Образование в устойчиво развитие и взаимодействие „дете – среда“
Стоянова, М. (2020). Образование в устойчиво развитие и взаимодействие „дете – среда“ София: Авангард принт. ISBN 978-954-337-408-3
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Стоянова, М. (2020). Образование в устойчиво развитие и взаимодействие „дете – среда“ София: Авангард принт. ISBN 978-954-337-408-3
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The first part of the article is focused on theoretical side of the process of idiom creation and on defining terms word motivation and idiom motivation. In the second part of the article the concept water is analyzed within the Slavic linguistic area from the aspect of imagery, mythology and ethnolinguistics. Special attention is paid to the motivation of creation and cultural-idiomatic information carried by non-verbal idioms with the structure of determinative syntagma, which contain the component water. Based on the analysis of the idioms, whose constant structural element is in addition to the noun water an attribute, it is pointed out that in several of them the function of the attribute is crucial, because the connotational-pragmatic constituent of an idiom binds precisely to that attribute, as for example in the case of жива вода or тиха вода units.
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This paper seeks to answer the question whether the great wealth of Icelandic literature in the sagas and the Eddas of the 12th – 13th c. is accessible to modern Icelanders without special linguistic training and hence whether it is possible for a language to remain almost intact and impervious to changes for more than 7 centuries. The paper provides an ad hoc contrastive analysis of the main nominal and verbal grammatical categories in Modern Icelandic and Old Icelandic, while focusing on their morphological properties, and describes and discusses the similarities and differences ensuing from the analysis.
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The article presents results of studying how the labor market participants formulate the perspectives and expectations about the contents of metasubject competencies. The research was carried out in 2019-2020 by the Project Management Laboratory of the Moscow City University and was based on the methodology of the activity approach and qualitative research, using the methods of in-depth interviews and content analysis. Metasubject competencies were considered as a set of purposeful actions expressed in the speech of respondents by verbs (actions) and propositional phrases (goals/subjects). A six-step content analysis of data obtained during an in-depth interview shows that the expectations and perspectives of various categories of labor market participants about the contents of meta-subject competencies can be described by nine enlarged sets of goal-oriented actions denoted by verbs: 1) to adapt, 2) to interact, 3) to speak and write, 4) to achieve, 5) to compete, 6) to present, 7) to design, 8) to manage, 9) to learn. Within each set were defined verbal descriptions of actions, decomposed by adding a goal/object to each action. The results of the study allowed us to identify and present a verb-target model for describing the content of “metasubject competencies” at the conceptual level. At the practical level, the description of the content of metasubject competencies in the form of a verb (action) and propositional phrase (goal/subject of action) allowed us to show them as cross-cutting structural components of educational programs in the education system.
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The aim of the article is to investigate the effect of vocabulary items that are difficult in reception on comprehension and evaluation of the whole literary text by children. Apart from focusing on ambiguous lexis complicating reception, the paper reflects upon the benefits of investigating such vocabulary in terms of translator education at the graduate level. The analysis was made on the basis of the Polish translation of the poem Мороз и морозец by S.V. Mikhalkov translated by L. Lewin. In order to compare the relationship between the text’s reception and the density of ambiguous vocabulary the author confronts the reactions of actual readers to the two translations – Lewin’s and her own. While the former is dense in ambiguous items, the latter is, on purpose, lexically simple. The participants of the study, children, were asked questions and involved in a discussion focusing on meanings of selected words and their impressions from the reception of the two translations. The interview led to conclusions on the influence of potentially ambiguous vocabulary on the actual reception of the whole text.
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The article is devoted to the preservation of survival (vitality) of the Russian language through the prism of translational literature, which is created by ethnically non-Russian authors. The author of the article is trying to prove that the survival of the Russian language depends not only on territorial and demographic factors, but also on translingual (Russian-language literature). In the fiction of Russian-speaking authors, the Russian language is a translator of a worldview that is not inherent in native speakers of the Russian language and culture.
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The object of the research is one of the first two modern Bulgarian textbooks on letter writing – „Pismennik obshtepolezen“ („A Letter Writing Handbook of General Use“), 1835, by the prominent Revival pedagogue Hristaki Pavlovich. The book on letters is presented in the context of the cultural and historical situation in the second quarter of the 19th century, and from the point of view of the changes in the Bulgarian school, where new teaching methods and “modern sciences” were introduced. The article analyzes the theoretical part of „Pismennik obshtepolezen“, which contains instructions and rules for writing letters, and groups the types of letters and their components. Based on some statements by the author, conclusions are drawn about his views on ethical, social and pedagogical issues.
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The article focuses on problems relating to the Jewish community’s origin in medieval Tarnovo, the reasons that provoked the Bulgarian-Jewish conflict from the 1350ies and its aftermaths. The hypothesis that Tarnovo Jews originated from Byzantine and appeared in medieval Bulgarian capital at the end of the 12th century as manufacturers of silk is proposed. The religious clash from the 1350ies is ascribed to the influence exerted by some Talmudic anti-Christian texts on the local Jewish community, to the broken inner status-quo between Christians and Jews after the second marriage of the Bulgarian tsar Ivan Alexander and to the reactions of part of the Christian population against the breach of this status-quo.
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The article deals with the origin of the Bulgarian vocabulary according to the multi-volume Bulgarian etymological dictionary, one of the main nationally significant projects of the Institute for Bulgarian Language at the Bulgarian Academy of Sciences. In summary, it presents the different chronological and genetic layers of vocabulary that build the Bulgarian language. The two main layers of vocabulary are emphasized - the original Slavic and the later Balkan layer, which characterize the language as both Slavic and Balkan. The classical (literary) Old Church Slavonic source is pointed out, as well as other older and new foreign sources and the different ways of penetration of the lexical units into the literary and colloquial language and in the Bulgarian dialects are revealed.
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The article considers the most frequent sentence structures of Bulgarian proverbial parallels to Russian proverbs included into G. L. Permyakov’s paremiological minimum. The aim of the study is to classify the syntactic structures of the Bulgarian proverbs in comparison with the structures of the English proverbial parallels. The research has been based on the findings of a paremiological sociolinguistic experiment conducted by Professor M. Yu. Kotova of St. Petersburg State University and her paremiological group that resulted into series of publications titled “Tetradi Paremiographa” (“Handbooks of a Paremiographer”). The relevance of studying sentence structures is due to the fact that the coverage of grammatical issues, i.e. the analysis and description of the logical and syntactic structures of proverbs, is not paid sufficient attention in many languages.
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The present study demonstrates the application of modern methods for analysis of acquired knowledge of interlingual transfer at grammatical and semantic level of the temporal systems in indicative mood in modern Bulgarian, English and Spanish. The basic experiment, conducted for the first time in Bulgarian linguistics, consists of two parts and aims to check in a comparative way the degree of acquisition of the temporal categories in English and Spanish by native Bulgarian students. The experiment consists of contrastive examples in declarative affirmative sentences, which illustrate their use. The analysis of the results of the acquired knowledge of transfer from a native to a foreign language is a basis for refining the work of the teacher in the field of grammar.
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About Ivan Vazov everything seems to have been researched, written and published. Among the many literary criticisms devoted to his life and work, as well as documentary publications, the relationships with his translators and foreign publishers, to whom I believe we have a cultural and moral duty, are very rarely mentioned. However, the correspondence between him and the Croat Fran Gundrum-Oriovac stands out among all. No one else has translated as many of Vazov's works as this Croatian writer. Unfortunately, the acquaintance with Fran Gundrum's archive is indirect, but I would venture to focus on his translation practice, the regulation of relations between the two, their long-term cooperation and the reception of Vazov's work in Croatia. The proposed interpretation of the “File” does not claim to exhaust the relationship between the two. Our task is based on the personal correspondence published in Volume 10 of the Bulletin of the Institute of Literature of the Bulgarian Academy of Sciences in 1961 between Dr. Fran Gundrum and Ivan Vazov – to try to reconstruct the translation and publishing strategies of Fran Gundrum.
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The focus of the research is the discovery of one of the less-known Bulgarian intellectuals of the nineteenth century – Rada Kirkovich, who lived nearly a century (1848, Koprivshtitsa – 1941, Sofia). Her public presence as a teacher, public figure and writer is an important example of the gradual displacement of a woman from the marginal sphere and the breaking of patriarchal stereotypes in Bulgarian society. The article consistently focuses on the letters, memoirs and solemn words of the Revival teacher R. Kirkovich, which testify precisely to the changes in the cultural and political situation during the Bulgarian National Revival. Some of the materials reviewed and analyzed are from the personal archive of Nayden Gerov (Fund 22 of the National Library – Bulgarian Historical Archive). In this library are kept unpublished and unexplored letters (F. 22, I, a.u. 190, l. 1 – 29) of Rada Kirkovich , as well as one of her triumphant speeches on the feast of the Annunciation. (F. 22, I, a.u. 595, 29 – 32b). These entries prove to be productive and not so timid and modest and show the entry point of the educated woman within the strictly regulated limits of the Revival publicity.
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In the context of the topic of the Competence-Based Approach in teaching Bulgarian language and Bulgarian literature, the current text is based on the understanding of the development of literary competence as a leading goal in the teacher’s work and the need to provide consistent reflection on the essence of the genre of the studied texts as a basic characteristic of the literary field. Taking into account the specifics of the theory of the genre and the ambiguity of some definitions, as well as some fundamental methodological principles, the suggested approach sees the work with the category in literature classes as an opportunity to problematize and to encourage a dialogue, to form and enrich the reading competences of contemporary students. The last part of the text defines general parameters of a possible methodological project on the topic of genre conventions and their connection with certain models of understanding and experiencing nature as a major theme in the world of fiction.
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The article presents perspectives for the development of the process of educational integration of children and students from ethnic minorities in Bulgaria during the first two decades in Bulgaria. They are related to the application of competency complexes with similar results, realizing the goals of integration through education in the context of the idea of transferable competencies and multiple identity. Special emphasis is placed on the need for pedagogical activity in the direction of appreciation of learning by students as a way to optimal implementation of the process of integration through education of children and students from ethnic minorities
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The article is devoted to the resource of Facilitated communication, which is widely used as one of the alternative methods of communication and interaction in children with multiple disorders. The world experience on the implemented alternative method through the use of a computer for the formation of skills for intentional communication in children with atypical development gives grounds for formulating conclusions about the benefits of the technology for the development of written communication. Presented is an experimental study involving 24 children with multiple disorders and pronounced autistic symptoms. The results reflect a pronounced upward dynamics in the development of communicative skills through the independent operation of the computer keyboard to encode written information. It is proved that the method of Facilitated communication definitely finds place in the education and communication of children with specific communicative needs
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The aim of the study was to explore whether pedagogical multicultural awareness and teacher’s multicultural attitudes differ in terms of variables such as demographic factors (gender and age) and professional factors (pedagogical experience and ethnic diversity of their classes). For the aim of the present research Teacher Multicultural Attitude Survey (TMAS) was adapted. The scale was developed by Ponterotto, Baluch, Greig и Rivera and examines the pedagogical multicultural awareness and teachers’ attitudes towards children of different ethnic minorities in the educational system. The study was attended by 146 teachers from different parts of Bulgaria. The statistical analyze proved a good value for internal consistency of the scale (Cronbach’s alfa = 0,77). The results confirmed both hypotheses and indicated significant differences in teacher attitudes toward multicultural education according to gender and age variables and pedagogical experience and ethnic diversity of their classes
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The topic of aggression is extremely relevant in our daily lives and this is why it is often the subject of theoretical and practical analysis. In the context of institutional care, it acquires specific dimensions related to a number of factors. This article presents two cases of residents of residential institutions for children and young people with disabilities, with an emphasis on influencing their level of aggressive response to reality. At the root of the interaction proposed are the ideas for supporting communication and for verbalizing desires and experiences in the context of group work. The cases described testify to the existence of positive tendencies in the ability to regulate one's own behaviour in the natural environment as well as in situations of рrovocation by others
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Physical education influences the development of moral, volitional, and personal qualities in individuals. The formation of behavioral culture is an essential component of the personal characteristics of preschool children. It is the result of the impact of educational and social relations and the activities related to them. Emphasis is placed on movement games as a factor in overcoming aggressive behavior in childhood.
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