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The publication includes information on basic principles in the development of program documents of the educational institution - Communication strategies, programs to work with parents, program collaboration „School - state institutions - the social partners - NGOs' Charter for cooperation.
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The article reflects on the delivered joint lecture on technology education of children between the ages of 3 to 11. The topic of the lecture “Innovations in education technologies in children’s upbringing and children’s education in preschool and primary school settings” was outlined by Kazakh master students at the Kazakhstan’s university of Abay who were on a teaching mobility at Veliko Turnovo university in December 2010. The lecture with elements of discussion presenting the pre-school age and technology education in that age group treated the Russian pre-school influence between the ages of 3 to 7, the main trends and educational practices in technology education and some pre-school textbooks, other materials and educational toys. Some of their explicit possibilities for therapy were highlighted. The part of the lecture that presented the technology education in the Bulgarian primary school provoked the students in finding main trends in natural and human development and stirred their interest to the school curriculum, age characteristics, needs and possible ways for satisfying those needs by technological activities in Home life and technology primary school lessons in the primary school
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Practice shows that the electronic means are created chaotically without obeying to a clearly developed system which leads to unjustified mastering of additional methods for working with the technical and programme means, waste of time, creating in the trainees inadequate logical structure about the learned subject area. In the article we examine part of technology about creating unified electronic means, namely creating education contents.
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The present technology produces an exemplified effective model of a Bulgarian language lesson for enhancing the receptive and productive skills of the students in the high school stage of their Bulgarian language education. It is related to the tasks for reading with understanding and producing a thesis and a summary of information from source texts. The lesson structure is built on the principles of systemic, cyclical and repeatability, including various techniques and forms of work, so as to avoid monotony, boredom and the template. Essential components include the work with student portfolio on the subject and the self-assessment card of achievements and omissions. Since the lesson has a pronounced communicative orientation, its application stimulates knowledge and intelligence, develops the general culture of the student.
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The proposed technology for creating mind maps provokes the design and creation of interactive web-based learning resources for teachers and students. The mind maps created in this way can be easily integrated into the learning process, which leads to increased motivation and engagement of students. They can be easily edited and shared. Following the proposed technology, the created mind maps meet both pedagogical requirements and technological requirements that must be imposed on web-based learning resources.
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In the article divorce the concepts of engineering and technology. Designated four stages of technological development: the first phase — “pilot technique”, it is characterized by magical conceptualization, the second — engineering (rational conceptualization), third design, fourth technology. For technical equipment is characterized by four features: technology is the artifacts, the technique can be considered as a “social body” of a person or society, technology is a useful way to use the forces of nature, and finally, the mediation in the form of tools, machines, and material environment that allows you to implement the ideas of man. It is argued that the conceptualization of technology is the essential characteristic of the concept. If you write, for example, about the technology of the Neolithic age or era of construction of the Egyptian pyramids, then we are talking about retrospective interpretation, from the point of view of modern understanding of technology. It’s not useless, for example, to determine preconditions of formation technology, but in terms of thinking creates problems and contradictions. The author argues that technology develops in the second half of the eighteenth century as a new reality, which describes the industrial activities in language operations and their conditions of division of labor and management. At the same time, technology is being characterized by the installation of quality, savings, standardization, and rational description of the production processes, their optimization for the training of new technologists. Discusses three stages of development of the technology and features of the main types of technology: production technology, engineering, large techno-social projects, global technology. Considering the author and the conditions of the development of new technologies. These include “technological zone of proximal development”, as well as two situation — relevant issues and opening new opportunities. It technique and technology, according to the author, formed the substrate of industrial civilization and culture. In this regard, the electricity, cars, planes, rockets, the Internet or a mobile communication link and support in the world all the major social processes and communication. Technosphere — not just a standalone technical system, but the material basis of our society. The objective of management of the technosphere, philosophers of technology are actually aiming to control society. The article ends with reflections about the crisis of industrial civilization and ways of its overcoming. From the point of view of the author of metamorphoses of social life must entail the transformation of existing technologies; this will be a painful and difficult process, because you will need to change the cultural code (genome)
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The article analyzes the regularities in making optimal tactical decisions by an investigator when investigating crime. The work substantiates conclusions and propositions about the essence of an investigator’s optimal tactical decision, characterizes the decision making process, discloses the necessary conditions, methods and phases, and formulates the concept of a backup tactical decision of an investigator.
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Contemporary society need specialists who can independently refill their knowledge, be mobile and open to innovations. That is why there is a need to strategically put to the first place such process of teaching in the higher educational institutions in which management of independent students work would promote development of socially-valuable specialist, provide development of his individuality. In order to solve presented tasks, we offer the technology of projecting didactic materials in the process of managing independent work. That work suggests diagnosis of individual-typological features of students and development of students typology;correlation of contents and structure of individual work with individual-typological features of students, balance of tasks of different complexity level. In the core of the technology is projecting and realization of phased technique of managing independent students work based on identified individual types.Research goal – to theoretically justify technology of projecting didactic materials in the process of managing independent work that is based on the individual-typological features of the students Research methods: theoretic-methodological analysis of the scientific psychological pedagogical literature on the research problem, analysis of the results of analysis individual typological features of the student, modeling.
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The article is devoted to the problem of developing students’ skills and abilities to work with hypertext as the main information unit in the information society. The purpose of this article is to substantiate the need for targeted training of students to work with hypertext in the target language and to develop a technology for the formation of hypertext competence in the context of teaching foreign languages. The basis for identifying the specifics of hypertext and determining the constituent components of hypertext competence was the reliance on systemic and typological approaches using methods: analysis, synthesis, comparison and generalization. Theoretical and methodological analysis of domestic and foreign scientific literature in combination with empirical methods (observation, questioning) made it possible to substantiate the need to develop students’ skills and abilities to work with hypertext, to study the experience of students with texts of this type and to develop a technology for the formation of hypertext competence. In order to test the hypothesis put forward and the effectiveness of the developed technology for the formation of hypertext competence in teaching a foreign language, experimental training was carried out. In the course of the study, the specifics of hypertext were determined from the point of view of linguistics and linguodidactics, and the components of hypertext competence were identified. Based on the experience of students working with hypertext, difficulties were identified and the main tasks of targeted training in working with these texts were identified, the result of which is the formation of hypertext competence. Hypertext is a modern informational phenomenon, the ability to work with which is becoming key today both in the professional and everyday spheres. Possession of hypertext competence allows you to rationally use external sources to obtain additional information, design an individual information space and thus contribute to the creation of your own educational trajectory. The developed technology for the formation of hypertext competence involves phase-by phase training in working with hypertext. This technology relies on the experience of working with “traditional” text, but taking into account the specifics of hypertext, and focuses on mastering a new strategy for working with information.
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Въпросът за прехода от природно към технологично възвишено
The article is devoted to the reconstruction of the major themes and research perspectives in theoretical discourse on the “technological sublime”. The text is based on the idea that, whereas within classical 18th-century aesthetics, the sublime was primarily connected with the experience of man’s weakness, helplessness and insignificance before the power of Nature, only a century later the perspective was radically changed. At the heart of the change was the industrialization of modern societies, as a result of which the sublime was transferred to monumental engineering structures and complex technological facilities that, similar to natural forces, are capable of generating enthusiasm and anxiety, hope and fear, awe and astonishment.
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Bearing in mind limited effects of interventions focused on the child and its limitations the attention of researches is more and more directed to immediate and wider ambience factors in the prevention of negative forms of behaviour of children. The aim of the research was to determine the level of connectedness of family and intellectual status of adolescents and different aspects of their social functioning. The sample of 416 adolescents, aged 12 to 18, was divided into two groups. The group without parental care included 210 respondents (130 with typical development – TD and 80 with mild intellectual disability – MID), and the group with parental care (130 TD and 76 MID). We used Strengths and Difficulties Questionnaire with subscales: behavioral problems, emotional problems and problems with peers. Family problems were divided in socioeconomic problems, partners’ problem, mental health of parents, abuse, and neglect. The results confirmed that the young without parental care showed more problems in behavior than their peers with parental care, and that family status affects behavior more than intellectual status. Family is the protective factor for the development of emotional problems of the young TD students, while it is risky for MID students. Problems with peers are not significantly connected with family or intellectual status. Some implications of the results are stressed.
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Knowledge is now the key resource of business and a fundamental factor for obtaining a competitive advantage in the market. Accordingly, contemporary organizations have a need to develop organizational potential in order to create a favorable climate for: continuous learning; acquisition and transfer of knowledge and skills; the flow of new information; development of creativity; and fostering of teams and teamwork. The organization of the future must accept the concept of organizational learning and its derivative model of a learning organization. The creators of this model (Senge, Garvin) thought that the organization is a model specific in itself and that it should be “narrowly” structured. This paper begins with the theoretical standpoint that other organizations also learn, regardless of their traditional structural model, as this is a primary factor for the development and survival of any organization. The objective is to assess whether organizations with a traditional organizational model also learn, what the features of the learning process are, if there is team learning, and how the work environment influences these processes. To test this via the case study method, I designed a questionnaire to assess the views of members of nine teams (N=79) and interviewed nine managers from a highly bureaucratized domestic organization. The results show that organizations do learn regardless of their traditional model and that the learning organization model need not be a singular one, but that its features can be implemented into the existing organizational structure model, which tends to develop into a learning organization
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The Scientific Archive of the Bulgarian Academy of Sciences possesses a little known massive of handwritten documents from the end of the 19th century. These documentsare reports of the Regional Governors to the Minister of the Interior that containdata about the folk costumes of the different population groups in the respectiveregions. The present article analyses the report by the Governor of the Region ofSofia. This document describes the particular types of male and female costumestypical for the different settlements in all the districts of the region. The total lack ofresearch on clothing at that time provokes the author’s interest to discover the reasonslying behind the typologization of the folk costumes in Sofia region. Comparingand analysing the information about the costumes (the elements out of which theywere made; the materials used; the ways of decoration etc.), the author outlines thedifferential markers which provided the reasoning for the typologization. The articleconsists of two parts. The first, which is published in this issue of the journal, analysesthe descriptions of the costumes in Samokov and Sofia districts. The second part willexplore the districts of Zlatitsa, Novoseltsi (Elin Pelin) and Iskrets.
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The Scientific Archive of the Bulgarian Academy of Sciences preserves a poorly known set of hand-written documents representing reports of county governors to the Minister of Internal Affairs and containing data on the folk costumes worn by the different groups of population in the respective districts. The article analyses the report of the governor of the County of Sofia. The document presents according to the district the various types of male and female costumes typical of each settlement. The lack of studies on the folk costume in the time of the document provokes the interest of the author to find the reasons for the specification of precisely these types of costumes. Comparing and analysing the data on each costume – its elements, materials, decoration etc. – she determines the markers of differentiation that gave the authors of the respective descriptions a reason to typologize the costumes in certain district precisely in this manner. In this article, the author analyses the presentation of the folk costumes in Zlatitsa, Novo selo and Iskrets districts. The first two districts –Samokov and Sofia – were a subject of analysis in an article published in the previousissue of the journal.
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The links between speech, language and thinking are considered. A classification of speech types and kinds is presented. The polyphonic, written and monological speech which have their own opportunities in teaching written retelling are characterized.
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Art festivals, particularly in recent years, have participated increasingly actively in the exchange of cultural values in artistic life. An adequate evaluation of their role for the contemporary society requires a more precise definition of their specifics, potential, benefits, and possible adverse consequences. The paper analyses the attempts at classifications of the arts and types of festivals. Using the provided data, a model of a typology of art festivals is proposed. The model takes into account both the achievements of the theoretical apprehension of the arts, and the specifics of the festival practices, which draw energy from various systems of social life.
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The age structure by type is presented by dividing the population into several basic groups — under active age (0-15 years); active age (16-59 for males, 16-54 for females) and above active age (over 59 for males, over 54 for females). Actual and standardized coefficients, as well as the last (1985) population census data are used. An initial basis are 1282 rural units for the rural population and 237 towns for the urban population. The typified characterstics indicate considerable ageing of population. It creates serious economic and social problems on national and especially on regional level. The trend is of further worsening of the population age structure. It is necessary the population policy to be revized and oriented towards more efficient measures according to the new and real development opportunities of the country.
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The text offers a typological model of questions and tasks with a receptive nature as well as the options for their construction. The model is based on the dependencies between information, that is text and the reader on one hand, and their understanding of the information on the other. The analysis of these dependencies gives the opportunity to construct a theoretical model that represents the complex and multi-layered connections between the information within the text and its representation (or lack thereof) in the language and the cognitive processes that accompany the interpretation of text during reading.
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This article focuses on the skills for text comprehension and is based on the view that a skill is a unity of a goal, conditions, means, and an expected outcome. Text comprehension is a complex activity, which runs at different levels and requires a multitude of various complex skills, manifested in a specific communicative situation. These skills have been defined as receptive due to their role in the process of communication with the text. The article discusses their typology and justifies their systematicity. Each highly developed skill aids the execution of specific actions. That is why, the process of its development is of high importance. However, the effectiveness of this process and the selection of adequate methodological decisions depends on one’s knowledge of skill typology.
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This article looks into the problems, oppearing in the education and socialisation the gypsy children in a situation of an earli bilingual. It is accented on the interference and the negative affect that it exerts on the motivation and dispositions of the gypsy children to the educational process. This study aims to explore the quality and quantity parameters of the disgraphic errors of roma students (bilinguals) and to determine the specifics in their typology, compared to these of Bulgarian students (monolinguals).
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