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Bergman, Tabe – Liu, Fangyuan 2022: The Western Media on the War in Afghanistan: Still Mirroring Official Views. In: Hearns-Branaman, Jesse Owen – Bergman, Tabe (eds.): Journalism and Foreign Policy. London: eBook. 164–179. Online: Butler, Judith 2016: Frames of War: When is Life Grievable? London – New York: Verso Books. Campbell, David 2017: How Photojournalism has Framed the War in Afghanistan. In: Simmons, Jon – Lucaites, John Louis (eds.): In/Visible War: The Culture of War in Twenty-first-Century America. New Brunswick: Rutgers University Press. 27–47. Online: Chippendale, Paul – Zanin, Michele – Andreatta, Claudio 2009: Collective Photography. In: 2009 Conference for Visual Media Production. London: IEEE. 188–194. Online: Cressman, Gwen 2019: Documentary Photography and the Representation of Life on the Streets in Two Works by Martha Rosler and Jeff Wall: Ethical and Aesthetic Considerations, IdeAs, 13 May, 2019. Online: Curtis, James 2003: Making Sense of Documentary Photography. History Matters: The U.S. Survey Course on the Web, 6 June, 2003. Online: Fahmy, Shahira 2004: Picturing Afghan Women: A Content Analysis of AP Wire Photographs during the Taliban Regime and After the Fall of the Taliban Regime. Gazette (Leiden, Netherlands), 66/2: 91–112. Online: Falah, Ghazi-Walid 2005: I2 The Visual Representation of Muslim/Arab Women in Daily Newspapers. In: Falah, Ghazi-Walid – Nagel, Caroline (eds.): Geographies of Muslim Women: Gender, Religion, and Space. New York – London: The Guilford Press. 300. Fluri, Jennifer 2009: The Beautiful ‘Other’: A Critical Examination of ‘Western’ Representations of Afghan Feminine Corporeal Modernity. Gender, Place & Culture 16/3: 241−257. Online: Griffin, Michael 2004: Picturing America’s ‘War on Terrorism’ in Afghanistan and Iraq: Photographic Motifs as News Frames. Journalism 5/4: 381−402. Online: Haigh, Michel 2014: Afghanistan War Coverage More Negative over Time. Newspaper Research Journal 35/3: 38–51. Online: Heck, Axel – Schlag, Gabi 2013: Securitizing Images: The Female Body and the War in Afghanistan. European Journal of International Relations 19/4: 891−913. Online: Hellman, Maria – Wagnsson, Charlotte 2015: New Media and the War in Afghanistan: The Significance of Blogging for the Swedish Strategic Narrative. New Media & Society 17/1: 6–23. Online: Kearns, Matthew 2017: Gender, Visuality and Violence: Visual Securitization and the 2001 War in Afghanistan. International Feminist Journal of Politics, 19/4: 491–505. Online: Kemp, Simon 2023: The Changing World of Digital in 2023. We Are Social Report, Digital 2023. 26 January, 2023. Online: Kozinets, Robert 2010: Netnography: Doing Ethnographic Research Online. Los‑Angeles – London – New Delhi – Singapore – Washington D.C.: Sage Publications. Krippendorff, Klaus 2004: Content Analysis: An Introduction to Its Methodology (Second edition). Thousand Oaks – London – New Delhi: Sage Publications. Ling, Rich 2004: The Mobile Connection: The Cell Phone’s Impact on Society. San Fransisco: Elsevier, Inc. Online: Ling, Rich – Horst, Heather A. 2011: Mobile communication in the global south. New Media & Society 13/3: 363–374. Online: Manovich, Lev 2016: Instagram & Contemporary Image., 2016. Online: Mitra, Saumava 2020: Picturing Afghan Women’for Western Audiences: The Afghan Perspective. Journalism, 21/6: 800–820. Online: Nyíri, Kristóf 2003: “Pictorial Meaning and Mobile Communication”. In: Kristóf Nyíri (ed.): Mobile Communication: Essays on Cognition and Community. Vienna: Passagen Verlag. 157–184. Pollen, Annebella 2015: Mass Photography: Collective Histories of Everyday Life. London: I.B. Tauris. Online: Rosa, Fernanda – Soto-Vásquez, Arthur 2022: Aesthetics of Otherness: Representation of #migrantcaravan and #caravanamigrante on Instagram. Social Media + Society 8/1. Online: Russmann, Uta – Svensson, Jakob 2017: Introduction to Visual Communication in the Age of Social Media: Conceptual, Theoretical and Methodological Challenges. Media and Communication 5/4: 1−5. Online: Serafinelli, Elisa –Villi, Mikko 2017: Mobile Mediated Visualities An Empirical Study of Visual Practices on Instagram. Digital Culture & Society 3/2: 165−182. Online: 10.14361/dcs-2017-0210 Shim, David – Stengel, Frank 2017: Social Media, Gender and the Mediatization of War: Exploring the German Armed Forces’ Visual Representation of the Afghanistan Operation on Facebook. Global Discourse 7/2: 330−347. Online: Smith, Jonathan A 1995: Semi Structured Interviewing and Qualitative Analysis. In: Smith, Jonathan A. – Harré, Rom – Van Langenhove, Luk (eds.): Rethinking Methods in Psychology. 9–26. London: Sage. Online: Stabile, Carol – Kumar, Deepa 2005: Unveiling Imperialism: Media, Gender and the War on Afghanistan. Media. Culture & Society, 27/5: 765–782. Online: Smith, Sean 2021: Landscapes for “Likes”: Capitalizing on Travel with Instagram. Social Semiotics 31/4: 604−624. Online: Veszelszki, Ágnes 2019: Az Instagram-képek meggyőzési stratégiái a borkommunikációban. Marketing & Menedzsment 2019/4: 13−23. Online: Villi, Mikko 2010: Visual Mobile Communication: Camera Phone Photo Messages as Ritual Communication and Mediated Presence. Finland, Jyväskylä: WS Bookwell Ltd. Wilson, Ross 2014: Sad shires and no man’s land: First World War frames of reference in the British media representation of the Iraq and Afghanistan Wars. Media, War & Conflict, 7/3: 291–308. Online: 10.1177/1750635214557987 Wright, Terence 2004: Collateral Coverage: Media Images of Afghan Refugees, 2001. Visual Studies 19/1: 97−112. Online: Zelizer, Barbie 2005: Death in Wartime: Photographs and the “Other War” in Afghanistan. Harvard International Journal of Press/Politics 10/3: 26−55. Online:" ["copyrightYear"]=> int(2024) ["issueId"]=> int(578) ["pages"]=> string(4) "3-22" ["pub-id::doi"]=> string(29) "10.59648/filologia.2023.1-4.1" ["abstract"]=> array(1) { ["en_US"]=> string(1203) "

Afghanistan has been depicted in traditional Western media as a violent place due to wars and conflicts, but visual mobile social media, such as Instagram, may contribute to changing its depiction by diversifying the content and narratives. Hence, this paper analyses how Afghanistan is presented by collective photographers on @everydayafg, based on three aspects: what/who is visually depicted, what actions/issues are discussed, and what associations are made in the posts. Applying netnography and content analysis, we systematically sampled and coded the first monthly photo since the account creation (2014/2021, N = 76). Results demonstrate that @everydayafg deviates from representations of violence in at least three ways: 1) depicting Afghanistan with human agents; 2) covering more favourable and uplifting topics, as for tourist destinations; and 3) associating the country with a “place of living” and with its “cultural richness”. However, some narratives still raise significant issues, such as human rights and labour conditions in the region. Hence, Instagram is used to challenge prevalent perspectives in the media while generating awareness of relevant local problems.

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Admilson Veloso da Silva is a Brazilian Journalist with a MA in Social Communication, an MBA in Digital Communication and Social Media Management, and is currently pursuing his Ph.D. in Communication Science at the Corvinus University of Budapest, Hungary. His main research areas are social media studies, Instagram, self-presentation, and visual mobile communication. ORCID: Contact:

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Aizhamal Muratalieva is a Communication Practitioner with a background in Journalism, currently pursuing her Ph.D. in Communication Science at the Corvinus University of Budapest, Hungary. She holds her master’s degree in Integrated Communication from the National Research University Higher School of Economics. Her research interests include ethnic studies, migration, and media discourses. Contact:

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PDF (English)
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The article seeks the answer to the question of whether the work of journalists, more specifically news writing, can be automated. Can commercial artificial intelligence, GPT-3 available on the OpenAI interface, be able to generate informative, readable, humanlike articles without the reader noticing or being distracted? In addition to GPT specialised for text generation, I also use Dall-E imaging intelligence for the tests with which I create realistic illustrations to GPT’s writings. At the same time, various journalists also prepare short news stories for the experiment based on the same keywords that I provide for the GPT. I upload the fictional short news generated in this way to a HTML code-based website in equal proportion to the short news of the journalists. After the reader clicks on the news he likes, he receives a questionnaire which provides additional analytical aspects for the experiment. The experiment reveals whether people can subconsciously separate journalistic and machine-written articles. The study discovers whether artificial intelligence can compete with human journalists in terms of writing style, transforming the work of those involved in news writing in the long term.

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A tanulmány arra a kérdésre keresi a választ, hogy automatizálható-e az újságírók munkája, pontosabban a hírírás. Képes lehet-e a kereskedelmi forgalomban már megjelent mesterséges intelligencia, az OpenAI mesterséges-intelligencia-kutatólaboratórium felületéről elérhető GPT-3 informatív, olvasmányos, emberszerű cikkek generálására anélkül, hogy ez az olvasónak feltűnne, vagy zavarná őt. A szövegekre specializált GPT mellett a Dall-E képalkotó intelligenciát is használom a tesztekhez, amivel realisztikus
illusztrációkat készítek a GPT írásaihoz. Ezzel párhuzamosan különböző újságírók is készítenek rövidhíreket a kísérlethez ugyanazon kulcsszavak alapján, mint amelyeket a GPT számára is megadok. Az így generált fiktív rövidhíreket az újságírók rövidhíreivel egyenlő arányban töltöm fel egy HTML-kódon alapuló weboldalra. Miután az olvasó a neki tetsző hírre kattint, egy kérdőív fogadja, amely további elemzési szempontokat biztosít a kísérlet számára. Az adatokból kiderül, hogy mennyire tudják elkülöníteni az emberek
tudat alatt az újságírói, illetve a gépi cikkeket, vagyis képes lehet-e a mesterséges intelligencia írásstílusában felvenni a versenyt az emberi újságírókkal, hosszabb távon átalakítva a hírírással foglalkozók munkáját.

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Keyword and term extraction is a well-established area of research that has attracted scholarly attention for the past five decades. However, it continues to pose persistent challenges. Language models introduce a novel dimension to various facets of natural language processing, including the realm of keyword and term extraction. They offer the
capability to generate novel keywords that may be absent or only partially represented within the source text. When the authors enter keywords manually, they draw on their
own background knowledge, so these keywords are not necessarily included in the text. Manually entered keywords are therefore worth dealing with and can be considered the gold standard, a benchmark, against which to test keyword extraction applications. In our study, we conducted a comparative analysis of manually assigned keywords for 30 scientifical textual documents (from different domains) against keyword solutions provided by ChatGPT in response to various prompts. Our findings indicate that while there may not be a statistically significant difference in quantitative metrics, a qualitative examination of ChatGPT-generated solutions reveal their relevance and utility in augmenting keyword assignments. The aim of the thesis is to evaluate the outputs given by ChatGPT from the point of view of how close they are to the keywords given by the authors.

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A kulcsszó- és terminuskinyerés nem új keletű kutatási téma, már ötven éve foglalkoznak vele a kutatók, azonban még mindig rejt magában kihívásokat. A nyelvi modellek új perspektívát adnak számos nyelvtechnológiai területen, így a kulcsszó- és terminuskinyerés
területén is, mivel a nyelvi modellek olyan új kulcsszavak generálására is képesek, amelyek nem, vagy csak részlegesen szerepelnek a szövegben. Amikor a szerzők kézzel adnak meg kulcsszavakat, akkor a saját háttértudásukból is merítenek, így ezek a kulcsszavak nem
feltétlenül szerepelnek a szövegben. A kézzel megadott kulcsszavakkal tehát érdemes foglalkozni, és tekinthetők a gold sztenderdnek, célnak a kulcsszókinyerő alkalmazások teszteléséhez. Kutatásunkban 30 változó doménból származó tudományos szöveget és a hozzájuk tartozó szerzői kulcsszavakat vetettünk össze a ChatGPT által, többféle promptra adott megoldásokkal. Az eredmények szerint nincs szignifikáns különbség a kvantitatív eredményekben, de amennyiben kvalitatívan elemezzük a ChatGPT megoldásait, azokat relevánsnak találjuk. A dolgozat célja, hogy a ChatGPT által adott kimeneteket kiértékeljük abból a szempontból, hogy mennyire közelítik meg a szerzők által megadott kulcsszavakat.

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object(Publication)#185 (6) { ["_data"]=> array(27) { ["id"]=> int(6869) ["accessStatus"]=> int(0) ["datePublished"]=> string(10) "2024-04-15" ["lastModified"]=> string(19) "2024-04-15 15:14:42" ["primaryContactId"]=> int(8490) ["sectionId"]=> int(126) ["seq"]=> int(4) ["submissionId"]=> int(6745) ["status"]=> int(3) ["version"]=> int(1) ["categoryIds"]=> array(0) { } ["citationsRaw"]=> string(12645) "Amadi, Glory – Akpan, Kufre Paul 2017: Influence of Student-Teacher Communication on Students’ Academic Achievement for Effective Teaching and Learning. American Journal of Educational Research 5/10: 1102–1107. Online: Aydin, Selami 2014: Twitter as an Educational Environment. Turkish Online Journal of Distance Education 15: 1–21. Barrot, Jessie S. – Llenares, Ian I. – del Rosario, Leo S. 2021: Students’ Online Learning Challenges during the Pandemic and How They Cope with Them: The Case of the Philippines. Education and Information Technologies 26/6: 7321–7338. Online: Botero-Gómez, Vanessa – Ruiz Herrera, Luis Germán – Valencia-Arias, Alejandro – Díaz, Alejandra Romero – Garnique, Juan Carlos Vives 2023: Use of Virtual Tools in Teaching-Learning Processes: Advancements and Future Direction. Social Sciences 12/2: 70. Online: Carpenter, Jeffrey P. – Morrison, Scott A. 2018: Enhancing Teacher Education… with Twitter? Phi Delta Kappan 100/1: 25–28. Online: Carpenter, Jeffrey P. – Shelton, Catharyn C. – Schroeder, Stephanie E. 2022: The Education Influencer: A New Player in the Educator Professional Landscape. Journal of Research on Technology in Education 55/5: 749–764. Online: Carpenter, Shana K. – Pan, Steven C. – Butler, Andrew C. 2022: The Science of Effective Learning with a Focus on Spacing and Retrieval Practice. Nature Reviews Psychology 1: 496–511. Online: Carr, Caleb T. – Hayes, Rebecca A. 2015: Social Media: Defining, Developing, and Divining. Atlantic Journal of Communication 23/1: 46–65. 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Bret 2020: The Educational Response to Covid-19 across Two Countries: A Critical Examination of Initial Digital Pedagogy Adoption. Technology, Pedagogy and Education 30/1: 7–25. Online: Henderson, Michael – Snyder, Ilana Ariela – Beale, Denise 2013: Social Media for Collaborative Learning: A Review of School Literature. Australian Educational Computing 28/2: 51–68. Hillman, Thomas – Lundin, Mona – Rensfeldt, Annika Bergviken – Lantz-Andersson, Annika – Peterson, Louise 2021: Moderating Professional Learning on Social Media – A Balance between Monitoring, Facilitation and Expert Membership. Computers & Education 168:104191. Online: Hung, Min-Ling – Chou, Chien – Chen, Chao-Hsiu – Own, Zang-Yuan 2010: Learner Readiness for Online Learning: Scale Development and Student Perceptions. Computers & Education 55/3: 1080–1090. Online: Jusinski, Margaret M. 2021: Knowledge Broker Teachers and Professional Development. Teacher Development 25/2: 178–195. 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With the continuous development of information and communication technologies, digitisation and digital pedagogy increasingly pervade everyday pedagogical work. The literature and our preliminary research also shed light on the educational opportunities inherent in the use of social media. The educational content found on the interfaces, their use, and integration into classroom activities presupposes, on the one hand, adequate digital competence of teachers, and, on the other hand, the existence of critical thinking. In addition to all this, it can provide an excellent opportunity to broaden the teachers’ methodology. In this research, our goals are as follows: we present the activities of Hungarian educational influencers through specific examples; we map the type of digital content produced by professional opinion leaders who generate the most popularity and interaction from their followers. In light of all this, we are trying to give an adequate answer to our research question: how educational influencer content can be used as a teacher in our classes, as formal, informal, and non-formal forms of learning beyond the curriculum, inside and outside the school, that help in pedagogical illustration and attitude change.

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Az infokommunikációs technológia folyamatos fejlődésével egyre inkább átjárja a mindennapi pedagógiai munkát a digitalizáció és a digitális pedagógia. A szakirodalom és saját előzetes kutatásaink is rávilágítanak a közösségi média használatában rejlő oktatási lehetőségekre. A felületeken megtalálható oktatási tartalmak, azok felhasználása, integrálása a tanórai tevékenységekbe egyrészt megfelelő tanári digitális kompetenciát feltételez, másrészt elengedhetetlenül szükséges hozzá a kritikai gondolkodás megléte. Mindezeken túl kiváló lehetőséget nyújthat a tanárok módszertanának kiszélesítéséhez. Jelen kutatásban céljaink a következők: bemutatni a magyar oktatási influenszerek tevékenységét, konkrét példákon keresztül; feltérképezni, hogy milyen típusú digitális
tartalmat gyártanak azok az oktatási véleményvezérek, akik a legnagyobb népszerűséget és interakciót váltják ki a követőikből. Mindezek fényében adekvát választ próbálunk adni a kutatási kérdésünkre: hogyan lehet az oktatási influenszertartalmakat pedagógusként tanóráinkon felhasználni mint a pedagógiai szemléltetés- és attitűdváltást segítő, tanterven túli, iskolán belüli és kívüli formális, informális és nonformális tanulási formákat.

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object(Publication)#112 (6) { ["_data"]=> array(27) { ["id"]=> int(6758) ["accessStatus"]=> int(0) ["datePublished"]=> string(10) "2024-04-15" ["lastModified"]=> string(19) "2024-04-15 15:14:43" ["primaryContactId"]=> int(8351) ["sectionId"]=> int(126) ["seq"]=> int(5) ["submissionId"]=> int(6634) ["status"]=> int(3) ["version"]=> int(1) ["categoryIds"]=> array(0) { } ["citationsRaw"]=> string(4597) "Carey, Tanith – Rudkin, Angharad 2021: Mi jár a kamasz fejében? Gyakorlati gyermekpszichológia mai szülőknek [What’s My Teenager Thinking?: Practical child psychology for modern parents]. Budapest: HVG könyvek. Chapman, Gary – Pellicane, Arlene 2014: Growing Up Social. Chicago: Northfield Publishing. Coloroso, Barbara 2009: The Bully, the Bullied, and the Bystander: From Preschool to High School. How Parents and Teachers Can Help Break the Cycle. New York: William Morrow. Ford, Martin 2015: Rise of the Robots: Technology and the Threat of a Jobless Future. New York: Basic Books. Hevesi Krisztina: 2022: TikTok titkok. Amit az algoritmus letiltana… [TikTok Secrets. What the Algorithm Would Disable]. Budapest: Kulcslyuk. Huddleston, Brad 2016: Digital Cocaine: A Journey Toward iBalance. [s. l.]: Christian Art Publishers. Huntington, Samuel Phillips 1996: The Clash of Civilizations and the Remaking of World Order. New York: Simon and Schuster. Kárpáti, László 2016: A nemi szerepek változása és társadalmi hatásai a 21. században [Change in Gender Roles and Their Social Effects in the 21st Century]. Magyar Tudomány 177/9: 1074–1082. Kárpáti, László 2017: The Use of Communication Strategies in English Language Education. International Journal of Humanities Social Development Research 1/2: 5–14. Online: Kárpáti, László 2019a: Adalékok a robotizáció és a Big Data egyes szakmákat érintő hatásaihoz [Contributions to Automatisation and the Possible Effects of Big Data on Certain Professions]. Munkaügyi Szemle 62/4: 73–79. Kárpáti, László 2019b: Issues of Speech Fluency and the Usage of Communication Strategies by Hungarian Teachers and Students. Journal of Languages for Specific Purposes 6/3: 51–67. Kiley, Dan 1983: The Peter Pan Syndrome: Men Who Have Never Grown Up. Dodd Mead. Komár, Zita 2017: Generációelméletek [Generation Theories]. Új Köznevelés 73/8–9: 14–16. Olweus, Dan 1993: Bullying at School. What we know and what we can do. Hoboken: Wiley-Blackwell. Peterson, Jordan Bernt 2018: 12 Rules for Life: An Antidote to Chaos. Canada: Random House. Pinker, Steven 2019: Enlightenment Now: The Case for Reason, Science, Humanism, and Progress. New York: Viking Press. Price, Catherine 2018: How to Break Up with Your Phone: The 30-Day Plan to Take Back Your Life. New York: Ten Speed Press. Székely, Levente 2017: A multitasking generáció nyomában [Following in the Footsteps of the Multitasking Generation]. Kultúra és Közösség 8/2: 29–41. Székely, Levente 2020: A generációs elméletek értelméről [On the Interpretation of Generation Theories]. Szociológiai Szemle 30 (1) 107–114. Online: Tari, Annamária 2010: Y generáció [Generation Y]. Budapest: Jaffa. Tari, Annamária 2011: Z generáció [Generation Z]. Budapest: Tericum. Townsend, John 2006: Boundaries with Teens. Grand Rapids: Zondervan. Twenge, Jean Marie 2017: iGEN: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy–and Completely Unprepared for Adulthood–and What That Means for the Rest of Us. New York: Atria Books. Urbán, Anikó – Villányi, Gergő 2021: Bántanak! Segítesz? Útmutató az online bántalmazás veszélyeiről és megoldásaihoz tudatos szülőknek és pedagógusoknak [They Hurt Me! Can you Help Me? A Guide to the Dangers and Solutions to Online Bullying for Aware Parents and Educators]. Budapest: szerzői kiadás. Veblen, Thorstein 1899: The Theory of the Leisure Class: An Economic Study in the Evolution of Institutions. Philadelphia: Macmillan. Veszelszki, Ágnes – Aczél, Petra 2023: Erotikus és pornóinfluenszerek, különös tekintettel az OnlyFans portálra [Erotic and Pornographic Influencers, in Particular on the OnlyFans Portal]. Századvég 2023/2: 171–198. Veszelszki, Ágnes 2017: Digilect. The Impact of Infocommunication Technology on Language. Berlin–Boston: De Gruyter Saur. Online: Zimbardo, Philip – Coulombe, Nikita 2015: Man (Dis)connected. How technology has sabotaged what it means to be male. London: Ebury Publishing. Online references Eurostat 2023: Living conditions in Europe – housing. Eurostat, April, 2023. Online: watchwellcast 2013: Ways to stop bullying. YouTube, 16 January, 2013. Online:" ["copyrightYear"]=> int(2024) ["issueId"]=> int(578) ["pages"]=> string(6) "84-101" ["pub-id::doi"]=> string(29) "10.59648/filologia.2023.1-4.5" ["abstract"]=> array(1) { ["en_US"]=> string(958) "

Parents of the current generation are likely to have difficult times shortly, as it becomes more and more demanding and tiresome to safeguard their children’s complete well-being against the outside world. They also face the new challenge of actually cooperating and cohabiting with the ones they swore to protect from any harm. As a result of their children spending an ever-growing number of time stuck to the screens of their smart devices and wasting long hours on the omnipresent internet, there is a high risk to be accounted for here, particularly in the life of teenagers. The present paper aims to shed light on the many negative aspects of using smart devices in our everyday life, particularly in the life of younger children and teenagers. Beyond revealing these effects, it also seeks to offer
feasible and working solutions to the above-mentioned issues to compensate for the possible negative influences that are to be discussed.

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object(Publication)#118 (6) { ["_data"]=> array(28) { ["id"]=> int(6983) ["accessStatus"]=> int(0) ["datePublished"]=> string(10) "2024-04-15" ["lastModified"]=> string(19) "2024-04-15 15:14:42" ["primaryContactId"]=> int(8638) ["sectionId"]=> int(126) ["seq"]=> int(6) ["submissionId"]=> int(6859) ["status"]=> int(3) ["version"]=> int(1) ["categoryIds"]=> array(0) { } ["citationsRaw"]=> string(2718) "Aczél Judit (szerk): Ne félj! Beszélgetések Szabó Magdával. Debrecen: Csokonai. Buda Villő 2023: Öröklődő tündérmesék – A családi mitológia jelenléte Szabó Magda és Jablonczay Lenke meséjében. Iskolakultúra 33/5: 74–83. Online: ÉrtSz. = Bárczi Géza – Országh László szerk. 1959–1962: A magyar nyelv értelmező szótára I–VII. Budapest: Akadémiai. Fabiny Tamás 2010: Protestor, protestari, protestatus sum. Evangé, 2010. október 31. Online: Györkösy Alajos 1986: Latin–magyar szótár. Budapest: Akadémiai. Hatos Pál 2001: Reformáció és történeti hagyomány. A genfi reformációkép változásai a XVI–XX. században a historiográfiai elemzés tükrében. Budapest: Osiris. Hertelendy Réka 2011: Fordítói kihívások és megoldások a magyar nyelvű Harry Potter-kötetekben. Névtani Értesítő, 33/1: 133–145. Online: Kovalovszky Miklós 1935: Az irodalmi névadás V–VI. Magyar Nyelv 31/1: 20–34. Maár Judit 2001: A fantasztikus irodalom. Budapest: Osiris. Papp Ágnes Klára 1995: Köznév és személynév határán (98 Benedek Elek-mese névanyagának vizsgálata). Névtani Értesítő 17/1: 45–53. Pecz Vilmos 2002: Ókori lexikon. Magyar Elektronikus Könyvtár, 2002. Online: Petres-Csizmadia Gabriella – Bárczi Zsófia 2021: A meseregény írói névadásának jellegzetességei. Névtani Értesítő 43/1: 167–182. Online: Rowling, J. K. 1999: Harry Potter és a bölcsek köve. Budapest: Anonymus. Seres József 1966: Szabó Magda: Tündér Lala. Jelenkor 9/1: 378–380. T. Somogyi Magda 2015: Az írói névadás vizsgálata. In: Farkas Tamás – Slíz Mariann: Magyar névkutatás a 21 század elején. Budapest: Magyar Nyelvtudományi Társaság – ELTE Magyar Nyelvtudományi és Finnugor Intézet. 207–226. Szabó Magda 2021: Tündér Lala. Budapest: Móra. Szentesi Orsolya 2013: Generikus gyógyszerek elnevezése – Trendek és stratégiák. Iparjogvédelmi és Szerzői Jogi Szemle 118/2: 5–16. TESz. = Benkő Loránd szerk. 1967–1976: A magyar nyelv történeti-etimológiai szótára 1–4. Budapest: Akadémiai. Trencsényi-Waldapfel Imre 1983: Mitológia. Budapest: Gondolat. Tolnai új világlexikona I–XVII. 1926–1933: Budapest: Tolnai Nyomdai Műintézet és Kiadóvállalat Részvénytársaság. Wellner István 1997: Itália. Budapest: Medicina. Zaicz Gábor szerk. 2006: Etimológiai szótár. Budapest: Tinta." ["copyrightYear"]=> int(2024) ["issueId"]=> int(578) ["pages"]=> string(7) "102-113" ["pub-id::doi"]=> string(29) "10.59648/filologia.2023.1-4.6" ["abstract"]=> array(2) { ["en_US"]=> string(742) "

Tündér Lala (Fairyland) created by Magda Szabó, one of the most famous Hungarian authors of 20th century literature, contains a message not just for children, but also for adults: going past the universal motives of folk tales, Tündér Lala points to the intricacies and struggles of the adult world as well. Beyond the novel’s message, its vocabulary also crosses the common boundaries of children’s literature, being inspired by ancient cultures and languages. How
can we characterize Szabó’s process of literary naming? How does ancient mythology help us understand the novel? How do the names in the novel contribute to the depiction of the tale? The onomastic analysis of the novel helps answering these questions.

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A 20. századi irodalom egyik legolvasottabb magyar írójának, Szabó Magdának a tündérvilága nemcsak a gyerekek, hanem a felnőttek számára is tartogat mondanivalót: az univerzális népmesei igazságokon túl a Tündér Lala a felnőttek világának intrikáira és harcaira is rámutat. Ám nemcsak a regény mondanivalója lépi át a bevett gyerekirodalmi korlátokat, hanem szókészlete is, amelynek jelentős része az antik kultúrákból és nyelvekből táplálkozik. Mi jellemzi Szabó Magda írói névadását? Hogyan segítik az ókori mitológiai elemek a mű megértését? Miként járulnak hozzá a regényben felbukkanó nevek a mű valóságábrázolásához? A regény névtani elemzése segít a kérdések megválaszolásában.

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Recenzió Bjørn Nansen Young children and mobile media: Producing digital dexterity c. könyvéről.

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Nicola Whitton: Digital Games and Learning. Research and Theory. című könyvének bemutatása

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Recenzió Philip Kraut: Die Arbeitsweise der Brüder Grimm című művéről.

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