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Latest Issues of “Az-Buki“ Journals
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On January 24, 2019, the International Day of Education was celebrated for the first time. One of the celebrations was a speech by the Secretary-General of the United Nations (UN), in which Mr. António Guterres highlighted the role of education in combating hate speech, intolerance in various aspects and also in xenophobia. In the words of the Secretary-General of the UN: "Such a situation constitutes a violation of his fundamental right to education. The world cannot afford to deprive a generation of children and young people of the knowledge they will need to have a place in the economy of the 21st century. " In 2019, there are still 262 million children and young people who do not have access to school, and most of these children and young people are girls who are in a situation of exclusion. In 2015 between September 25 and 27, Heads of State and Government and senior representatives from various countries met at United Nations Headquarters in New York when they celebrated the 70th anniversary of the United Nations and decided on the new objectives’ development, setting the 2030 Agenda.
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The beginning of the XXI century can be considered as the decade of “everything”. A crisis, by its own nature, causes destabilization in various areas of social and cultural functioning as it affects the entire system without bypassing any function or structure. As a consequence, the weaknesses of a given socio-cultural system are revealed, all the while pointing towards a need for change. The process in question also applies to education which is responsible for creating the appropriate environment and conditions for human learning in a given cultural-economic context. Therefore, a person - along with his surroundings creates a specific system - in which he becomes sensitive to changes in a sociocultural context both on the macro-, exo- and micro-level. Bearing in mind the assumptions of psycho-pedagogical and educational concepts, the individual along with the systems he creates is subjected to environmental influences not just directly - through entering specific interpersonal interactions, but also indirectly - through the influence exerted by its products .
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We all talk about scientific issues such as plants, genetically modified organisms, air-water-environmental pollution, and education etc. in everyday life. But such small talks are not as simple job as it was thought, because, it is necessary to have a scientific qualification in order to state true opinions about the discussed topics. However, in order to fully understand the problem here, we must answer the following questions. Do we understand these issues in a way that does not conflict with scientific facts, and can we say we fully taught the students what we understand? Are we able to use scientific concepts correctly? What matter is our answer to these questions.
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The problem that teachers meet in every educational system is how to teach efficiently, while at the same time students are facing the problem how to learn efficiently. These two problems are closely related and if they are not treated well, they result in poor students’ performance. Teachers should find the way to help students to learn better and that should result in better students’ performance. Moreover, if the learning process is efficient, students would need less time for learning, and their mental effort would decrease, while their motivation for learning would increase.
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Po premisleku sem se odločil, da bom to besedilo označil ohlapno, kot zapis, ne kot običajen uredniški uvodnik. Naj bo ob tej priložnosti nekaj hibridnega. V času pandemije covida-19 se s to in drugimi uredniškimi zadregami soočajo tudi drugi uredniki, znajdejo pa se vsak po svoje. Kam bi del? Ugotavljam, da od začetka lanskega leta (2020) tudi uredniški uvodniki niso več »uvodniki«. Ker smo v čudnih časih, smo do normativnega reda malo, no, objestni. V običajnih časih periodične publicistike bi bila označba »zapis« gotovo tipološko problematična, ker: kam ga uvrstiti?
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The literature concerning the various methods by means of which the teaching of mathematics can be developed is simply huge and is increasing more and more. Several aspects are dealt with: the use of new technologies, especially as far as new computer programs or web sources are concerned; new techniques to develop calculations; researches concerning the possible relations between the everyday life of the pupils/students and the mathematical concepts; the best way to frame a lesson (frontal lessons, interactive lessons, discussions), and so on. This literature covers the entire school-life of a young boy/girl: from the elementary school to the university.
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People around the globe rely on informal practices to resist, survive, care and relate to each other beyond the control and coercive presence of institutions and states. In the EU, regimes of mobility at multiple scales affect various people on the move who are pushed into informality in order to acquire social mobility while having to combat border regimes, racialisation, inequalities, and state bureaucracies. This text explores how mobilities and informality are entangled with one another when it comes to responding to the social, political, and economic inequalities that are produced by border and mobility regimes. Within this frame, the ethnographic articles in this special issue go beyond national borders to connect the production of mobility and informality at multiple interconnected scales, from refugees adapting to settlement bureaucracies locally to transit migrants coping with the selective external borders of the EU, or from transnational entrepreneurs’ ability to move between formal and informal norms to the multiple ways in which transnational mobility informally confronts economic, social and political constraints. In sum, this volume brings together articles on informality and mobility that take account of the elusive practices that deal with the inequalities of mobility and immobility.
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Development of Human personal as well as social Life means continuing physical and spiritual (mental) changes all around them and within them. Corresponding changes traditionally reflected by humans as evolution (reformational) or revolution (transformational) processes, that are realizing corresponding quantitative or qualitative steps within the development of people’s Life Activities. First 20 years of 21-st Century presented a real start of serious qualitative changes as a process of implementation up to date achievements of modern Science and Technologies. These are transformational changes not only within physical background of our traditional Life, but fast developing of corresponding changes also within our spiritual (or mental) Life (Broks, 2016). The central phenomenon within the mentioned processes above today is the development of overall computerization of physical as well as mental Life Activities of Humans. Global, regional, local explosion of information as an artefact of revolution within Computer Science and Information Technology marks the above mentioned beginning of the 21-st century. So, our life today is becoming more and more complex by means of increasing diversity and speed of corresponding changes. Virus COVID-19 attack has just only accelerated these changes. Global turnover of Biological as well as Computer viruses is part of modern Life today for tomorrow.
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A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.
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Nowadays, mentoring as an educational form of Russia’s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring system itself are affected by these changes as well. Nature of the mentoring activity influences socio-economic, political, socio-cultural, pedagogical, methodical and individual factors. Socio-economic factors that determine not only the enterprises' state order, but also modern educational institutions’ order to revive and improve the traditions of mentoring receive the highest priority among these factors (Antipin, 2011). Mentoring is one of the forms of training in the process of occupational activity of a novice teacher, aimed at the development of his/her applied occupational competencies and the disclosure of their potential to determine the vectors of teachers’ individual professional development (Charina, 2004; Chernikova, 2013; Masalimova, 2013). The effectiveness of the mentorship stems from the fact that the external training of teachers (refresher courses, internships) does not take into account the characteristics of a specific educational institution. Therefore, any educational institution should prepare mentors within their teaching staff, who will train young novice teachers taking into account the established traditions and values of this institution.
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Gotovo svuda samo jedna vijest: korona. Pandemija. Odjednom se sve promijenilo. Gotovo sve oko nas, mnogo toga i u nama. Svijet se promijenio. U doba pandemije kovida postao jedan. Nažalost, nakratko i samo u nesreći, ali barem tada.
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Nowadays, technology is like a two edged sword: on one hand it makes our life easier as we have never imagined, on the other hand it has opened a Pandora’s box where it had been laying security issues such as worldwide informational warfare. This paper seeks to show how, from the dawn of times, information was used as a weapon in order to achieve a certain goal and how, in the present, information is used on large scale in what we know as “informational warfare” or informational aggression”.
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