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This paper is investigating how the Crimean War (1853 – 1856) was depicted in the Journals of Queen Victoria. The Queen's Journals are a valuable source of information about this phase of the Eastern Question. They can provide an important perspective on the conflict between the West and Russia.
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The paper aims to comment on the representation of the 1920s, seen through the last few years of the lives of the poet Geo Milev and the anarchist Georgi Sheytanov, as shown in one of the most famous contemporary Bulgarian novels, written by Hristo Karastoyanov, “The Same Night Awaits Us All”. In order this to be achieved a few key scenes are analyzed, since they introduce main themes and narrative strategies, followed throughout the novel, as well as point out the allegorical contrast between light and darkness, good and evil. Subject to interpretation are also the characters’ motifs, actions, emotional states and reactions, particularly to the presence of death, which seems to be impossible to overlook and plays an importing part in setting the overall tone of the novel.
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The article traces the initial period of the development of the Institute of Foreign Students in Sofia, Bulgaria (1963–1976). The institute was established in 1963 in order to meet the needs of a specialized institution which had to take care of the education of the citizens coming from the so called Third World countries. Students went through a preparatory department within one academic year. At the Institute they studied mainly Bulgarian language, but also general education and ideological subjects, and then continued their studies in secondary and higher Bulgarian educational institutions. The institution was important because it was the first place in which foreign citizens had the opportunity to get acquainted with the Bulgarian state and the regime, culture and customs of the People’s Republic of Bulgaria.
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Foreign students coming to study in Russia learn the Russian language at all levels, enriching their vocabulary. Besides possessing the lexical minimum of the Russian language, foreign students studying at the preparatory department of the Russian university need to master specialised terminology used in computer science, physics and mathematics. These subjects are included in the list of disciplines of the supplementary general programme, which aims to provide a preparation course for foreign citizens and stateless persons to master professional educational programmes in the Russian language. This article describes the need and conditions for enriching and activating the vocabulary of foreign students, while providing a general description of research methods. It expounds on the structure and content of the computer science course at the pre-university stage of training for foreign citizens. The paper considers the process of teaching foreign students the terminology used in the computer science course. This paper provides a number of examples of new terms as well as exercises related to their acquisition. It is concluded that teaching computer-science vocabulary to foreign students is one of the most important components of teaching information science and expanding the learners’ vocabulary in general.
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Robotics has a significant role in modern life. Complex programmable devices are used in high-tech manufactures as well as in many households. More and more people encounter the need to control and program robotic devices. For this reason, STEM education aims to develop such digital competencies in modern students. This article represents the results from a questionnaire held for students from the primary school stage who participate in a STEM education in robotics and assess the activities positively. We suggest three variants of tasks with solutions suitable for the students and for the working process with the robot Edison and programming environment of EdBlocks.
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A brief overview of the school student competitions in informatics held in Bulgaria and the participation of Bulgarian students in international competitions in 2021 is considered. Some notes are given about the organization of these competitions and their technological support.
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The paper examines the extent to which problems from contests in mathematical linguistics meet the Bulgarian educational standards. Compliance indicators are introduced. On the basis of an analysis of the content of individual examples, we conclude that such problems comply highly with the key competencies tested by the National External Assessment after finishing the tenth grade. Some didactic comments are made.
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Mathematical problems that contain a common condition and an ordered list of tasks are traditionally called cascade problems. Problems of this type are extremely popular during teaching of mathematics. At the same time, they can be used both in the formation of knowledge, skills and abilities (competencies) of students, and to assess their academic achievements. In the paper we give a thorough theoretical analysis of possible types of cascade problems, describe methodology and provide examples of their applications on different stages of studying mathematics at school, in particular, during the final attestation of graduates. According to our statistical survey of mathematics teachers in Ukraine and Republic of Moldova, we clarify their attitude to problems of cascade type, as well as the advantages and disadvantages of using such problems. It is shown that the use of cascading problems in the school course of mathematics contributes to the adequate formation of important competencies of students in their learning process.
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The aim of this article is to present a developed metagraph model which serves to verify the minimum requirements for cyber security in web-based student information management systems. The model presents the correlation between cyber attacks and cyber defense of the system. The protection is based on a created model for cybersecurity 3-12 and is divided into 3 categories – software, server and information system users. The most common 9 cyber attacks on automated information systems have been selected. Twelve countermeasures to these attacks have been selected. The application of the metagraph model is used to check whether the system meets the requirements of the model 3-12. The developed information system has been tested in foreign language training of students at Nikola Vaptsarov Naval Academy. The developed metagraph model can be applied to other information systems.
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The main problems discussed in this article are related to the study of the effects of the epidemiological situation imposed due to the spread of the coronavirus epidemic on education in Bulgaria through the prism of the labour market. The dynamics of the labour market have been empirically studied and the results show that the crisis with COVID 19 has an impact both economically and socially and at the sectoral level, where a number of structural problems and challenges to public policies and the education system come to the fore. Many sectors have failed to recover, and in combination with quarantine measures and digitalization as a means of maintaining activity, this requires a rethinking of work, knowledge and skills. The education system could provide the necessary knowledge and skills to the workforce, so that in the future the digitalization and flexibility of production and trade in goods and services could become a key factor in dealing with such external shocks.
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The article deals with the analysis of the state of the primary schoolteachers’ preparation for communicative-rhetorical activity at school, diagnostics of formation of communicative-rhetorical skills of future teachers. The theorists and practitioners give an important place to rhetoric as a science and an academic subject in the training teachers of the new generation. It is the communicative and rhetorical skills as an important component of the general and professional culture of the teacher that will help the primary school educator to organize the pedagogical process effectively, build convincing communication with children, their parents, colleagues, officials etc. However, in the theory and practice of pedagogical education and science the phenomenon of communicative-rhetorical competence as the most important component of the teacher's professional profile is not realized, its structure is not distinguished, psychological and pedagogical bases and, technology of its formation for students are not clearly defined, the world’s experience of rhetorical personality formation is studied. This was confirmed by the results of a survey conducted among undergraduate students, graduates of pedagogical faculties of Vasyl Stefanyk Precarpathian National University, Kamyanets-Podilsky Ivan Ogienko National University, Drohobych State Pedagogical University of Ivan Franko, students of postgraduate pedagogical education Ivano-Frankivsk, Khmelnytsky, Lviv regions.Thus, most respondents consider their level of communication and rhetorical skills to bein sufficient. More than 70% are afraid of the audience; 84% do not know how to speak “without paperˮ. All respondents, including teachers, regardless of work experience, called the main reason for the ineffectiveness of pedagogical communication the fact that during professional training they did not have well-formed communication and rhetorical skills. The obtained results convincingly prove the need for their purposeful formation in future primary school teachers. Optimal construction and implementation of the educational process for the formation of students’ communicative and rhetorical skills is possible with a technological approach, the essence of which is to modernize the didactic system based on the study of its components and experimental verification of its effectiveness, as well as the introduction of in general, the rhetoric of the initial process in the pedagogical institution.
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The purpose of this article is to trace the emergence and development of pedology as a complex science for the child and to clarify the reasons why it is ufulfilled. Both available literary sources and documents from the archival funds in Bulgaria (the State Archives and the Scientific Archives of the Bulgarian Academy of Sciences) have been studied. A picture of the state of pedological science in the USA, Europe, Russia / USSR and Bulgaria is presented. Based on these studies, it can be seen that while in the West in the 1930s this science was in decline, and in Russia it was banned in 1936, in Bulgaria it continues to be taught at Sofia University and teacher training institutes in the country for which there are also textbooks. Its existence came to an end with the full establishment of the ideological domination of the new communist government.
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The focus of this paper is a hitherto unstudied methodological guide “The Grammar in Junior High School. Guidelines for Creative Thinking” (1937) by Petar Lakov and Pavel Getov, and above all its theoretical perspectives. The authors clearly state their opinion about the weaknesses in mother tongue education and outline ways to overcome them. Their views about native language learning are evaluated in view of the innovative approaches to the teaching of the Bulgarian language, presented in the 1920s and 1930s in the works of Petko Tsonev, Dimitar Grancharov and Lyuben Georgiev. As a result of the analysis, some of the current in terms of the contemporary methodological views are highlighted such as the communicative orientation of the native language learning and the development of skills for active participation in different speech situations in order to create a different types of discourse. The analysis proves that the methodological guide of Lakov and Getov is an important testimony of the dominant trends in native language learning, aimed at the formation of the creative and socially responsible individuals.
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This article provides an overview of existing in the scientific space theses, ideas and classifications (from the general didactic, linguistic and methodical point of view) of the types of exercises constructing the technology of the Bulgarian learning process. It is suggested a systematization of the exercises from a functional point of view corresponding to the contemporary sociocultural and educational realities – exercises for realization of cognitive educational goals, exercises for realization of functional educational goals, exercises for realization of axiological educational goals. The system is an effective instrument for achieving the goals of Bulgarian language training organized in the country and abroad.
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This text attempts to trace a hidden archetype in nineteenth-century Russian literature and how it works in Dostoevsky. As much as there is a lot of space in the metaliterature of the Russian troika, understood as a horses driving and its symbolic metamorphosis of a bird-trio in Gogol, the emphasis here is on the topic, which I can call the “other Russian troika (trio)”. It is about the presence of an almost sacred three-dimensional character, who at one point is attacked and overturned against his presumption of holiness by a fourth demonological hero and a serious battle for his re-sacralization is imminent. Set by the three Baroque witches in Shakespeare's “Macbeth”, led by Hekate, this model was first tested in nineteenth-century Russian literature by Pushkin in “A Tale of Tsar Saltan”, and then in two stages, feminized and masculinized, developed by Dostoevsky in “The Idiot” and “The Karamazov Brothers”, respectively, and finally finds its triumphant ending in Chekhov's “Three Sisters”, whose character system parodies that of “The Idiot”. Why is Dostoevsky such an important link in the listed paradigm?
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The article focuses on Michael Ondaatje’s novel The English Patient, which deals with the issues of identity, belonging to the nation, family, community, friends. According to the ideas of the text, the realization through the Other, the care of the person whom you “flowed into”, whose soul has become more important than family and homeland, is the empathy that is necessary to overcome pain, war, loss and boundaries. The time in the novel unfolds in a specific historical period, against the backdrop of one of the most tragic episodes of the twentieth century, yet the culturological context of The English Patient includes the Antiquity and Renaissance art, history and music, fine arts, as well as the European prose of the XIX century. By shaking the idea of national priorities, the narrative, shows that the history of European civilization is irreducible to simply war and destruction.
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This paper attempts to show how medical terminology and medical connotations mark concepts that later become central to philosophical, cultural, political, and social discourse. In this case, the chosen concept is the notion of crisis, which has been central to medicine since antiquity, has marked with meanings all subsequent epochs, and has become significant for our entire modernity. In short, it shows how medical connotations carry over to unrestricted uses in the broader context of language, and the concept of crisis is open to uses of different orders and in diverse contexts. To arrive at the conviction that its use as a metaphor for states of decline, failure, degeneration, ruin prevails. It is said to be a crisis, but as in medicine, it refers to deterioration.
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It is proposed that respect for agency and choice for the pupils is a priority of education. Three frameworks are presented that can be used to make sense of the curriculum: – the Entitlement Curriculum; – the Aims and Objectives Curriculum; and – the Areas of Learning Curriculum. It is suggested that only the Subject Strands components of the Areas of Learning Curriculum are used by ministries of education in planning their national curricula. It is then proposed that ministries of education should delegate responsibility for the curriculum to Curriculum, Assessment and Qualifications Agencies – a nonministerial departments that report directly to Parliament. Curriculum Notation is then introduced as a technique for: – mapping the introduction of agency and choice in the curriculum as pupils mature; and – constructing Intervening Performance Indicators. Literacy and Numeracy are introduced as compulsory elements in the curriculum of older pupils – independent of the subjects that the pupils are studying. Finally, it is proposed that it is the schools’ responsibility to ensure that: – Cross-curricular Skills; and – Thinking Skills and Personal Capabilities are part of the pupils’ classroom experience.
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The use of inclusive and effective STEAM education of students with special educational needs by providing socio-pedagogical support enriches their learning experience and employment opportunities by developing educational materials and guidelines for teachers, educational managers and students in secondary schools and in parallel with this examines the attitudes of pedagogical professionals and their basic skills. It is known that STEAM education is guided and guided by the individual needs of students and therefore the instructions in this model of education are individualized, which can provide access and perspective to students with special educational needs.
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