. "Zur Sammlung der Soldatenlieder von Bartók und Kodály, erstellt 1918 im Auftrag des k. u. k. Kriegsministeriums." Studia Musicologica 50, no. 1-2 (2009): 99–134. http://dx.doi.org/10.1556/smus.50.2009.1-2.6.

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In the last years of World War I, Béla Bartók and Zoltán Kodály compiled a folksong selection One Hundred Hungarian Soldiers’ Songs from their own collections, requested by the Centre for Music History of the Monarchy’s War Ministry in Vienna. The collapse after the war interrupted the publication already in press. Parts of the song collection Kodály asked back in 1921 were returned in 1940 through diplomatic intervention. Later the manuscript was lost, but some parts have been found in the Kodály estate recently. However, the tunes are still latent; not even Kodály knew in his last years wher

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Kabisch, Thomas. "Kodály's Works for Piano: Comments on Technical Features and Historical Contexts." Studia Musicologica 59, no. 1-2 (2018): 41–54. http://dx.doi.org/10.1556/6.2018.59.1-2.3.

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There is a gap separating Kodály's Seven Pieces for Piano, op. 11 from his Nine Pieces for Piano, op. 3. The differences of style, structure, and texture cannot be explained in terms of development, let alone progress in any sense. With op. 11, Kodály undertakes a shift of paradigms from instrumental principles to a kind of vocal orientation within instrumental music. Op. 3 stands in the tradition of autonomous instrumental music, of Liszt and French music in particular, and displays similarities to early piano works by Bartók. In op. 11, that instrumental paradigm and its core principle of in

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Dissertations / Theses on the topic "Kodály"

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Žvak, Kamil. "Zoltán Kodály - Sonáta pro violoncello sólo op. 8." Master's thesis, Akademie múzických umění v Praze. Hudební fakulta AMU. Knihovna, 2006. http://www.nusl.cz/ntk/nusl-78752.

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This thesis on Kodály´s Sonata for violoncello solo is divided into two main parts. First one tells the story of Kodály´s life and describes his works and successes both in composition and musicology § education. It contains a full list of Kodály´s compositions for cello.Second part contains formal analysis of this Kodály´s interesting opus for solo instrument. It also includes a chapter on specific problems appearing during the study of this difficult work ( scordatura, the use of rubato).

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Hiney, Aoife. "The benefits of the Kodály concept on rehearsal techniques." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10755.

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Mestrado em Música<br>A falta de educação musical e experiência dos cantores adultos em coros amadores podem ter impacto negativo sobre a eficiência dos ensaios corais. Isto tem repercussões em termos de repertório do qual os cantores são capazes de realizar e do nível de desempenho em si, como muitas vezes, a maior parte do tempo de ensaio deve ser dedicado a aprendizagem de notas, em vez de ser centrado em detalhes e particularidades da música. Neste trabalho procurou-se investigar os benefícios que podem ser alcançados por meio da adaptação das metodologias pedagógicas e da filosof

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Ferrell, Janice René. "A Case Study of Characteristics and Means of Person-to-Person Influence in American Kodály Music Education: Katinka Scipiades Dániel." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4218/.

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The purpose of this study was to investigate the characteristics and means of Katinka Dániel's interpersonal influences through the perceptions of 20 selected students, protégés, and colleagues, and to study the behavioral and attitudinal changes they attributed to her influence. A case study design and structured interview questionnaire were used to study four variables coming from the social sciences' literature on influence: legitimate authority, attractiveness, expert authority, and trustworthiness. Responses were qualitatively analyzed to determine the role those variables played in Dánie

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Hiney, Aoife. "Pedagogy through performance: a Kodály-based musical literacy programme for communitarian choirs." Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/23379.

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Doutoramento em Música<br>The primary objective of this research was to develop a musical literacy programme – with correlated repertoire written specifically for the programme –that was implemented during choral rehearsals, creating a bridge between pedagogy and performance. Data from the Música no Meio project’s survey of choral conductors in Portugal shows that although 80% of the surveyed choirs use scores, only 15% of the singers have developed the musical literacy skills required to autonomously read the score. Previous research (Hiney, 2012) has also shown that in the absence of musical

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Penny, Lori Lynn. "The Kodály Method and Tonal Harmony: An Issue of Post-secondary Pedagogical Compatibility." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23132.

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This study explores the topic of music theory pedagogy in conjunction with the Kodály concept of music education and its North-American adaptation by Lois Choksy. It investigates the compatibility of the Kodály Method with post-secondary instruction in tonal harmony, using a theoretical framework derived from Kodály’s methodology and implemented as a teaching strategy for the dominant-seventh chord. The customary presentation of this concept is authenticated with an empirical case study involving four university professors. Subsequently, Kodály’s four-step instructional process informs a compa

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McGregor, Michael Anthony. "Use of Gestalt principles in Kodály-based music teaching in lower secondary school : an evaluation study." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669840.

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Graham, Rosemarie. "Developing musicianship using Kodály's principles in Grade 2 children of an impoverished South African community." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46020.

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Newton, James Lyle. "Changes in the teaching behaviors of a select group of teachers trained in the Kodály method of music education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24638.pdf.

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Gibb, Charles. "Benjamin Britten's Neglected "Gemini Variations," Op. 73 and Its Place in the Chamber Music Repertoire." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703357/.

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In 1964, Benjamin Britten met the multi-instrumentalist twins Zoltán and Gábor Jeney while traveling in Budapest. At their behest, Britten composed Gemini Variations: Twelve Variations and Fugue on an Epigram by Kodály, a work which exploited the brothers' abilities on multiple instruments: Zoltán on flute and piano, and Gábor on violin and piano. In foreseeing the difficulties of programming this work, Britten simultaneously arranged a version for four players: flute, violin, and four-hand piano, eliminating the need for switching instruments. Despite this arrangement, as well as a very publi

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Hudgens, Cecilia Kay Knox. "A Study of the Kodaly Approach to Music Teaching and an Investigation of Four Approaches to the Teaching of Selected Skills in First Grade Music Classes." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331823/.

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This study examined the Kodaly approach to music teaching and investigated four different approaches to teaching first graders in elementary school to sing on pitch, echo (clap) rhythms, audiate tonal patterns, and audiate rhythm patterns. The approaches were the Kodaly approach, the traditional approach, and two eclectic approaches. One emphasized some of the techniques of the Kodaly approach, and the other emphasized some of the techniques of the Orff approach. The sample for this study consisted of one hundred twenty-one students in five classes from four different elementary schools. Two i

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Books on the topic "Kodály"

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Jászó, Anna A. Kodály Zoltán emlékére: Zoltán Kodály mälestuseks = Zoltán Kodályn muistoksi = In memoriam Zoltán Kodály : Kecskemét, 1882. decembër 16., Budapest, 1967. március 6. Bárczi Géza Kiejtési Alapítvány, 2008.

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Bónis, Ferenc. Kodály emlékkönyv 1997. Püski Kiadó, 1997.

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Dániel, Kis Domokos, ed. Kodály a színpadon. Osiris, 2007.

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Bónis, Ferenc. Élet-pálya, Kodály Zoltán. Balassi-Kodály Archívum, 2011.

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Nádasi, Alfonz. Mi mindenre emlékezett Kodály? Felsőmagyarország Kiadó, 2000.

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Carlos, Gallardo. Educación musical "Método Kodály". Castilla, 1994.

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1917-, Johnston Richard, ed. Zoltan Kodály in North America. Avondale Press, 1986.

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Houlahan, Mícheál. Kodály in the second grade classroom. Oxford University Press, 2015.

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Kodály, a népzenekutató és tudományos műhelye. Akadémiai Kiadó, 2004.

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Houlahan, Mícheál. Kodály in the fifth grade classroom. Oxford University Press, 2015.

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Book chapters on the topic "Kodály"

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Gárdonyi, Zsolt. "Kodály, Zoltán." In Metzler Komponisten Lexikon. J.B. Metzler, 1992. http://dx.doi.org/10.1007/978-3-476-03421-2_160.

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Pintér, Éva. "Zoltán Kodály." In Kammermusikführer. J.B. Metzler, 1998. http://dx.doi.org/10.1007/978-3-476-03514-1_70.

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Fanselau, Rainer. "Kodály, Zoltán." In Komponisten Lexikon. J.B. Metzler, 2003. http://dx.doi.org/10.1007/978-3-476-05274-2_157.

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Gillies, Malcolm. "Musik und der ungarische Staat: Dohnányi, Bartók und Kodály." In Der ungarische Staat. Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33677-6_9.

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Gooch, Jan W. "Kodel-2." In Encyclopedic Dictionary of Polymers. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6247-8_6701.

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Gooch, Jan W. "Kodel-10." In Encyclopedic Dictionary of Polymers. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6247-8_6702.

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Zhou, Mingyue. "An Analysis of the Applicability of Kodaly and Orff Music Pedagogies in Preschool Children’s Music Teaching." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_270.

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Dalos, Anna. "Háry auf der Reise nach Wien. Die Uraufführung von Kodálys Theater-Ouvertüre in der Gesellschaft der Musikfreunde in Wien." In 200 Jahre Uraufführungen in der Gesellschaft der Musikfreunde in Wien. Böhlau Verlag, 2019. http://dx.doi.org/10.7767/9783205208587.173.

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"Zoltán Kodály." In Masterworks of 20th-Century Music. Routledge, 2013. http://dx.doi.org/10.4324/9780203616949-18.

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"KODÁLY, ZOLTÁN." In Music in the 20th Century (3 Vol Set). Routledge, 2016. http://dx.doi.org/10.4324/9781315702254-263.

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Conference papers on the topic "Kodály"

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Dombi, Józsefné. "Musical Traditions and New Music in Educational Context." In Musica viva in schola. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0028-2021-3.

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The topic of the presentation is the traditions of Hungarian elementary music schools. In this school type, music is taught in a higher number of lessons from the first to the eighth grade, in the lower primary years (from the first to the fourth grade) 4+2, later 3+2 lessons a week, the +2 refers to choir practice. The material is traditionally based on folk music, music eras, and the works of Kodály and Bartók. The presentation collects the works of Kodály and Bartók, taught in the eighth grade, and other significant pieces. New music is represented by Miklós Kocsár’s piano pieces and choir

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Bolya, Mátyás. "A BTK Zenetudományi Intézet digitális archívum koncepciója az oktatás és a tudomány szolgálatában." In Networkshop. HUNGARNET Egyesület, 2021. http://dx.doi.org/10.31915/nws.2021.13.

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The article introduces a unique Hungarian folklore database. Its design and operation were implemented within the framework of the new digital archive conception of the Institute for Musicology. This concept seeks to keep pace with the development of digital technology. I will briefly present aspects along which our strategy was developed, assessing how the database can be utilized in the fields of education and research. Hungarian folk music research, marked by the names of Bartók and Kodály, has a very strong tradition. Huge amounts of valuable material have been accumulated. Effects of this

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Nesiba, Jiří, and Martin Kovanič. "Etické kodexy samosprávy v Brně." In XX. mezinárodní kolokvium o regionálních vědách. Sborník příspěvků. Masaryk university, 2017. http://dx.doi.org/10.5817/cz.muni.p210-8587-2017-118.

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İmamverdiyev, Yadigar. "İnformasiya təhlükəsizliyi üçün açıq kodlu alətlər". У Proqram mühəndisliyinin aktual elmi-praktiki problemləri. Institute of Information Technology of Azerbaijan National Academy of Sciences, 2017. http://dx.doi.org/10.25045/ncsofteng.2017.08.

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Fətəliyev, Təhmasib, та Nərgiz Verdiyeva. "Vətəndaş elmində istifadə olunan açıq kodlu proqram vasitələrinin təhlili". У Proqram mühəndisliyinin aktual elmi-praktiki problemləri. Institute of Information Technology of Azerbaijan National Academy of Sciences, 2017. http://dx.doi.org/10.25045/ncsofteng.2017.37.

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Tanasković, Marija K. "Učenje kroz pokret u pristupima muzičkom obrazovanju." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.403t.

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The movement is related to dance and play, and it is significant for the musical development of an individual and his/her perception of music. Some research results show that learning through movement is familiar to children and can contribute to their development in many aspects (musicality, creativity, but also to their cognitive, social and physical development). Some approaches to music education focusing on the child, which is an imperative of modern upbringing and education, emphasize the importance of understanding the content of learning through sensory perception and practical activit

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Çelik, Hilal, and Ahmet Çınar. "Knime ile CRISP-DM Veri Bilimi Yöntemi Uygulaması." In International Students Science Congress. Izmir International Guest Student Association, 2021. http://dx.doi.org/10.52460/issc.2021.024.

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Bu çalışma işsizlik sonucu bir bireyin ruhsal rahtsızlıklar sonucunda ruhsal hastalık geçirip geçirmemesi üzerine yapılan bir veri bilimi çalışmasıdır. Bir bireyin geliri, işsiz kalma süreci, yaşı gibi sistemi etkileyen faktörler hastalığı etkilemektedir. Burada veriden bilgiye ulaşırken önce tutarsız, gürültülü ve gereksiz verilerden veri seti arındırılarak veriden bilgiye ulaşılırken Crisp-dm veri bilimi yöntemi adımları izlenerek makine öğrenmesi algoritmalarından Karar Ağacı kullanıldı. Açık kaynak kodlu Knime platformu üzerinde çalışılmıştır.

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Damberga, Daina. "Jaunu 1D ZnO/PDA kodola-čaulas nanostruktūru izveide ar uzlabotām uzbūves, elektroniskajām, optiskajām un jutības īpašībām." In LU Studentu zinātniskā konference "Homo et". LU Akadēmiskais apgāds, 2020. http://dx.doi.org/10.22364/lu.szk.1.rk.09.

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