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In the present paper the idea about the cycles discovered by Dr. Hans Krebs is given. The career of Dr Krebs in Germany and England is outlined and his cycles are described in details. It is given also the evaluation of his discovery both about life and development of the biology as well.
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The present article describes the results of the sub-team of Kazakhstan – a part of an International team of students, created for the realization of the net research project “Encyclopedia of Notable Plane Curves: We Write by Ourselves”. For completing the tasks, students made computer researches by using the software products GeoGebra, Geometer’s Sketchpad and Maple. The coordinate method was applied to the proofs of the corresponding hypothesis. The net interaction between the participants has been carried out in Google Cloud
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Introduction. The purpose of this study was to analyze L. S. Vygotsky’s cultural-historical psychology from the perspective of distinguishing the structure of the act of development within its framework and understanding its explanatory potential as a whole. This analysis enables to clarify and understand the essence of the digital and virtual shift. Moreover, it is required in order to overcome the limitations associated with the currently dominant behavioral models, which are used by researchers in their attempts to explain and describe the phenomenon of the influence of digital technologies on people, in particular, on schoolchildren and students. Materials and Methods. The paper considers the concept derived from L. S. Vygotsky’s cultural-historical psychology, which is proposed to be adopted as a basic one in order to build an explanatory model used by the author to describe and comprehend the phenomenon of transformation of the human development process in the new reality of the digital environment. Results. The article introduces the basic principles and provisions, the explanatory model is built on, concerning the role of symbolic-instrumental mediation in human development, the role of an adult as a mediator, the structure of the act of thinking and the act of development, the basic mechanism of mastering a person's behavior, which permeates the formation of higher mental functions. The author compares this explanatory model and the behavioral model used in most modern research investigations that examine the impact of digital technologies on schoolchildren and students. Conclusions. The findings show that the student is presented in the behavioral model as a passive reactive being that reacts to external stimuli. In this sense, a human being is not treated as a personality with highest abilities, but is considered as a function. The proposed model cannot be used to explain and comprehend modern development processes.
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Introduction. The purpose of the article is to consider the consequences of the virtual shift or virtual inversion, which has led to blurring the structure of the act of development proposed within the framework of cultural-historical psychology. In this regard, the problem is the need to develop an alternative to this phenomenon of inversion, and returning a person (both a school student and an adult mediator) their basic roles as subjects of development. Materials and Methods. The conceptual ideas of cultural-historical psychology including the idea of mediation, objective action, the semantic field, the role of an adult as a mediator in an act of development, were used as a methodological background of the research. Results. The article is the second part of the author’s previous publication. The paper considers the concept derived from L. S. Vygotsky’s cultural-historical psychology, which is proposed to be adopted as a basic one in order to build an explanatory model used by the author to describe and comprehend the phenomenon of transformation of the human development process in the new reality of the digital environment. The article introduces the basic principles and provisions, the explanatory model is built on, concerning the role of symbolic-instrumental mediation in human development, the role of an adult as a mediator, the structure of the act of thinking and the act of development, the basic mechanism of mastering a person's behavior, which permeates the formation of higher mental functions. The author compares this explanatory model and the behavioral model used in most modern research investigations that examine the impact of digital technologies on schoolchildren and students. The language of the model of cultural-historical psychology is used to clarify the reality of the current virtual shift (virtual inversion), according to which the main provisions that play the role of supports in the cultural-historical model are subjected to radical revision and transformation, due to which the process of human cultural development is called into question. In this regard, the author proposes to use the resource and project potential of cultural-historical psychology in order to develop new models on its basis, build a new research and project agenda that returns the main ideas of cultural-historical psychology within the framework of a new mixed hybrid reality, where digital technologies are becoming the tools of personal development. Conclusions. In conclusion, the work offers a cultural task for the further development of cultural-historical psychology. It is proposed to restore the adult-student relationship, restore the idea and the role of the semantic field for teaching a subject action, restore children's communities within the new social-digital hybrid reality, where digital technologies do not act as means enslaving students, but as smart mediators-assistants.
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The article is devoted to the problem associated with the use of digital means in the field of teaching foreign languages. The purpose of the article is the selection and systematization of educational digital means used in modern linguistic education, the linguodidactic potential of which most fully corresponds to the specifics of the subject “Foreign language” and the requirements of the Federal State Educational Standard, as well as the identification of their typological characteristics. The basis for identifying generalized features and linguodidactic capabilities of various e-learning tools was the reliance on systemic and typological approaches using methods: analysis, synthesis, comparison and generalization. Based on the results of the study, digital teaching aids were typologized by the functions they perform in the process of teaching foreign languages and by the nature of these tools themselves. Each typological group included digital means that most fully meet the requirements of standards for the quality of language education and its results. The revealed typological characteristics of the indicated digital means are intended to simplify the teacher's choice of digital means for solving specific educational tasks and to help maximize their specific linguodidactic functions.
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The town Razgrad from today was established in the XV century on a early Thracian, Roman and Bulgarian settlement. During the Renaissance and the period from the middle of the XIX century Bulgarians in Razgrad created their own municipality and joined the struggle for church independence and establishing a new school. In 1860 was built the current church "St.Nikolai" and the authority of the Ecumenical Patriarchate was rejected. For the educational and spiritual development of the city worked many of the citizens from whom more notable were S. Petrov, D. Hranov, A. Tsanov, N. Georgieva and others.
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This article attempts to outline various possibilities of the form “tutor session” to form an intercultural competence in the elementary classes. The author emphasizes on the axiological parameters of this process and its realization in the real pedagogy practice.
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The article examines the concepts of cevian, symmedian, Stewart’ s theorem and some of their applications in simple tasks. The aim is an appropriate upgrade of students geometric knowledge related to the median, the angle bisector and the altitude in the triangle. The proposed research is directed to High school teachers looking for opportunities to develop one of the key competences – the mathematical one.
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The possibilities of educational software “Envision” to take reading with understanding of 7-11- year-old students from Roma ethnic origin are presented. Technological solutions – 4th class are presented. Because of the vital importance of reading and writing in Bulgarian language for every Bulgarian citizen it is necessary all teachers, regardless of their school subject, to work towards increasing the literacy of their students in each and every school class. Technological solutions for building basic literacy in the pupils from an early stage are presented in support of the thesis.
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Annotations of four new dissertations of PhD students are presented. Three of them are in the domain of methodology of Informatics education and are defended successfully in Plovdiv University “P. Hilendarski”. The forth one is in the domain of methodology of Mathematics education and is defended successfully in Southwest University “N. Rilski”.
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The aim of this study is to present several cases in assessing the foster family, including to identify best practices in the provision of foster care. At the same time, to highlight the role and importance of the biological parents, relationships with the host, leading to conclusions on the causes of failures in foster care and the factors leading to successful foster care.
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