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Under consideration is an operationalization of the Weintrop taxonomy of computational thinking through some test items from the competition papers of the “Chernorizets Hrabar” math tournament for primary school students. A didactic analysis was made on a sample of educational objectives that require certain activities classified as types of computational thinking in the taxonomy. Based on statistical processing of the students' achievements, conclusions are drawn about the possibilities of forming and developing certain types of computational thinking in the primary education. It is illustrated by examples how specific educational goals are related with corresponding computational thinking in different contexts. The benefit of early development of computational thinking in students for their potential realization in STEM professional fields is substantiated.
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Recently, in the field of education, there has been a serious problem associated with the motivation for learning among schoolchildren and students. This is evidenced by the statistics of surveys of teachers and parents, which are similar in that there is a tendency to reduce the motivation to acquire new knowledge among children and adolescents, which, as a result, leads to a decrease in the overall level of education and training of specialists in various fields. The text analyzes theories of motivation, the concept of gamification and the principles of its use in the learning process are explored, as well as the relationship between motivation for learning and the gamification of the process. The author attemps to identify the main motivation theories and suggests options for using them in the development of software products for schools and higher educational institutions.
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The dynamic development of the processes, which are realized in the modern societies – the diversity in the adolescent generations, the entering mass digitalization, the increased demands of the employers for knowledgeable, capable and experienced personnel, create serious challenges for the educational system and in particular for the higher education. In this environment, it is also necessary to rethink teaching methods in order to improve them.
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Initially, this paper illustrates the 20% fall between 2001 and 2021 in the population of The Province, The Municipality and within The City. It then goes on to illustrate that, despite an 18% fall in the number of school enrolments between 2011 and 2021, no schools were closed by The Municipality. The paper then indicates the two major problems arising from this lack of intervention: a large number of surplus places and a complex organisation and structure of schools; too many small school, large twoshift comprehensive community schools and problems recruiting specialist teachers. The paper then acknowledges that The Municipality has had no option other than to develop an expensive Funding Formula: the only real solution being to address the cause; i.e., the structure and organisation of the school system.
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The crisis in political speech in our country (2022 – 2023) was strongly influenced by the military conflict in Ukraine that officially began on February 26, 2022. The war, which has shaken politics at the international level, has exposed the thick red lines between political entities in Bulgaria, deepening the parliamentary crisis that has reached a state of collapse in the past year and a half. And the media – intentionally or not, became a witness and accomplice to what was happening. The relevance of the chosen topic is dictated by the need to analyze the political speech regarding the military conflict in Ukraine during the election campaign for the fifth consecutive early parliamentary elections in Bulgaria (April 2, 2023). In the analysis, the author refers to the messages from the political formations and the position they take on the war, as well as their media coverage. The positions of media experts are presented. Sociological surveys were also examined, which show the attitude of the voters on the question. The goals of the development are to make an attempt to analyze the behavior of the main political subjects in our country regarding the war in Ukraine, the position they take, as well as the messages they send to the voters; to examine the results of each party’s strategy and how far it was able to influence the election result; to offer a prediction about the future development of the parties (possible and impossible partners) in the perspective of their political speech related to the military conflict. The pre-election campaign for the 49th Ordinary National Assembly was marked by the theme of the war in Ukraine and made it necessary for political subjects to clearly define their position on the conflict both to the voters and to their competitors, but also to future potential partners in the attempt to form a cabinet. In the current uncertain domestic political and international situation, the Bulgarian voter demonstrates the need for clearly stated and categorical positions in which to recognize his convictions.
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The model by which the most prominent social media operate has its non-sufficiencies, and they have been clearly visible in recent years. Technological innovations provide an opportunity for new decentralised models of social media to avoid the problems associated with centralised data storage and moderation.
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This paper focuses on morphological patterns of logistics term formation in English and Bulgarian terminology concentrating mainly on derivation. The analysis and conclusions reached relate to a detailed exploration into the English and Bulgarian logistics terminological systems with regard to the tendencies in their development. It applies a comparative approach on the basis of the principles of synchronicity and systematicity when relating English terms to their Bulgarian equivalents and discusses the meanings of the most productive prefixes and suffixes recurrent in them. The findings can be relevant when teaching English for Logistics.
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The paper discusses the phenomenon of enantiosemy in linguistics – its nature, appearance and belonging to one of the following groups: polysemy, homonymy or antonymy. The enantiosemy theme has been in the scope of linguists for more than century and a half. At the beginning it was believed that this phenomenon could be examined only in Slavic languages, because some of the first findings for it were in Russian, Chech and Bulgarian. Nowadays enantiosemy examples are excerpted in French, German, English and other non – Slavic languages. It is an attempt to classify different research approaches and to describe a new type of enantiosemy, from a contrastive perspective, which in this paper is called affixal enantiosemy. In accordance with a certain context, the affixal enantiosemy clarifies the semantics of the affix which is part of a lexeme.
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The purpose of the study is to resolve the issue of whether there are difficulties of the Russian language that are common to different categories of learners of this language. Research methods are identification and comparative analysis of deviations from the norms in the use of nouns and noun phrases. The material of the study is data from observations of oral speech, written works, transcripts of recordings of stories based on pictures. The objects of analysis are the facts of deviations from the norms in the use of nouns and noun phrases in the speech of foreigners who study Russian as a second language, Russian-German bilinguals at the age of 10-15 years, Russian monolinguals at the age of 10 – 15 years. As a result of the study, the most typical similar grammatical errors were identified, indicating the general difficulties of the Russian language: the replacement of some case forms by others, the replacement of some forms by others within the same case, the replacement of prepositions, the mixing of possessive pronouns, violations of the agreement between the main and dependent words. The study has confirmed the hypothesis that there are common difficulties of the Russian language, which do not depend on the native language of students and are due to the structural diversity of the grammatical phenomena of the Russian language.
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The paper presents the main characteristics of the so-called reading comprehension. Analysed are the problems and deficiencies in teaching literature. Well known reading comprehension strategies are interpreted. The paper analyses the results from a representative study of the reading comprehension skills of students in the third grade. The author suggests ideas for the optimization of the methods for developing reading techniques, skills for understanding fiction and non-fiction texts, and for stimulating learners’ interest in books and reading. Various extracurricular activities are also recommended.
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French language teaching at university is celebrating its centenary in Slovakia. The Romance Seminary (now the Department of Romance Studies) in the Faculty of Arts at Comenius University in Bratislava was set up in March 1923 as one of the first language departments in Slovakia, and French has been taught there without interruption to the present day. The creation of the Seminary also had an important cultural impact: Slovakia, which was part of inter-war Czechoslovakia, joined the French-speaking countries of Central and Eastern Europe (such as Romania, Bulgaria and others) in the 1920s, where linguistic, but above all cultural and diplomatic relations with France played an essential role. The article examines the place of the Romance seminary in these cultural relations and traces the history of French studies: alongside professors at Czech universities, it was above all the French lector Léon Chollet, Anton Vantuch and Jozef Felix who made a substantial contribution to its development. Based mainly on archive documents and unpublished correspondence, the article focuses on these founding figures and reconstructs the main stages in the history of the Seminary between 1923 and 1974.
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Romania entered in the war after the bombardments executed by the artillery from Vidin against Calafat. The same fortress was the target of the last part of the campaign of the Romanian army in Bulgaria. Vidin had a great importance in the history of the Bulgarian people during the Middle Ages, and later for the Ottoman Empire, who occupied it in 1396. Later on, the region of Vidin was involved in attempts of liberation of the country (the uprisings of 1841 and 1850). The massacres which followed in the Vidin region as well as in other part of Bulgaria after the rebellion of June 1876 were the pretext taken by Russia to start the war, in which Romania took part effectively from 16/28 July 1877. After the valuable participation at the siege of Plevna, the Romanian army received the mission to operate in the north-western Bulgaria. A Western Corps commanded by general Nicolae Haralambie was constituted for this purpose (Divisions 1, 4 and Reserve, and the 1st Brigade from 2nd Division). These forces arrived on 25 December 1877/January 1878 on the line Arcear – Belogradcik. Meanwhile, the Serbian army was too marching toward Vidin, but Prince Carol I rejected the proposed cooperation. A secondary action of the offensive against Vidin was the blockade of Belogradcik. The Romanian forces arrived near Vidin began the attacks against the redoubts on 29 December 1877/10 January 1878. The encirclement was completed on 11/23 January 1878, but the commander of the city Mehmet Izzet Pasha continued the resistance. In the second part of the operation, between 12/24 and 14/26 January 1878, the Romanian positions moved to a smaller distance toward the defences of the city. In the third part of the operation which began on 15/27 January 1878 The fortress was continuously bombarded by the batteries settled around it, and by those from Calafat, until the capitulation of 11/23 February, when a convention was signed with general Gheorghe Manu. Vidin entered under Romanian administration. The retreat of the Romanian troops from Vidin and Belogradcik was made in several stages until the first days of April 1878, they being replaced by the Russians. The liberation of Vidin was executed only by the Romanian forces. Romania had no intention to annex Vidin or the entire region of Timok, as some rumours pretended.
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Time of the national renaissance of the Balkan peoples, the 19th century represents also an important chapter in the history of Romanian-Bulgarian relations. The Bulgarian renaissance and the struggle for emancipation from Ottoman rule would not have been possible, beyond the involvement and help of great powers such as Russia, without the safe Heaven that Bulgarian revolutionaries and common people, cultural and political elites have found north of Danube. Cultural, military and political structures, schools, press and printing in Bulgarian appeared and flourished north of the Danube under the protection of the Romanian authorities. The present approach proposes an analysis of these developments and the impact they had on the Bulgarian national renaissance and the relations between the two states.
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Romanian participation in the Russo-Turkish War of 1877 – 1878 was manifested to the greatest extent in the high number of casualties near the town of Pleven in 1877. The Romanian attacks during the third assault on the city and the subsequent actions for its liberation remain memorable. With memorial signs and museums Bulgaria and Romania honor and preserve the memory of the heroes who, with their blood, won the victory of Pleven and contributed to Romanian independence and Bulgarian freedom.
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The report examines aspects of Bulgarian-Romanian relations during the Bulgarian Renaissance and the use of the territory of Romania as a base for Bulgarian revolutionary movements against Ottoman slavery.
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Cultural heritage is fundamental for the specific sense of own identity in individuals and communities, constituting a non-renewable common thesaurus all members of society need to conserve, protect, restore, and enhance via mobilizing people and institutions in the process, including the political, legal and administrative entities. Multiple contemporary changes in the socioeconomic and cultural contexts alter the perception, experience and transmission of cultural heritage, with new technologies and innovative attitudes calling for the public to become active participants, either in person or online. Valuing cultural heritage generates cohesion by putting people and democratic values at the centre of a cross- disciplinary, multi-sectoral and enlarged approach. Thus history, languages, and art become clear benefits of studying cultural heritage, enhancing all individuals’ capacity of reflection, critical thinking and lifelong learning.
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Europe’s cultural heritage is a rich and diverse mosaic of cultural and creative expressions, an inheritance from previous generations and a legacy for those to come. It includes natural and archaeological sites, museums, monuments, artworks, historic cities, literary, musical, and audiovisual works, and the knowledge, practices, and traditions of all citizens. The policy in this regard pertains to the member states, via regional and local authorities, but the EU is also engaged in safeguarding and enhancing this treasure through numerous programs. Teaching Cultural Heritage is a useful tool in searching for the historical and cultural roots, thus assisting in developing European Citizenship competencies in students, and educating them to understand diversity and the importance of an intercultural approach to life. Cultural Heritage topics pervade the curricula and point to the common roots of human civilization.
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The article considers the issue of research on the socialization of children with autism spectrum disorder (ASD). The socialization of people with ASD is a very difficult issue, this is confirmed by studies in the West that only 15% of this category can be independent, but still the presence of support is needed. There is insufficient research on this issue in the specialized literature. The results of the own research are presented and the main directions of psychopedagogical interventions are included, containing the activity with children, parents and teachers.
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