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The subject of the present paper is academic autonomy as one of the fundamental principles for the functioning of the higher education institutions. The need to examine it is necessitated by changes in public attitudes and the resulting new requirements for higher education institutions. This demands the implementation of a multi-disciplinary (philosophical and legal) approach, through which both the notion of academic autonomy and its relationship with the idea of the university are to be explored. The changed attitudes towards the notion of knowledge, motivated by a number of factors (scientific, political, economic), have an impact on the idea of its free distribution and acquisition. This calls for the creation of new models of higher education and the necessary legal regulation of the relations between the higher education institutions and the state, based on a balance between the freedom and autonomy of the academic community and the state control.
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It cannot be denied that innovation is a process that is happening continuously and in every sector of the economy. This is why the question who is the main force behind innovation appeared. Some scholars think that the private sector does the job, while others believe that the university and the public sector play a big role in creating innovation. Even so, as this qualitative research shows, neither actor is more important than the other, as they all contribute to generating innovation. Moreover, the Entrepreneurial State theory by M. Mazzucato and the Triple-Helix Model by Etzkowitz H./Leydesdorff L. come to explain that the state and university has a significant role in innovation, similar to the private sector. On top of it, the Triple-Helix Model suggests that the innovation of nowadays is a result of interconnections between the university-industry-government and it cannot develop without the other. Thus, this leads to the idea that innovation is happening because of more factors that need to be properly commercialized and made visible to the public in order to change the misunderstanding created.
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The Romanian legislation, in line with the international norms, provides the child with the right to education and to plenary, harmonious development of personality, vocations, mental and physical skills. All components of physical health - social, mental, emotional and spiritual health - alongside an active lifestyle contribute to the fulfilment of the above mentioned goals. The article is a plea based on legal Romanian grounds for physical education which the child has the right and possibility to practice in an organized setting - the school. We also discuss some causes for which quite a few parents in Romania encourage or support children not to attend the physical education classes under multiple pretexts, emphasizing the negative effects that such an attitude has upon society.
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The article discusses contemporary theories and definitions of verbal dyspraxia of development in children aged five and six. Literary reading shows that different schools use a different terminology apparatus and highlight different diagnostic criteria and manifestations of verbal dyspraxia, described in the article, which implies multi-layered analysis and diagnosis and assessment. Certain levels of development of multiple neurological and motor functions is required for the presence of smooth and correct speech output.For this reason, the article also addresses the issue of the causes of verbal dyspraxia in children. In short, dyspraxia is a disorder or immaturity of the organization of movements. Related to this are the problems of language, perception and thinking.
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The manuscript presents some results of a screening for writing grasps and postural control among students in the primary school age. During a 15-minute dictation in class, the kids were observed for their writing grasps, the position of the hips (presence or absence of physiological lordosis) and bad scoliotic posture. We observed 128 children, aged 7 – 10 years. elaborated a more profound classification according to different variables, searched for dependencies between the different grasps and the posture. We think that the results we obtain tend to give better understanding and classifying of the writing grasps used from children in the primary school age.
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The article aimed at presenting the results of an analysis of school curricula for the school subjects “Bulgarian Language and Literature” and “Foreign Language” for the 4-th Grade of Bulgarian primary school level, in view of their educational potential for developing intercultural competence in school setting. The inclusion of elements that facilitate the development of interculturality, such as tolerance, empathy, solidarity, counteracting violence, equality and non-discrimination, as well as positive communicative attitude, are sought in the analysed material. These elements are related to moral, intercultural and worldview education and are suitable to be included in any language school curricula. Thus, their presence in official documents established by the Ministry of Education and Science is considered as a potential for educational work in developing intercultural competences.
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Significance of the research problem: In their communication outside school, students often come across multimodal texts in forums, sites, blogs or texts integrating visual, sound, and animation components. The ever-increasing interest in communication, not only through language but also through multimodal texts, raises the question about studying the second type of texts in first language teaching and about their influence on the first key competence under the Common European Framework of Reference for Languages. In order to find an answer we seek the productive link between multimodal texts and digital competence. For this purpose we examine the attitudes of Bulgarian language teachers from secondary school to digital competence and its relation to Bulgarian language education. Theoretical Ideas: They are based on the Framework for Developing and Understanding Digital Competence in Europe.Research question: What is the attitude of Bulgarian language specialists to the digital literacy of secondary school students?Participants in the Survey: Bulgarian language teachers, linguists, BA, MA and PhD students, teaching Bulgarian language trainers.Procedures: We make an expert assessment of criteria and indicators for digital literacy through Google forms assigning values related to Bulgarian language teaching by the following scale: very important (2), important (1), minor (0) ), insignificant (-1).Working hypothesis: There exist criteria and indicators for digital literacy in direct relation with Bulgarian language teaching and the first key competence that can be explicitly explained. Zero hypothesis - there are no criteria and indicators for digital literacy in direct relation with Bulgarian language teaching.
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Media speeches and press texts constitute a dynamic database that makes available to the public a range of up-to-date information associated with the inalienable parameters of communication. Because of its identifiable physiognomy and its contribution to the profiling of the news, the political-media discourse guarantees a kind of comprehensibility, even intelligibility, allowing to impose a verdict and to reinforce the status quo. Thus, sociolinguistic analyzes consider stereotypical statements as a platform of shared opinions, common and pre-established judgments. Stereotypes function as the set of consensus aimed at constructing a semantico-pragmatic network in which the signifiers intersect, converge and tend, instinctively, to the same signified.
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At the beginning of the 21st century, about 10% of the schools, teaching Bulgarian language, history, geography and culture, are outside Bulgarian boundaries and are located on all continents that are permanently populated. The subject of this study is to reveal the attitude of the Bulgarian state to these new phenomena, to the increasing number of schools abroad that teach Bulgarian language and culture.
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Before the banking system reached its modern form it has come a long way of development and has changed a lot. One of the first forms of lending money in our lands is usury. This article aims to trace usury, defined as unorganized credit where individuals give loans against interest. Usury is rooted in a period long before The Liberation of Bulgaria. An important characteristic of usury is that the activity of moneylenders is not regulated by the law or by traditions and in that sense is perceived by society as bad, unnatural and immoral. Although it has more primitive form and organization, usury also has many similarities to the contemporary banks. The most common feature of both types of activities is that their main goal is making a profit.
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90 years ago a group of enthusiasts form an opera ensemble, as it occurs in many other localities. And if after one or two titles everything finishes mainly because of lack of funding, exactly in that consists the heroism of citizens of Stara Zagora: the only amateur ensemble which exists 21 years long, and after that it is nationalized in 1946. The nationalization is a kind of recognition but this leads to shocks. In 1967 lays the beginnings of the annually organized Festival of the Opera and Ballet Arts – a mirror of the achievements in the area of music and performing arts. Because of a conflagration end of 1991 the ensemble left homeless. In 2015 the State Operа Stara Zagora celebrates its 90th anniversary, and on the 1st of April 2016 it is 70 years since its nationalization.
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Sport participation, healthy nutrition and active lifestyle of young generation occupy significant interest in contemporary societies. The potential of sport activities to deliver a range of individual and collective benefits has a straightforward link to the complex process of social development and change at individual, group and societal levels. At the same time we witness a growing concern about decreasing rates of exercising and doing sports activities, particularly among youngsters who are usually declared to be the most active strata. Recent studies reveal that it is rather a matter of specific culture, personal interest and a range of social and psychological factors than a lack of sport providers, facilities and services. What also becomes clear is that along with the progress of increasing awareness of the importance of physical and sport activities, this still does not result in adequate progress in communication strategies. The majority of promotional campaigns designed to inspire young generations to be more physically active usually have a limited time-span and do not guarantee immediate effects on improved health or other social effects. The paper deals with some of the key elements of social marketing and its implementation in promoting sport participation and active lifestyle amongst young. Social marketing has proved as a well established approach to sensitize different social groups for supporting worthy social causes. It is also used to motivate people for doing more exercise and sport participation. Social marketing includes various methods for impact geared to create, alter or deconstruct deeply embedded cultural attitudes, behaviours, stereotypes, identities and social relations at family, community or educational levels. These methods are premised on a gradual behavioural change. Social marketing can be conceptualised as a systematic implementation of well planned, targeted and coordinated programmes, strategies and campaigns aimed to create an appropriate motivation environment for meaningful and voluntary change of attitudes and behaviours. It is also connected with overcoming barriers to participation in physical, social or sports activities. At the core of social marketing is the behavioural change of social groups. It is a multifaceted approach which is used to help solve social problems, such as enhancing health, social integration, human rights or sport participation.
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This article examines one of the most debated tools - the system of credits transfer in vocational education and training - ECVET. Despite substantial differences between the two credit systems – ECTS in higher education and ECVET in the field of secondary education and training (the first is based on students’ workload and the other – on competencies) there are already proven opportunities for joint implementation. The text gives specific examples and solutions for their compatibility.
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The text focuses on the analysis of the National external assessment results in Vratza District. There are shown specific problems and factors that influence the quality of education. An action plan for implementation of tasks set is being presented.
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This article examines the psychological casework in the field of school psychology.
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The huge research, educational, publishing and social activities of Prof. Marin Drinov played a major role in the development of the education, literature and culture of Bulgaria after the liberation. As the first Minister of Education in the Principality of Bulgaria, he had a particularly important contribution to the creation of a large-scale educational program aimed at solving strategic educational tasks, and in doing that M. Drinov used his knowledge of European experience in this field. He prepared the Provisional Statute for Public Schools, issued on August 29, 1878, in which he set out his views on the school structure, the goals of the different educational levels, the content of the curricula, their management, staffing and maintenance. The schools established during the Revival Period in Karlovo, were rebuilt after the Liberation and developed according to the new realities, but this was done through overcoming many difficulties, regardless of the leading role and financial support of the state. People who donated for education helped significantly for the development of the city’s education. After the Liberation of Karlovo, thanks to the care of the city government, the Karlovo community and the generous donor gestures of the Karlovo benefactors, the educational network continued to exist, abiding all the normative requirements and regulations, and developed according to the legislative changes in post-liberation Bulgaria in the field of education. Many of them are based on the principles of the Provisional Statute for Public Schools, drafted by Prof. Marin Drinov.
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