ISSN 1314-6769

ГОДИШНИКНа ШумеНсКИя уНИверсИтет

„епИсКОп КОНстаНтИН преславсКИ”

Т. ХVІIІ D

ПЕДАГОГИЧЕСКИ ФАКУЛТЕТ

ANNUALOF KONSTANTIN PRESLAVSKY

UNIVERSITY, SHUMEN

Vol. XVIIІ D

FACULTY OF EDUCATION AND ARTS

Университетско издателство

„Епископ константин прЕславски“Шумен, 2014

реДКОлеГИя:

Рецензенти:проф. дин Георги Колевпроф. д.ик. н. Маргарита Бонева проф. Димитър Чолаков проф. дпн Надежда Йордановапроф. д-р Иван Ивановпроф. д-р Благомир Папазовпроф. ди Мирослав Недялковдоц. д-р Живко Жековдоц. д-р Росен Алексиевдоц. д-р Стефан Базелков доц. д.ик. н. Красимир Марковдоц. д-р Живка Военкиновадоц. д-р Дарина Василева

Научен редактор:доц. д-р Евгения Иванова

Коректори:доц. д-р Евгения ИвановаЯвор Иванов

© гл. ас. д-р Чавдар Сотиров, съставител© Университетско издателство „Епископ Константин Преславски“, Шумен, 2014

ISSN 1314-6769

НАУЧНИ ТРУДОВЕ ОТ КОНФЕРЕНЦИЯ

Образователни технологии26-28 септември 2014 г

Педагогически факултет

Университетско издателство

„Епископ константин прЕславски“Шумен, 2014

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СЪДЪРЖАНИЕ

1. Arben Osmani – DIFFERENCES IN RELATION BETWEEN ACTIVE AND PASSIVE BODY MASS OF FOOTBALL AND VOLLEYBALL PLAYERS ...... 13

2. Арбона Джемайли – ЗАДАВАНЕТО НА ВЪПРОСИ ЗА НАСЪРЧАВАНЕ КРИТИЧНО МИСЛЕНЕ ...............................................15

3. Арбона Джемайли – ВЪЗДЕЙСТВИЕ НА РЕФОРМИТЕ В ОБРАЗОВАНИЕТО ........................................................................................20

4. Благомир Кирилов Папазов – ОЩЕ ЗА ХУДОЖЕСТВЕНАТА ТВОРБА.....245. Божена Л. Такворян-Солакян – МУЗИКАТА – ФАКТОР

ЗА СОЦИАЛИЗАЦИЯ ......................................................................................296. Божена Л. Такворян-Солакян – ИНОВАТИВНИ ТЕХНОЛОГИЧНИ

ПОДХОДИ В СОЦИАЛНИТЕ ДЕЙНОСТИ ...................................................357. Валентина Н. Василева – НЯКОИ ТЕНДЕНЦИИ

В ОБРАЗОВАНИЕТО НА ВЪЗРАСТНИТЕ .....................................................398. Валери Хр. Чакалов – НЯКОИ АСПЕКТИ В ОБУЧЕНИЕТО

ПО „ГРАФИКА“ И СЪЗДАВАНЕ НА АРХИВ ОТ ГРАФИЧНИ ТВОРБИ НА СТУДЕНТИ .................................................................................45

9. Ваня М. Джамбазова – КОМПОЗИТОРСКОТО ТВОРЧЕСТВО НА КРАСИМИР МИЛЕТКОВ В КОНТЕКСТА НА БЪЛГАРСКАТА МУЗИКА СЛЕД 90-ТЕ ГОДИНИ НА ХХ ВЕК ..............................................49

10. Васил Иванов Василев, Маргаритка Радославова Тонева – АНАЛИЗ НА РАЗЛИЧНИТЕ ОЦЕНИТЕЛИ НА УЧИТЕЛСКИЯ ТРУД.......................54

11. Васил Иванов Василев – ОЦЕНЯВАНЕ НА УЧИТЕЛСКИЯ ТРУД ..............5812. Величка Л. Спасова – ЗА АЛТЕРНАТИВНИТЕ ВЪПРОСИТЕЛНИ СТРУК-

ТУРИ WHETHER … OR NOT, IF … OR NOT И WHETHER OR NOT ...........6313. Виолета Ив. Кюркчийска – СИНТЕТИЧНИ УПРАЖНЕНИЯ

В ЕЛЕКТРОННА СРЕДА .................................................................................7014. Виолета К. Атанасова, Галя Ф. Филипова – ДИСЦИПЛИНАРНИ

НАРУШЕНИЯ И НАКАЗАНИЯ НА УЧЕНИЦИТЕ В ШУМЕНСКОТО МЪЖКО ПЕДАГОГИЧЕСКО УЧИЛИЩЕ ПРЕЗ ПЕРИОДА 1881 – 1912 ГОДИНА .........................................................................................78

15. Виолета Кирилова Атанасова – ПРАВА И ЗАДЪЛЖЕНИЯ НА УЧЕНИЦИТЕ В БЪЛГАРСКОТО УЧИЛИЩЕ ПРЕЗ ПЕРИОДА 1891 – 1909 ГОДИНА .........................................................................................88

16. Владимир В. Лечев – ПОСВИРИ И АГРЕСИЯТА СПРИ ......................... 98

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17. Gabriela Grujic-Garic, Sanja Filipovic – THE RESEARCH OF THE DEVELOPMENT OF CHILDREN’S CREATIVE CAPABILITIES – CORRELATION OF MUSIC AND CHILDREN`S ART EXPRESSION ... 104

18. Габриела Н. Кирова – ПРОУВАНЕ МНЕНИЕТО НА НАЧАЛНИ УЧИТЕЛИ ЗА ТЕМАТИЧНОТО МНОГООБРАЗИЕ И ПОЗНАВАТЕЛНИЯ И ВЪЗПИТАТЕЛЕН ПОТЕНЦИАЛ НА ТЕКСТОВИТЕ ЗАДАЧИ В УЧЕБНИЦИТЕ ПО МАТЕМАТИКА .........................................................117

19. Ганка И. Янкова – ТЕОРЕТИЧНИ И ТЕХНОЛОГИЧНИ АСПЕКТИ НА РАБОТАТА ВЪРХУ ПРЕРАЗКАЗ В ДЕТСКАТА ГРАДИНА ................127

20. Geo Dobre – COSTA GAVRAS’ POLITICAL FILM .......................................13421. Георги Анг. Димитров – СПОРТНО-АНИМАЦИОННИТЕ КАДРИ

В ТУРИСТИЧЕСКИТЕ ЦЕНТРОВЕ .............................................................13822. Георги Анг. Димитров – СПОРТНАТА АНИМАЦИЯ

В БЪЛГАРСКИТЕ КУРОРТИ.........................................................................14423. Дамян С. Станев – ГРАДИВЕН ПОТЕНЦИАЛ НА НЕГАТИВНИТЕ

ТЕНДЕНЦИИ В ГРУПОВИТЕ ПРОЦЕСИ ПРИ РАБОТА С ДЕЦА СЪС СПЕЦИАЛНИ ОБРАЗОВАТЕЛНИ ПОТРЕБНОСТИ .........................150

24. Daniela Cojocaru – TRADITIONAL INTONATIONS IN THE SONATINA FOR VIOLIN AND PIANO BY PAUL CONSTANTINESCU ........................153

25. Дарина Г. Василева – НЯКОИ ОСОБЕНОСТИ НА ХУДОЖЕСТВЕНАТА ТВОРБА КАТО ПРЕДПОСТАВКА ЗА ТРАНСПОНИРАНЕ ......................158

26. Дарина Г. Василева – МУЗИКАТА КАТО ВИД ИЗКУСТВО И ВЪЗМОЖНОСТИТЕ ЗА НЕЙНИЯ ВИЗУАЛЕН „ПРЕВОД“ ......................163

27. Деница Х. Митакова-Иванова – ХУДОЖЕСТВЕНИЯТ ОБРАЗ В КОНТЕКСТА НА СЪВРЕМИЕТО: ОБРАЗОВАТЕЛНИ АСПЕКТИ .......170

28. Дечко М. Игнатов – ИНТЕРАКТИВЕН, ДВИГАТЕЛНО-ИГРОВИ МОДЕЛ ЗА РАЗВИВАНЕ НА ФИЗИЧЕСКАТА ДЕЕСПОСОБНОСТ НА УЧЕНИЦИТЕ ОТ НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ .......................177

29. Дечко М. Игнатов – ИНТЕГРАТИВЕН, ИНТЕРАКТИВЕН ДВИГАТЕЛЕН МОДЕЛ ЗА ПСИХИЧЕСКО-ИНТЕЛЕКТУАЛНО РАЗВИТИЕ НА УЧЕНИЦИТЕ ОТ НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ .......................183

30. Димитър И. Балкански – ОРГАНИЗАЦИЯ НА ЗАНЯТИЯТА ПО ПРЕДДИПЛОМНА ПЕДАГОГИЧЕСКА ПРАКТИКА ЗА СТУДЕНТИТЕ ОТ СПЕЦИАЛНОСТ “ПОИИ” ......................................190

31. Димитър Н. Чолаков – ПРЕДИЗВИКАТЕЛСТВАТА НА БЕЛИЯ ЛИСТ ИЛИ КАК ДА СЕ НАУЧИМ ДА ВИЖДАМЕ ..............................................199

32. Дора С. Кабакчиева – ВИДОВЕ ИГРА В СОЦИАЛНО-КОМУНИКАЦИОННАТА ДЕЙНОСТ ..........................................................202

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33. Дора С. Кабакчиева – ЗА ИСТИНАТА И ЛЪЖАТА В КОНТЕКСТА НА СОЦИАЛНАТА КОМУНИКАЦИЯ ........................................................209

34. Евгения Ст. Иванова – ИЗГРАЖДАНЕ НА ЕМОЦИОНАЛНА ИНТЕЛИГЕНТНОСТ У ДЕЦАТА .................................................................216

35. Евгения Цв. Петрова – РОЛЯ НА ПРОЕКТНАТА ДЕЙНОСТ В ДЕТСКАТА ГРАДИНА ЗА УПРАВЛЕНИЕ НА ПЕРСОНАЛА ..............221

36. Екатерина Любомирова Люцканова – СОЦИАЛЕН СТАТУС НА ДЕТЕТО В ГРУПАТА ОТ ВРЪСТНИЦИ В НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ ....226

37. Жанета Д. Кацарова – ПОДГОТОВКА ЗА ИЗПЪЛНЕНИЕТО ПРЕД ПУБЛИКА В ЧАСОВЕТЕ ПО ЗАДЪЛЖИТЕЛНО ПИАНО ...........234

38. Живка Е. Военкинова, Георги В. Колев – ИНТЕГРИРАНЕ ДЕЦА И УЧЕНИЦИ СЪС СПЕЦИАЛНИ ОБРАЗОВАТЕЛНИ ПОТРЕБНОСТИ В МАСОВИТЕ ДЕТСКИ ГРАДИНИ И УЧИЛИЩЕ ....................................238

39. Живка Е. Военкинова – ПРЕСТЪПНОСТТА И ЗАПЛАХИТЕ ОТ НЕЯ ....24440. Живко В. Жечев – АРТ ТЕРАПИЯТА КАТО СРЕДСТВО ЗА ПРИЕМАНЕ

НА РЕАЛНОСТТА ОТ ИНСТИТУЦИОНАЛНИТЕ ДЕЦА ........................25141. Живко Д. Жеков – ДИАГНОСТИЧНАТА ДЕЙНОСТ НА ЛОГОПЕДА ....25842. Захарий М. Дечев – ХАРАКТЕРИСТИКА НА НЯКОИ ОСНОВНИ

МЕТОДИ И МЕТОДИЧЕСКИ ПОХВАТИ ПРИ ПРОВЕЖДАНЕ НА ЕКСКУРЗОВОДСКАТА БЕСЕДА ...........................................................267

43. Захарий М. Дечев – НАБЛЮДЕНИЕТО КАТО МЕТОД ЗА ЗАПОЗНАВАНЕ С ДЕЙСТВИТЕЛНОСТТА ПРИ ПРЕДСТАВЯНЕ НА ЕКСКУРЗОВОДСКАТА БЕСЕДА ...........................................................276

44. Зейнур Муталиб Мустафа, Екатерина Любомирова Люцканова, Тасин Юкселов Тасинов – ОБРАЗОВАТЕЛНИ ПОДХОДИ И СТРАТЕГИИ .........283

45. Златка Александрова Димитрова – МАЖОРЕТНИТЕ ТАНЦИ В ПРЕДУЧИЛИЩНА ВЪЗРАСТ ....................................................................287

46. Иван Петков Иванов – МЕТОДИКИ ЗА ИЗСЛЕДВАНЕ НА ВЛАСТТА И ВЛИЯНИЕТО ...............................................................................................291

47. Илиян Ст. Ризов – МОДЕЛ ЗА ПРЕВЕНЦИЯ НА ИЗОСТАВЯНЕТО НА ДЕЦА .........................................................................................................300

48. Илья Витальевич Кузьмин, Ирина Юрьевна Абрамова – ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ НА ФИЛОЛОГИЧЕСКОМ ФАКУЛЬТЕТЕ ННГУ ИМ. Н.И.ЛОБАЧЕВСКОГО ......................................306

49. Йорданка Ст. Пейчева, Антония В. Добрева – ИНТЕРЕСЪТ НА УЧЕНИЦИТЕ ОТ НАЧАЛНА УЧИЛИЩНА СТЕПЕН КЪМ ПРОДУК-ТИВНИТЕ ДЕЙНОСТИ В ТЕХНОЛОГИЧНОТО ОБУЧЕНИЕ .................312

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50. Ирина И. Ахтамьянова, Алиса А. Нуриева – К ПРОБЛЕМЕ СТАНОВЛЕНИЯ САМОЭФФЕКТИВНОСТИ ЛИЧНОСТИ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВУЗА .........................................................319

51. Ирина В. Игнатова, Кремена И. Кънчева, Наталия Хр Павлова – ИНФОРМАЦИОННИТЕ ТЕХНОЛОГИИ В ПОМОЩ НА ЛОГОПЕДА .....326

52. Калина Ив. Алексиева – ОСОБЕНОСТИ В УСВОЯВАНЕТО НА МАТЕМАТИЧЕСКИТЕ ЗНАНИЯ ОТ УЧЕНИЦИТЕ С УМСТВЕНА ИЗОСТАНАЛОСТ ................................................................331

53. Камен М. Теофилов – ЗА НЯКОИ ЗАВИСИМОСТИ МЕЖДУ ЕКСПРЕСИВНИЯ РИСУНЪК И ЕКСПРЕСИВНИТЕ НАТУРИ................337

54. Керанка Г. Велчева – ИНТЕГРАЦИЯ НА ТЕХНОЛОГИЧНОТО ОБУЧЕНИЕ И ОБУЧЕНИЕТО ПО ИНФОРМАЦИОННИ ТЕХНОЛОГИИ ЗА ФОРМИРАНЕ НА ГРАФИЧНА КУЛТУРА НА УЧЕНИЦИТЕ ........... 342

55. Керанка Г. Велчева – ИНТЕГРАЦИЯ НА ТЕХНОЛОГИЧНОТО ОБУЧЕНИЕ С ОБУЧЕНИЕТО ПО МАТЕМАТИКА ЗА ФОРМИРАНЕ НА ГРАФИЧНА КУЛТУРА НА УЧЕНИЦИТЕ ........................................... 352

56. Лидия А. Широкова, Стояна Г. Балашова – РОЛЯТА НА СПЕЦИАЛНИЯТ ПЕДАГОГ В УЧИЛИЩНИЯ ЕКИП ........................361

57. Liliana Cornilă – FROM THE OBJECTIVE PERSPECTIVE TO THE SUBJECTIVE ONE ...........................................................................366

58. Лилия Цв. Лозанова – ИЗПОЛЗВАНЕ НА ИНТЕРНЕТ ПРИ САМОСТОЯТЕЛНАТА ПОДГОТОВКА ПО УЧЕБНИТЕ ПРЕДМЕТИ НА УЧЕНИЦИ ОТ НАЧАЛЕН ЕТАП НА ОБУЧЕНИЕ ...............................371

59. Лилия Цв. Лозанова – KОЛКО ЧЕСТО ИЗПОЛЗВАТ ИНТЕРНЕТ УЧЕНИЦИТЕ ОТ НАЧАЛЕН ЕТАП НА ОБУЧЕНИЕ ................................377

60. Любчо Б .Наумовски – КАЧЕСТВЕН ПРОФЕСОР ЕТАЛОН ЗА КАЧЕСТВЕН ОБРАЗОВАТЕЛЕН ПРОЦЕС ............................................381

61. Людмила В. Зафирова – ВЪЗМОЖНОСТИ ЗА РАЗВИТИЕ НА КЛЮЧОВИТЕ КОМПЕТЕНТНОСТИ У УЧЕНИЦИТЕ ОТ НАЧАЛНОТО УЧИЛИЩЕ В ЧАСОВЕТЕ ПО РОДЕН КРАЙ В 1. КЛАС ..........................386

62. Магдалена Ст. Желязкова – ИНТЕРАКТИВНИТЕ МЕТОДИ ПРИ ОБУЧЕНИЕТО НА БЪДЕЩИТЕ ПЕДАГОЗИ ....................................393

63. Магдалена Ст. Желязкова – ИНФОРМАЦИОННИТЕ ВОЙНИ В СЪВРЕМЕННОТО ОБЩЕСТВО КАТО ПЕДАГОГИЧЕСКИ ПРОБЛЕМ ...399

64. Маргарита Й. Генчева – ПРИНОСЪТ ОТ ХУДОЖЕСТВЕНОТО СОЛФЕЖИРАНЕ ЗА РАЗВИТИЕ НА МУЗИКАЛНОСТТА НА СТУДЕНТИТЕ ОТ СПЕЦИАЛНОСТ ПОМ ...........................................405

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65. Маргарита И. Рачева – МУЗИКАЛНАТА ИГРА „КЛЮЧЪТ НА МУЗИКАТА“ (2013 И 2014 ГОДИНА) ...................................................409

66. Маргарита Кирова Бонева, Георги Велков Колев – ПРОБЛЕМИ НА СЪВРЕМЕННОТО ОБРАЗОВАНИЕ .......................................................415

67. Маргарита Кирова Бонева, Георги Велков Колев – ВОДА И ЗДРАВЕ .......42368. Мариана Иванова Минчева-Ризова – ДЕТСКАТА ГРАДИНА

КАТО ТЕМА ЗА РАЗГОВОР МЕЖДУ РОДИТЕЛИ И ДЕЦА ....................42769. Mariana Frăţilă – FOLKLORIC MUSICAL FORMS AND FLAMENCO .....43870. Марта В. Василева – ПСИХОСОЦИАЛНИ ПРОБЛЕМИ ПРИ ХОРАТА

С ВРОДЕНИ ЦЕПНАТИНИ НА УСТНАТА И/ИЛИ НЕБЦЕТО (ХАРАКТЕРОВИ ЧЕРТИ НА ЛИЦЕТО, ОТНОШЕНИЕ НА СЕМЕЙСТВОТО И ОБЩЕСТВОТО) .....................................................442

71. Меглена Ж. Апостолова – НОТНОТО ОГРАМОТЯВАНЕ - ЛОГИКА И ПОСЛЕДОВАТЕЛНОСТ – В „НАЙ-ЛЕСНИЯТ КУРС ПО ПИАНО“ НА ДЖОН ТОМПСЪН ...................................................................................447

72. Милена И. Илиева, дп, проф. Красимира Т. Бенкова, дф, проф. Веска М. Шошева, дп, доц. Стефка И. Динчийска, дп, доц. Емилия Р. Масларова, ди, ас. Румен В. Василев, гл.ас. Антон П. Стойков, дп – ВОДЕНЕ НА СЛУЧАЙ ПРИ КЛИЕНТИ, ЗАСТРАШЕНИ ОТ ХИВ И ХИВ-ПОЗИТИВНИ ............452

73. Надежда Минчева – КОМУНИКАЦИЯ МЕЖДУ ДИРЕКТОР И ПЕДАГОГИЧЕСКИ ПЕРСОНАЛ – САМОПОЗНАНИЕ И САМОАНАЛИЗ НА УПРАВЛЕНСКИ УМЕНИЯ И/ИЛИ ПОВЕДЕНИЕ ...458

74. Найден С. Косев – УПРАВЛЕНИЕ НА ДОПЪЛНИТЕЛНИТЕ ПЕДАГОГИЧЕСКИ УСЛУГИ В ОБЩИНСКИТЕ ДЕТСКИ ГРАДИНИ ....463

75. Налян Н. Чакърова-Саамиева – КАЗУСЪТ В ОБУЧЕНИЕТО НА СТУДЕНТИ ОТ СПЕЦИАЛНОСТ СПЕЦИАЛНА ПЕДАГОГИКА – ЛОГОПЕДИЯ ...................................................................................................468

76. Наталия И. Витанова – ПРАВА И ЗАДЪЛЖЕНИЯ НА УЧЕНИЦИТЕ ПРЕЗ ПЕРИОДА НА СОЦИАЛИЗМА ..........................................................473

77. Нели Й.Илиева – ХУДОЖЕСТВЕНИЯТ ТЕКСТ И ДЕТСКАТА ФАНТАЗИЯ ......................................................................................................480

78. Нели Ил. Бояджиева – НАГЛАСИ, ПОТРЕБНОСТИ И ОЧАКВАНИЯ ЗА ПРОФЕСИОНАЛНО РАЗВИТИЕ И КАРИЕРНО КОНСУЛТИРАНЕ НА СОЦИАЛНИТЕ ПЕДАГОЗИ В УНИВЕРСИЕТА .................................486

79. Нели Стойчева Димитрова – ФОРМИРАНЕ НА ЛИЧНОСТНИ КАЧЕСТВА У СТУДЕНТИТЕ ЧРЕЗ ПРОЕКТНО БАЗИРАНО ОБУЧЕНИЕ КАТО АКМЕОЛОГИЧЕСКИ ПОДХОД ..................................497

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80. Нели Ст. Димитрова – РАБОТАТА ПО ПРОЕКТИ КАТО ЕЛЕМЕНТ ОТ АКМЕОЛОГИЯТА ПРИ ОБУЧЕНИЕТО НА СТУДЕНТИТЕ ..............504

81. Нели Цв. Василева – НЕВРОПСИХОЛОГИЧНИ ДИАГНОСТИЧНИ МОДЕЛИ В СЕВЕРНОАМЕРИКАНСКАТА ШКОЛА ................................511

82. Николай М. Андриянов – ЗА ВЛИЯНИЕТО НА СЛОВЕСНИЯ ТЕКСТ ВЪРХУ НЯКОИ МУЗИКАЛНИ ФОРМООБРАЗУВАЩИ ПРИНЦИПИ .....520

83. Николай Николов – ДИНАМИКА НА СОЦИАЛНО-ИКОНОМИЧЕСКИТЕ ФАКТОРИ И ОБЕДНЯВАНЕТО НА БЪЛГАРСКИТЕ ГРАЖДАНИ ........527

84. Nina Nikolovska – EDUCATION BASED ON PARENTS’ EXPECTATIONS OR QUALITY OF FACULTY ..........................................................................534

85. Ovidiu Felipov – DECORATIVE ARTS DURING THE BRANCOVAN PERIOD ..........................................................................540

86. Пенка П. Кожухарова – РИСКОВИ И ПРЕДПАЗВАЩИ ФАКТОРИ ЗА УПОТРЕБА НА АЛКОХОЛ И ТЮТЮНЕВИ ПРОДУКТИ ОТ УЧЕНИЦИ 5.–7. КЛАС .............................................................................550

87. Петя И. Христанова, Бисерка Н. Дочевска – ИНОВАТИВЕН ПОДХОД В ОБУЧЕНИЕТО НА ДЕЦА СЪС СОП, ПОСРЕДСТВОМ ИНТЕРАКТИВНА МУЛТИСЕНЗОРНА СИСТЕМА ...................................558

88. Пламен К. Иванов – ОСЪЩЕСТВЯВАНЕ НА ЗАКРИЛАТА НА ДЕТЕТО: РАЗРАБОТКА НА ДЪЛГОТРАЕН ПРОЕКТ ЗА ПО-НАТАТЪШНИЯ МУ ЖИВОТ .....................................................................................................565

89. Пламен Стефанов Петков, Галина Станчева Георгиева – ОСОБЕНОСТИ НА СЕМАНТИЧНАТА ДИФЕРЕНЦИАЦИЯ И НОМИНАЦИЯТА ПРИ ДЕЦА С ДИСФАЗИЯ НА РАЗВИТИЕТО ............................................569

90. Росен К. Алексиев – ВЪЗМОЖНОСТИ НА СРЕДСТВАТА ЗА ПОВИШАВАНЕ НА ДВИГАТЕЛНАТА АКТИВНОСТ НА ДЕЦАТА ОТ ПОДГОТВИТЕЛНАТА ГРУПА ЗА УЧИЛИЩЕ ....................................576

91. Росен К. Алексиев – ИЗСЛЕДВАНЕ ВЛИЯНИЕТО НА ЕКОЛОГИЧНОТО ВЪЗПИТАНИЕ ЗА ПОДОБРЯВАНЕ НА ПСИХОФИЗИЧЕСКОТО РАЗВИТИЕ И ЗДРАВОСЛОВНО СЪСТОЯНИЕ НА УЧЕНИЦИТЕ ОТ I И II КЛАС СМЕСЕНИ ПАРАЛЕЛКИ ...................................................583

92. Росица Ц. Цонева – ДЕТСКА ДЕЛИНКВЕНТНОСТ И ВИКТИМИЗАЦИЯ – ОСНОВНИ ОБЯСНЕНИЯ И ТЕОРИИ ..........................................................589

93. Ростислава Г. Тодорова – ПОКЛОННИЧЕСТВО В ОБРАЗИ: ЕДНА ШУМЕНСКА ЙЕРУСАЛИМИЯ ОТ 1890 Г. .....................................593

94. Румяна Б. Милкова – ПУБЛИЧНАТА КОМУНИКАЦИЯ КАТО СРЕДСТВО ЗА КРИЗИСЕН МЕНИДЖМЪНТ НА ОРГАНИЗАЦИЯТА ........................600

11

95. Румяна Б. Милкова – САМООЦЕНКАТА НА ЛИЧНОСТТА И НИВОТО НА ПРЕТЕНЦИИ У НЕЯ ..............................................................609

96. Румяна В. Ванева – ПРЕПОРЪКИ ЗА РАБОТА С ДЕЦА БИЛИНГВИ .....61997. Светла Хр. Петкова – ФОРМИРАНЕ НА СЕНЗОРНО-АНАЛИТИЧНА

КУЛТУРА У ДЕЦА ОТ ПРЕДУЧИЛИЩНА ВЪЗРАСТ ЧРЕЗ ПОСТРОЯВАНЕ ГРАФИЧЕН МОДЕЛ НА КОНСТРУКЦИЯТА НА ПОЗНАТ ОБЕКТ .......................................................................................623

98. Светлозар П. Вацов – НОВИ МОМЕНТИ В ОЦЕНЯВАНЕТО НА ПЕДАГОГИЧЕСКИТЕ КАДРИ В САЩ .................................................631

99. Светлозар П. Вацов – ОБРАЗОВАТЕЛНИЯТ ПАЗАР В Б ЪЛГАРИЯ .......637100. Cecilia-Iuliana Vârlan – TRANSLATING PREPOSITIONS .........................643101. Силвия Николаeва Иванова – ПРИЛОЖЕНИЕ НА НЯКОИ

ОТ ТЕХНИКИТЕ ОТ БОЙНИЯ РАЗДЕЛ ПО ДЖУДО ПРИ САМОЗАЩИТА НА УЛИЦАТА ..........................................................647

102. Снежана Лазарова – ГРУПОВОТО ОБУЧЕНИЕ В НАЧАЛНОТО УЧИЛИЩЕ .........................................................................651

103. Снежана Х. Николова, Чавдар Г. Сотиров – ПОДКРЕПЯЩА СРЕДА ЗА ДЕЦА СЪС СПЕЦИАЛНИ ОБРАЗОВАТЕЛНИ ПОТРЕБНОСТИ ......658

104. Соня К. Бабева – ФИЛОСОФСКА АНТРОПОЛОГИЯ НА ХОСЕ ОРТЕГА-И-ГАСЕТ .......................................................................666

105. Спаска Г. Андонова – СПОРТНИТЕ ИГРИ – ВОДЕЩА РОЛЯ В УЧЕБНАТА ПРОГРАМА ПО ФИЗИЧЕСКО ВЪЗПИТАНИЕ ВЪВ ВИСШИТЕ УЧИЛИЩА .......................................................................670

106. Спаска Г. Андонова – СПОРТНО-СЪСТЕЗАТЕЛНАТА ДЕЙНОСТ В УНИВЕРСИТЕТ„Проф. д-р АСЕН ЗЛАТАРОВ“ – БУРГАС ......................677

107. Станислава Павлова, Веселин Вълков – ПОВЕДЕНИЕ НА ПАЦИЕНТА В ПЕРИОДА НА ХОСПИТАЛИЗАЦИЯТА – ОСОБЕНОСТИ И ХАРАКТЕРИСТИКА ......................................................................................682

108. Станка Ив. Ангелова – РАБОТА В ЕКИП ПРИ РЕХАБИЛИТАЦИЯТА НА УЧЕНИЦИ С УВРЕДЕН СЛУХ .............................................................688

109. Стефан П. Русков – МОНТАЖНО РЕДАКТИРАНЕ НА АУДИО ИНФОРМАЦИЯ ........................................................................692

110. Стефан П. Русков – ЧЕСТОТНО РЕДАКТИРАНЕ НА АУДИО ИНФОРМАЦИЯ ........................................................................697

111. Стефан Христев Базелков – МОРФО-ФУНКЦИОНАЛНИТЕ ПРОМЕНИ КАТО КРИТЕРИИ ЗА ОЦЕНКА НА ДВИГАТЕЛНОТО ОБУЧЕНИЕ НА УЧЕНИЦИ ОТ ПЪРВИ КЛАС ...............................................................704

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112. Татьяна Костюкова – СОЦИАЛЬНОЕ ПАРТНЕРСТВО В ОБРАЗОВАНИИ ..........................................................................................709

113. Теодора Желязкова Игнатова, Николай Йорданов Николов – ИСТОРИЯ НА АВИОМОДЕЛИЗМА В ШУМЕНСКИ РЕГИОН .................................715

114. Теодора Желязкова Игнатова – МЕТОДИЧЕСКИ АСПЕКТИ НА ПОДГОТОВКАТА ПО ФИЗИЧЕСКО ВЪЗПИТАНИЕ И СПОРТ НА СТУДЕНТИ ОТ СПЕЦИАЛНОСТИТЕ НУП И ПУНУП ....................719

115. Теодора Л. Сотирова, Яна Б. Жечева – ЦЕЛОДНЕВНА ДЕТСКА ГРАДИНА № 5 „ЛАТИНКА” – В КОНТЕКСТА НА 125 г. ПРЕДУЧИЛИЩНО ВЪЗПИТАНИЕ В ШУМЕН ........................................723

116. Теодора Н. Симеонова, Венцислав С. Колев – ПОПУЛЯРИЗИРАНЕ И РАЗ-ВИТИЕ НА РЪГБИ СПОРТА СРЕД ПОДРАСТВАЩИТЕ ВЪВ ВАРНА ...728

117. Филип Кр. Шабански – МОДЕЛ ЗА ИЗСЛЕДВАНЕ НА ВЛИЯНИЕТО НА СЪБИТИЙНИЯ СПОРТЕН ТУРИЗЪМ ВЪРХУ ЛОЯЛНОСТТА КЪМ ДЕСТИНАЦИЯТА – СЪЩНОСТ И ОСНОВНИ КОНСТРУКТИ ...732

118. Филип Кр. Шабански – ПОНЯТИЕТО ЛОЯЛЕН ПОТРЕБИТЕЛ И СПОРТНИЯТ ТУРИЗЪМ ..............................................................................740

119. Христина Хр. Григорова – БАЛАНСЪТ МЕЖДУ КОНТРОЛ, ПОДКРЕПА И СВОБОДА В ПЕДАГОГИЧЕСКИТЕ ВЗАИМОДЕЙСТВИЯ С „ТРУДНИ ЮНОШИ“ ..................................................................................746

120. Цветелина Петрова Петрова, Ирена Павлова Рашкова – ИНОВАТИВНА КОНЦЕПЦИЯ ЗА ПРОФЕСИОНАЛНО ОБУЧЕНИЕ НА СЛУЖИТЕЛИ В ПУБЛИЧНИЯ СЕКТОР ..............................................................................754

121. Чавдар Г. Сотиров, Снежана Х. Николова – СОЦИАЛНО-ПЕДАГОГИЧЕСКИ ПРОБЛЕМИ ПРИ ИНТЕГРИРАНОТО ОБУЧЕНИЕ ...760

122. Чавдар Л. Милков – СЪЩНОСТ И ЕТАПИ В РАЗВИТИЕТО НА ГРАЖДАНСКОТО ОБЩЕСТВО ............................................................767

123. Чавдар Л. Милков – ФУНКЦИИ НА ГРАЖДАНСКОТО ОБЩЕСТВО ....775124. Юлияна Г. Панова – РОЛЯТА НА ДИРИГЕНТСКИТЕ

КОМПЕТЕНТНОСТИ ЗА ОРГАНИЗИРАНЕ НА ХУДОЖЕСТВЕНО-ТВОРЧЕСКОТО ПРОСТРАНСТВО НА УЧИТЕЛЯ ПО МУЗИКА ..........784

125. Яким Н. Дейков – ЗА АКАДЕМИИТЕ И АКАДЕМИЗМА ........................789126. Янна П. Рускова – ЗА ПРОФЕСИОНАЛНАТА ПОДГОТОВКА

НА БЪДЕЩИТЕ УЧИТЕЛИ ПО МУЗИКА И ОТНОШЕНИЕТО ИМ КЪМ МУЗИКАЛНО-ПЕДАГОГИЧЕСКАТА ДЕЙНОСТ ...................795

127. Янна П. Рускова – ЗА САМООЦЕНКАТА НА ЛИЧНОСТНО ЗНАЧИМИ КАЧЕСТВА НА СТУДЕНТИТЕ – БЪДЕЩИ МУЗИКАЛНИ ПЕДАГОЗИ ....804

13

DIFFERENCES IN RELATION BETWEEN ACTIVE AND PASSIVE BODY MASS OF FOOTBALL AND VOLLEYBALL PLAYERS

Arben Osmani, Driton Mamaj, Abdulla Elezi

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Introduction The research encompassed 20 football players from F.C.

“Prishtina” and 20 volleyball players from V.C. “Prishtina”, namely in total 40 players have been part of this research. Main aim of this research is determination of difference in relation to football and volleyball players active body mass (non-fat mass) and fat mass (passive) and the body mass index of sport plys in team games of football and volleyball.

Methods The population that has been the sample for this research has been defined as the population from two games (football and volleyball), participating at the Super League of Kosovo during 2010/2011 calendar year. The teams that have been part of our research are: Football Club “Prishtina” and Volleyball Club “Prishtina”. The research encompassed 20 players from each team, in total 40 players.

Results For the confirmation of differences between football and volleyball players in the values of the fat body mass and non-fat body mass T-test analysis has been used for independent variables. After the statistical analysis the results demonstrate that between football and volleyball players in the phase of competition there has not been noticed significant statistical differences in the anthropometric variables, especially not in the relation of active and passive body mass. Results achieved during this research demonstrate the complexity of the exercise and preparation process in the metabolism. In order to give as realistic as possible portrait in this respect, research need to be focused on the biochemical level during the preparation and exercise phase of football and volleyball players.

Discussion The results after the statistical analysis between football and volleyball players in the competition phase have not marked a statistically significant difference in the anthropometric variables, especially not in the active and passive body

14

mass. The effect of kinesiology treatments that generally are achieved with aerobic training in the group of football players has not produced effects that would differentiate football players from volleyball players in respect to body mass.

REFERENCES

1. Apor, P. (2003): Effectiveness of exercise programs in lipid metabolism disorders. Orv Hetil ;144:507-13.

2. Dautbaši , S. i Bradi , A. (2005): Antropomotorika, Priru nik. Sarajevo: Fakultet sporta i tjelesnog odgoja.

3. Ferguson MA, Alderson NL, Trost SG, Davis PG, Mosher PE, Durstine JL. (2003): Plasma lipid and lipoprotein responses during exercise. Scand J Clin Lab Invest; 63:73-9.

4. Hernandez-Torres R.P, Ramos-Jimenez A, Torres-Duran P.V, Romero-Gonzalez J, Mascher D, Posadas-Romero C et al. (2009): Effects of single sessions of low-intensity continuous and moderate-intensity intermittent exercise on blood lipids in the same endurance runners. Journal of Science and Medicine in Sport. 12: 323-31.

5. Kati , R., Mileti , ., Maleš, B., Grgantov, Z., Krstulovi , S. (2005): Antropološki sklopovi sportaša: modeli selekcije i modeli treninga. Split: Fakultet prirodoslovno - matemati kih znanosti i kineziologije Sveu ilišta u Splitu.

Arben Osmani,

University Educational Institution AAB (Prishtina, Kosovo);

Driton Mamaj, Kosovo Education Center – Shkolla Milleniumi i Tretë (Prishtina, Kosovo);

Abdulla Elezi

Faculty of Sport Science, University of Prishtina (Kosovo)

15

ASKING QUESTIONS TO ENCOURAGE CRITICAL THINKING

Arbona Xhemajli

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The term “critical thinking” is used in educational circles for decades and has

different meanings for different groups. For most teachers critical thinking it means thinking “in a high level”-recognition skill (cognitive) “higher”, usually referring to raising high in taxonomy scale of Benjamin Bloom.

In essence, critical thinking is a disciplinary way of thinking, which man uses to verify and evaluate something (sayings, new stories, arguments, researches).

“Critical thinking is derived from “cream of thinking”, as wisdom that culminates as the highest quality of knowledge, as well as critical thinking is a higher quality of thinking. It represents “reading between the lines”, sophisticated thinking (refined) which the person is making efforts to protect relying on the arguments and facts; evidence and reason [1].

Critical thinking occurs in those cases whern thinking something in which can be included not only grown up children, but also younger children. They willingly engage in complex problem solving tasks and display higher levels of thinking in making decisions.

Every society needs people to think in a critical way, to be self-correcting, to discover their weaknesses and act specifically to correct mistakes and to overpass obstacles. One of the tasks of teaching is to create mind that might be critical, that can verify and not accept everything is given.

Questions and their importance Throughout the history of education, questioning was one of the most common

techniques of teaching. Despite the changes in education theory and technology, this

16

technique continues to be so common because it is an efficient tool that encourages thinking.[2]

With study questions were involved many scientists, because their organization in the learning process is a very important issue because from the questions it depends itself working performance of learning organization.

The technique of questions is a powerful tool to promote and support the development of critical thinking. Questions, that invite students to reflect, to think, to rebuild, to imagine, to create or to weigh carefully, raise the level of thinking to the pupils and teach pupils that their thinking is valuable[3].

New knowledge is revealed by the questions being involved in the process so the pupils to become researchers and creators. If the teachers are teaching, based mainly on logical principles, they must be masters in the process of drafting the questions in order to direct the thinking processes of pupils with professional skills and clarity of thinking. This means that the teacher should prepare questions in such a way so the pupil can be helped in achieving specific goals of one certain teaching topic [4].

Knowing how to ask questions properly means knowing to teach. More than anything else, the beautiful art of teaching depends on the mastery of the use of questions, because it serves as guidance for vivid and clear ideas, stimulate with speed imagination and thinking, which pushes for action [5].

One good question is an invitation to think or to do. It stimulates, because it is an open question with opportunities and problems. One good question is productive, it requires an answer. One good question would bring other questions.

Levels of using the questions There are several types of grading for questions. According to the taxonomy of

Benjamin Bloom basic thinking skills are classified into six levels, hierarchically ranked from the lowest to the highest level. Each of them corresponds to one level of thinking. This system has the advantage of providing a broader space for the construction of questions, starting from those that require simple reproduction up to those that stimulate higher thinking processes. The difference between reproductive questions and those that stimulate thinking is at the compilation of question. Both types of questions are important, studies show that pupils learn more when teachers put questions that provoke thinking and insist on meaningful answer.

This variety of compiling the questions, at all levels of thinking, with varying degrees of difficulty, is part of the art of questioning.

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Questions according to the taxonomy of Bloom

Research Methodology and sample of respondents To better clarify the importance of the questions for stimulating of critical

thinking is used one structured questionnaire to collect data from 80 elementary school teachers of “Selami Hallaçi” in Gjilan and 30 high school teachers of “Zenel Hajdini” in Gjilan.

Analysis of results – The data obtained from teachers. In question: Do you think that making of questions stimulates critical

thinking? From 80 primary school teachers, as they were in total, 71 respondents or 89%

are holding the opinion that making of questions stimulates the development and advancement of critical thinking. Whereas 9 or 11% of teachers deny that making of question develops and advances critical thinking. See the chart no.1.

According to the analysis of the results and statistical elaboration also high school teachers share the same opinion as elementary school teachers. From 30 gymnasium teachers as respondents, 26 or 87% say that making of questions stimulate and advances critical thinking, whereas 4 or 13% of teachers think that making of questions does not stimulate critical thinking.

89%

11%

YesNo

87%

13%

YesNo

Chart no.1. (primary school teachers) Chart no.2. (gymnasium teachers)

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In question: What kind of questions you make when you want to stimulate critical thinking among pupils?

From the data presented through chart no.3 is shown that primary school teachers 53 or 66% compile high-level questions when they want to stimulate pupils whereas 27 or 34% of teachers compile low-level questions.

From 30 gymnasium teachers as respondents 3 or 10% compile low-level questions when they want to stimulate pupils thinking whereas 27 or 90% compile high-level questions.

From the answers we can conclude that primary school teachers and secondary school teachers compile mainly high-level question that stimulate higher processes of thinking that require analysis, synthesis, and evaluation. See chart no.4.

34%

66%

Low level questionsHigh level questions

10%

90%

Low level questions

High level questions

Chart no.3 (primary school teachers) Chart no.4 (gymnasium teachers)

In question: Do you think that the teacher while making question to pupils

leads towards discovery of knowledge and new recognitions, facts, laws and regulations?

Primary school teachers as respondents answered as follows: 56 or 70% claim that while making questions to pupils leads them towards the discovery of knowledge and new recognitions, facts, laws and regulations, 24 or 30% from them deny that teacher while making question to pupils leads them towards the discovery of knowledge and new recognitions, laws and regulations. See chart no.5. Answers of high school teachers in this questions were: 26 or 87% of teachers claim that while making questions to pupils that leads them towards the discovery of knowledge and new recognitions, facts, laws and regulations whereas 4 or 13% of teachers as respondents deny that while making questions to pupils leads them towards the discovery of knowledge and new recognitions, laws and regulations. See chart no.6.

70%

30%

YesNo

87%

13%

YesNo

Chart no.5. (primary school teachers) Chart no.6. (high school teachers).

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CONCLUSION In this modest theoretical and empirical research were discussed compiling

tecniques of questions and opinions of teachers about the importance of drafting questions for stimulating critical thinking.

From the answers of teachers it comes out that teachers compile mainly high-level questions that stimulate higher processes of thinking that require analysis, synthesis and evaluation. So, questions of teacher are not occasional cases in learning, they must be prepared towards learning content acquisition and development of critical thinking.

Based on the answers of teachers we can conclude that making of questions develops critical thinking, because pupils build their knowledge through interpretation, analyzing and while organizing information about a particular issue or question that requires more than a direct answer.

Therefore, teachers should teach based mainly on logical principles, they should be masters in the process of drafting the questions in order to lead the thinking processes of pupils with professional skills.

REFERENCES

1. Garo, S. (2013): Teoria dhe praktika e mësimdhënies. Tiranë, fq. 152. 2. Jaka, B. (2003): Metodika e mësimit elementar të matematikës. Prishtinë, fq. 59. 3. Bardhyl Musai. (2003): Metodologji e mësimdhënies. Tiranë: Pegi, fq.137. 4. Donald C. Orlich, Robert J. Harder, Richard C. Callahan. (1995): Strategji e të

mësuairt. Tiranë: Eureka, fq.197. 5. Bardhyl Musai. (2003): Metodologji e mësimdhënies. Tiranë: Pegi, fq.135.

Mr. Sci. Arbona Xhemajli, Faculty of Education of Gjilan, Kosovo;

Doctoral student in “Ss. Cyril and Methodius” University, Faculty of Philosophy – Skopje, Macedonia

E-mail: arbona.xhemajli@hotmail.com Tel.: +37744730027

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20

IMPACT OF EDUCATIONAL REFORMS

Arbona Xhemajli

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The words change and reform are, perhaps the words that are most commonly used in recent years in educational circles. The future of the world is the future of learning, preparing to face the change[1].

Change, in a broad sense marks every action between what we do something different from what it is.

Education,learning and teaching occurs in different environments and majority of societies are clear that education is important, therefore, cannot be left to coincidence. Consequently, societies established schools to facilitate learning and help people make a better life. Schools are opened to give a kind of educational experience, on the basis of clear goals and a specific plan, which is called “program” and in the broad sense that is called today “curricullum”[2].

Changes in organizing and realization of teaching work, which claim dynamic forms of teaching work, enriches the learning methodical side, they use modern teaching tools, make the integration of subjects and encourage the activity of the teacher. Changes in the organizing and in the implementation of educational work are more complex than other changes, because they require a radical change in the structure of the entire educational system, contemporary organization of life and work in school, more profile cadres, who would cooperate in solving various problem, to a more contemporary work.

Treatment changes in learning, which is actualized recently enough, has to do with modernization trends of the learning process, in order that application of creative skills to enable greater results, increase the productivity of the teaching work. With the application of changes in teaching, teaching quality fises in a high quality because change itself has the same character.

21

In terms of contemporary circumstances of organizing teaching work, implementation of changes are made imperative of time with what is required innovative and original solution in the organization and development of the learning process, in order that implementation things to respond to the time and contemporary demands. Change in education is inevitable and necessary. We live in a period of transition from industrial society to information society[3]. However, changes in science does not follow also the changes in education, therefore more and more the number is increasing of those who critisize today’s school, organization, leadership and its ineficiency. Only people who possess knowledge and skills for change can make an effective change. Change in school can include all aspects of life and its activities and all actors that are operating there.

Change in education has to do with the change in practice[4]. Risitë përmbajnë tre përbëreës që përfshihen:

• The use of new materials (learning resources, materials or technology). • Possible use of new teaching approaches (methodologies or new teaching

activities) . • Changing beliefs ( pedagogical views or new programs).

Research methodology and sample of respondents In order to see reflections of teachers regarding with changes in education it was

done a mini research with elementary school teachers“Selami Hallaçi”, Gjilan, are involved 50 teachers, kindergarden teachers, teachers and subject teachers, who work in this school.

Write some of the changes that have happened in your school. Teachers as respondents think that most changes were made in school curriculum

42%, in teaching were made changes 32%, in partnership with parents and the community are made changes 14% while less changes are made in the physical environment of the school. See chart no.1.

Chart no.1. In the questio: Do you think the implementation of reforms increases the quality in

education? From the responses of teachers we notice that in this question 19 or 38% of teachers

think that implementation of reforms increases the quality in education, 24 or 48% of

22

teachers think that implementation of reforms partially increases quality in education and 7 or 14% deny that reforms are increasing quality in education. See chart no.2.

38%48%

14%

0%10%20%30%40%50%60%70%80%90%

100%

Increase quality Partially increasesquality

Not increase quality

Chart no. 2. In the question: What prevents you in full implementation of contemporary teaching

methodologies?

Teachers for implementation of reforms in practice are facing with different challenges,14 or 28% rials prevents implementation of contemporary methodologies,of them think that the lack of materials prevents implementation of contemporary methodologies, 11 or large number of students in classes is an obstacle for the full implementation of new contemporary methodologies, 13 or 26% rs think that textbooks are overloaded and 12 or 24% answered that short teaching timetable prevents implementation of contemporary teaching methodologies. See chart no.3.

28% 22% 26% 24%

0%10%20%30%40%50%60%70%80%90%

100%

Lack ofmaterials

Largenumber ofstudents in

classes

Textbooksare

overloaded

Shortteaching

timetable

Chart no.3.

CONCLUSION Change in education has been an issue that has preoccupied and continues to

preoccupy many teachers and education experts.Based on the results, which were obtained from the interview with teachers we see positive changes in favor of improving their teaching. Besides the positive changes that are made in implementation of new methodologies we face some factors that impede: large number of students, lack of laboratories and concretization tools, overloaded textbooks also as obstacle we see short teaching timetable. Application of different strategies, techniques, methods, forms of work, and various activities are the only way that traditional teaching to be replaced with contemporary teaching before which stands tasks and new challenges.

23

REFERENCES

1.Fullan, M.(2010): Forca e ndryshimit. Tiranë. 2.Musai, B. (2003): Metodologji e mësimdhënies. Tiranë: Pegi. 3.Hyseni, H, Mita N. Salihaj J. Pupovci D. (2003): Qeverisja dhe udhëheqja në

arsim. Prishtinë: KEC. 4.Fullan M. (2001): Kuptimi i ri i ndryshimit në arsim. Tiranë: Edualba.

Mr. Sci. Arbona Xhemajli, Faculty of Education of Gjilan, Kosovo; Doctoral student in “Ss. Cyril and Methodius” University,

Faculty of Philosophy – Skopje, Macedonia E-mail: arbona.xhemajli@hotmail.com

Tel.: +37744730027

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„ . ”, )

24

ONCE MORE ON ARTWORKS

Blagomir K. Papazov ABSTRACT: Art works have their way of manifestation along with a formidable variety and

wealth of expression. This is common not only for the different types of art, according to the numerous definitions but it could be expressed in each piece of art. Modern achievements of “visions”, computer systems and achievements of human thought as a whole do not change the essence of art but expand quite significantly the parameters of its variety, influence and effect.

KEYWORDS: definitions, classification, visions, art, types of art

-10-577/04.04.2014 . „ e “ „ . “

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REFERENCES

1. Angelov, V. (2007): Estetika na avangarda (Aesthetics of the Avant-garde). Sofia. 2. Violflin, H. (1985): Osnovni ponyatiya v izkustvoto (Basic Terms in Art). Sofia. 3. Morizo, Zh. (2012): Rechnik po estetika I filosofiya na izkustvoto (Dictionary in

Aesthetics and Philosophy of Art). Sofia. 4. Panovski, E. (1986): Smisal I znachenie v izobrazitelnoto izkustvo (Meaning and

Effect of Fine Art). Sofia. 5. Rimischneider, B. Grozenik, K.: (2002): Izkustvoto dnes (Art Nowadays). Sofia. 6. Stefanov, I. (2001): Kulturni izmereniya na vizualnoto (The Nature of Culture).

Sofia.

, . - b.papazov@abv.bg

„ . “,

29

–

. -

MUSIC – A FACTOR FOR SOCIALISATION

Bojena L. Takvoryan-Solakyan ABSTRACT: The problems concerning socialization of individuals have always been difficult

to tackle. As a process socialisation is accomplished through a number of factors. Many of the questions connected with its definition are still controversial, and for that reason they are yet to be reaffirmed and accepted.

Having in mind the potential of art forms to influence individuals, I have outlined a number of ways to enhance socialisation through music.

EYWORDS: the art of music; musicians’ artistic activities; socialisation

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. . . , ., . 36 – 42. 3. , . (1985) . . 4. , ., . (1986) . , . 5. , . (2006)

… . 6. , . . (2004) . - .

REFERENCES

1. Borisova, V. (2001) Sotsializatsiya i resotsializatsiya (Socialisation and Re-socialisation). UI Sv. Kl. Ohridski. - Sofia.

2. Grigorova, Hr. H. (2013) Muzika i empatichno obshtuvane – pat kam uspeshna sotsializatsiya . (Music and Empathic Communication – a way for successful socialization). - UI Sv. Kl. Ohridski. - Sofia.

3. Dimitrov, L. (1985) Sotsializatsia I hudozhestveno tvorchestvo (Socialization and Fine Arts).. - Sofia.

4. Yolov, G., D. Gradev (1986) Obshtuvaneto (Communication).. VI. - Sofia.

34

5. Kolovska, Tsv. (2006) Savremenni pedagogicheski strategii sa sotsializirane na obuchavanite (Current pedagogical strategies for the socialization of students)... - Plovdiv.

6. Mudrik, A. V. (2004) Sotsializatsia cheloveka (Socialization of the Individual)... - Moskva.

- , -

n.solakian2@abv.bg „ “

35

. -

INNOVATIVE TECHNOLOGICAL APPROACHES IN SOCIAL

ACTIVITIES

Bojena L. Takvorian-Solakian ABSTRACT: Recent issues in social activities are extremely multifarious and complicated.

Difficulties arise mainly from the continuous changes of this activity, the specific characteristics of the objects of work and issues that integrates many other activities. All this makes traditional approaches of social work insufficient.

Introduction of innovative technologies and approaches makes the realization of social activities more effective and efficient in solving social problems. In this work are described such technological approaches.

KEYWORDS: innovation, innovative social activities, individual and group social work

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. . 6. Professional profil of the Social worker, s-Hertogenbosch, The Netherlands, 1994. 7. Ross, M. G. (1998) Community organization: Theory, Principles and Practice.

New York.

REFERENCES 1. Benkova, K. I kol. (2008) Umeniya za sotsialna rabota (Skills in Social Work).

St.Sagora. 2. Miter, V., Obrasovanie i vazpitanie za edna nova Evropa (Education for a new

Europe)..- V: Pedagogika, 1991, 12. 3. Petrova-Dimitrova, N. (2001) Osnovi i metodi na sotsialnata rabota. (Foundations

and approaches in social work). - S. 4. Takvorian-Solakian, B. L. (2012) Inovatsionni obrazovatelni tehnologii I podhodi.

(Innovative education technologies and approaches). - S. 5. Shulman, L. (1994) Izkustvoto da se pomaga na individi, semeystva i grupi. (The art

of helping individuals, families, and groups).- S. 6. Professional profil of the Social worker (The Professional Profile of a Social

Worker), s-Hertogenbosch, The Netherlands 1994. 7. Ross, M. G. (1998) Community organization: Theory, Principles and, Practice.

( : , ).- New York.

- , - n.solakian2@abv.bg

„ “

39

.

SOME TRENDS IN ADULT EDUCATION

Valentina N. Vasileva ABSTRACT: Adult teaching is associated with the rapidly growing needs of the acquisition

of knowledge, skills and competences necessary for their career development and their overall activity in different spheres of life. Continuing education for adults include training to improve and expand vocational training and retraining of employed and unemployed , including training of trainees; studying to acquire the knowledge, skills and competencies to address new information and communication technologies; expansion of language training, acquiring knowledge for further cultural development and improvement of the elderly according to their interests, etc.

KEYWORDS: training, education, elderly, knowledge, skills, competencies

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44

3. , ., . . (2003): . ., II .

4. Imel, Susan. Teaching Adults: Is It Different? // ERIC Digest. 1989.

5. REFERENCES 1. Zakon za nasurchavane na zaetosta (Employment promotion law ), 01.01.2002 .

izm. . . 10 / 6 febr. 2009. 2. Metodichesko rakovodstvo za obuchenie na vuzrastni (Methodological guidance for

adult education), (2006): Proektpo programa Far 2003 BG2003/004-937.05.03 Profesionalna kvalifikacia EuropeAid/120163/D/SV/BG.

3. Petrov, P., M. Atanasova. (2003): Obrazovanieto I obuckenieto (Education and learning), II izd. Sofia.

4. Imel, Susan. (1989): Teaching Adults: Is It Different? // ERIC Digest.

, . . - vvasileva@uni-ruse.bg

„ ”

45

„ “

.

SOME ASPECTS OF EDUCATION IN “GRAPHIC” AND CREATINGAN ARCHIVE OF GRAPHICWORKSBY STUDENTS

Valeri H. Chakalov

ABSTRACT: The aim of the training course "Graphics" is the student to acquire basic

theoretical and practical knowledge in the field of fine graphics. At various stages of their education students learn and deepen skills in classical and modern graphic techniques. Through educational programs, creative experimentation and new practices they have the opportunity to stimulate the imagination and develop their talent.

KEYWORDS: art, pedagogy, student, archive, collection, e-catalog

-10-579/04.04.2014 . „ “ „ . “

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valerichakalov@abv.bg „ . ”

49

90-

.

COMPOSER KRASSIMIR MILETKOV’S WORK IN THE CONTEXT OF BULGARIAN MUSIC FOLLOWING THE 1990s

Vanya M. Djambazova

ABSTRACT: The most serious, profound, and complex transformations of the XXI century

are related to culture, with mutual tolerance between peoples and the promotion of human values. Cultural initiatives - both institutional and personal, are called upon to achieve important social and meaningful tasks - on the one hand to preserve the specific, unique traditions , and on the other - to find a way to develop and defend an important element of world civilization . With a variety of styles, trends and creative views, period - the late twentieth and early twentieth century, defined as particularly interesting for the historical development of the new Bulgarian music. Most recently Bulgarian music has continued development established genres in music for children - children and school song, instrumental and chamber music and performing genres. They are present in the works of many contemporary Bulgarian composers as one of the most prominent of them is Krasimir Miletkov . His work fits into the period of the 90s of the twentieth century until this day and stands with the wealth of creative ideas, personal style and vivid musical language .

KEYWORDS: Krassimir Miletkov, contemporary Bulgarian composers, new

Bulgarian music, music genres

-10-584/04.04.2014 . „ “ „ . “

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52

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, „ , „ o“

[1:35 – 36]. REFERENCES

1. Valchinova-Chendova, ., S. (2002): Zhanrovi modeli v balgarskoto kompozitorsko tvorchestvo prez poslednite tri desetiletiya (Genre patterns in Bulgarian composers in the last three decades). // Balgarsko muzikoznanie, 2, s. 44 – 45, 35 – 36.

2. Valchinova-Chendova, ., S. (2004): Novata balgarska muzika prez poslednite desetiletiya: modeli i interpretacii (The new Bulgarian music in recent decades: models and interpretations). // II-BAN, s. 39, 93, 163 – 235.

3. Kracheva, L., S. (2008): Muzikata prez vekovete. Balgarskata muzikalna kultura ot drevnostta do nashi dni (Music through the ages. Bulgarian musical culture. From ancient times to the present day).// Mars, s. 305, 315.

4. Levi, Kl., S. (2012): Muzikalnata parodiya v kraya na 20 i nachaloto na 21 vek (Musical parody in the late 20th and early 21st century). // - , 2012, . 9.

5. Shushulova-Pavlova, M. S. (2006): Balgarski kompozitorski vizii za sluhovo vazpitanie pri usvoyavane na nachalni klavirni umeniya (piesi, napisani i izdadeni

53

prez 90-te godini na vek) (Bulgarian composer visions of hearing education in the utilization of primary keyboard skills (plays, written and published in the 1990s). // Muzikalno obshtestvo Vasil Stefanov, Askoni-izdat, s. 57 – 167, 281.

, . .

v_djambazova@mail.bg „ . ”,

54

. , .

ANALYSIS OF TEACHERS' WORK THROUGH VARIOUS

ASSESSORS

Vasil Iv. Vasilev, Margaritka R. Toneva

ABSTRACT: This paper provides an overview and analysis by various evaluators of teachers: the school principal, a colleague or colleagues, students, as well as parents. Each of the evaluators gave their views on the abilities of teachers to receive feedback on behalf of their students. This study determines not only what students know and how they feel in different stages of the educational process, but also how we do our planning, teaching and learning.

KEYWORDS: overview, analysis, assessors, teachers

-10-580/04.04.2014 . „ “ „ . “

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REFERENCES

1. Andreev, . (1995): Otsenyavaneto v uchilishte (Assessment at school) Sofia. 2. Zhekova, St., N. Koleva. (1992): Problemi na profesionalniya trud i lichnostta na

uchitelya (Problems of vocational work and a portrait of a teacher). Blagoevgrad. 3. Kolishev, N. (2004): Kontrol i ocenka na profesionalnata deynost na uchitelite v

protsesa na obuchenie (Control and assessment of teachers’ professional skills in the learning process). – V: Pedagogika, 7.

4. Milyankova, R. (1992): Podbor i ocenyavane na uchitelite v razvitite strani (Selection and assessment of teachers in developed countries).

. vasko_i_vasilev@abv.bg

„ “

„ ” – .

58

.

ASSESSMENT FOR TEACHERS

Vasil Iv. Vasilev

ABSTRACT: Target conditions and means of the teaching profession are based on the assessment of their work. Since their goal is an effective educational process that is associated with coaching a child's personality, then their object - the student - should be among the most important multifunctional aspects, both in terms of individual work and the group work.

The main question that we seek to answer is "Why evaluate teachers' work?” That is precisely the purpose of this paper: it aims to present the evaluation of teachers' work as well as the criteria and methods of evaluation.

KEYWORDS: assessment, teaching, education

-10-580/04.04.2014 . „ “ „ . “

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REFERENCES

1. Andreev, . (1995): Otsenyavaneto v uchilishte (Assessment at school) Sofia. 2. Zhekova, St., N. Koleva. (1992): Problemi na profesionalniya trud i lichnostta na

uchitelya (Problems of professional teacher’s work and his profile). Blagoevgrad. 3. Kolishev, N. (2004): Kontrol i ocenka na profesionalnata deynost na uchitelite v

protsesa na obuchenie (Control and assessment of teachers’ professional skills in the learning process). – V: Pedagogika, 7.

4. Milyankova, R. (1992): Podbor i ocenyavane na uchitelite v razvitite strani (Selection and assessing of teachers in developed countries).

. vasko_i_vasilev@abv.bg

„ “

63

ON WHETHER … OR NOT, IF … OR NOT AND WHETHER OR NOT ALTERNATIVE INTERROGATIVE STRUCTURES

Velichka L. Spasova

WHETHER

… OR NOT, IF … OR NOT WHETHER OR NOT

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: whether … or not, if … or not, whether or not

The aim of this article is to describe the constituents, occurrences, functions,

meaning, and uses of whether … or not, if … or not and whether or not alternative interrogative structures (AISs) on the basis of data from four corpora.

1. Corpora used in this research Four corpora are used in this research with a total of 281 984 word forms.

1.1. English Fiction Corpus (EFC, 90 508 word forms) compiled by V. Spasova.

1.2. English Corpus of Fiction Monologue (ECFM, 50 370 word forms) compiled by V. Spasova.

1.3. Charlotte Face-to-Face Corpus of Spoken English (CFCSE, 90 630 word forms). It is part of a larger corpus of spoken data (198 295 word forms in total) included in the Open American National Corpus (Open ANC) [1].

1.4. Switchboard Telephone Corpus of Spoken English (STCSE, 50 476 word forms). It is part of a larger corpus of spoken data (3 019 477 word forms in total) included in the Open American National Corpus (Open ANC) [1].

2. Constituents 2.1. Constituents of whether … or not and if … or not AISs

These AISs represent an or-coordination of two finite closed interrogative subordinate clauses, a term used by Huddleston & Pullum [2, p. 951, p. 973]. The first clause usually occurs in its full form and is marked by the interrogative subordinator whether or if. The second clause is elliptical – it is reduced to just the negator not.

64

In all examples below the constituents of the AIS are put in round brackets, the AIS itself is in square brackets and is marked with single underlining, while the head verb, noun or preposition is marked with double underlining. The coordination marker or is regarded as belonging with the coordinate that follows it [2, p. 1277], i.e. it forms a syntactic constituent with the negator not. When the AIS is a constituent of a larger phrase, the latter is put in curly brackets. The abbreviated name of the corpus from which the example of AIS is taken follows the example and is enclosed in round brackets. All examples are in italic.

(1) Both of the ones I met have been really funny guys. I don't know if that's, uh, [(if that's true about all Puerto Ricans) (or not)]. (STCSE)

(2) I don't remember [(whether he waved back) (or not)] so I did get to see President Roosevelt himself and in person so that was a big thrill for me as a young person. (CFCSE)

The reduction of the second clause to the negator not is possible when the two clauses differ only in the positive and negative form of the verb realizing the predicator. The positive form is in the first clause, the negative is in the second. In such cases the whole second clause can be dropped except for the negator not which fills the position immediately after the coordinator or. Ex. 3 shows what ex. 1 would look like if the AIS were made up of two finite full closed interrogative subordinate clauses marked by if.

(3) Both of the ones I met have been really funny guys. I don't know if that's, uh, [(if that's true about all Puerto Ricans) (or if that’s not true about all Puerto Ricans)].

It should be mentioned that Huddleston & Pullum [2, p. 1329] treat the negator not as a clause fragment, not as an elliptical clause, and note that, in examples like 1 and 2 above, “or coordinates a clause with a clause fragment”.

Corpora evidence suggests that sporadically or coordinates two non-finite to–infinitival closed interrogative subordinate clauses, the second of which is reduced to the negator not. (There is only one example in the four corpora. It occurs in EFC.) These clauses, however, can be introduced only by whether. As Quirk et al. note, “if cannot introduce a to-infinitive clause” [3, p. 1054].

(4) She told Barry about the two-year contract she’d been offered. “I haven’t decided [(whether to accept it) (or not)].” (EFC)

The AIS is a reduced variant of whether to accept it or whether not to accept it. 2.2. Constituents of whether or not AISs

In the corpora there are also examples like 5 and 6 below: (5) I never made up my mind [(whether) (or not) (I was in love with her)]. (EFC) (6) A: What about attending theater and watching it? Does that do, uh, does that

do very much for you? Or do you find that that is not the same as reading it? B: It depends. It depends on the story and it depends {on, um, well, [(whether)

(or not) (it's well done)]}. (CFCSE) The AISs above consist of the subordinator whether, the coordinator or, the

negator not and a clause and are very interesting because of the still unspecified status of the combination whether + or + not.

A possible approach to such AISs is to treat them as reduced versions of AISs made up of two closed interrogative subordinate clauses introduced by whether which differ only in the positive and negative form of the verb realizing the predicator.

65

Let us take the AIS whether or not I was in love with her (ex. 5) as an illustration. It can be regarded as a reduction in three steps of the AIS whether I was in love with her or whether I wasn’t in love with her, where or coordinates two subordinate whether-clauses. As the second clause differs from the first only in the negative form of the verb was, the first step is to drop the whole clause with the exception of the negator not. The second step is to place the negator immediately after the coordinator or so that it fills the vacant position of the second clause. Now the AIS has the form of whether I was in love with her or not. The third step is to front the coordinator or and the negator not so that they immediately follow whether, thus dividing the first constituent into two parts, namely the subordinator whether and the clause I was in love with her. The resulting AIS is whether or not I was in love with her. As the first constituent is split, its two components are enclosed in separate round brackets as shown in the examples above.

A similar approach is described by Biber et al. [4, p. 690–1] where they claim that “alternative question constructions are also found with an elliptical negative clause or not” and that “in alternative question constructions with an elliptical negative clause, the or not can also directly follow the complementizer whether”.

Huddleston & Pullum [2, p. 1329] mention that “the clause subordinators do not normally coordinate”, but they also admit that “whether, however, does coordinate with not“. In Huddleston & Pullum’s terms, examples like I never made up my mind whether or not I was in love with her are equivalent to I never made up my mind whether I was in love with her or not, “where or coordinates a clause with a clause fragment”. However, the authors also note that “whether or not is possibly best handled as a fixed phrase, a subordinator complex”.

It is important to point out that there are no if or not AISs in the corpora. This is in line with Biber et al. [4, p. 691], Quirk et al. [3, p. 1054] and Huddleston & Pullum [2, p. 974] who emphasize that or not cannot follow directly if.

3. Occurrences Corpora data suggest that whether … or not, if … or not and whether or not AISs

are a rare phenomenon in English. There are only 21 occurrences (0.007 %) in the four corpora. These AISs make up one twelfth (or 8.2 %) of the total number of 256 AISs found in the four corpora. The distribution of the AISs across the corpora is as follows:

o whether or not AISs: 9 occurrences in total (0.003 %) – 0 (0 %) in EFC, 2 (0.004 %) in ECFM, 2 (0.002 %) in CFCSE, and 5 (0.01 %) in STCSE.

o if … or not AISs: 8 occurrences in total (0.003 %) – 1 (0.001 %) in EFC, 0 (0 %) in ECFM, 3 (0.003 %) in CFCSE, and 4 (0.008 %) in STCSE.

o whether … or not AISs: 4 occurrences in total (0.001 %) – 1 (0.001 %) in EFC, 0 (0 %) in ECFM, 2 (0.002 %) in CFCSE, and 1 (0.002 %) in STCSE.

It turns out, somewhat surprisingly, that whether or not AISs are as numerous as if … or not AISs and twice as numerous as whether … or not AISs. Not surprisingly, however, all these AISs are much more frequent in spoken language than they are in works of fiction. The total number of their occurrences in the spoken corpora (17 occurrences) is 4.25 times as high as it is in the fiction corpora (only 4 occurrences).

4. Functions Despite their small number, these AISs have a variety of functions to perform on

both phrasal and clausal level. Also, they function as supplements with NPs as anchors.

66

4.1. Functions on phrasal level There are 5 AISs with functions on phrasal level. They serve as complements in

NPs (1 AIS), complements in PPs (3 AISs), and parts of complements in PPs (1 AIS).

a) Complement in an NP The AIS in the example below is complement to the head noun matter. (7) … the law now is a super fund and anybody who's contributed toxic waste

{no matter [(if you were somebody that eventually, you know, uh, damaged the ground) (or not)]}, uh, everybody has to contribute, and it's been a lot of big bucks when we've, uh, gotten pulled into these, uh, super fund deals to clean it up … (STCSE)

b) Complement in a PP The AIS in the example below is complement to the head preposition about. (8) A: … I don't think it's the worst investment in the world.

B: Yeah? Do you, yeah? Do you really not? I, I, you know, I, I debate {about [(whether it's really good) (or not)]}, you know. (STCSE)

c) Part of a complement in a PP The AIS in the example below makes part of the complement to the preposition

on heading the PP in curly brackets. (9) And then gave us a good idea back, you know, some good information back

{on [(whether) (or not) (we were going to achieve those goals)] and, yeah, or not, or what we needed to do so that we could achieve them, and money we could put in at what time, or not}, yeah … (STCSE)

4.2. Functions on clausal level There are 15 AISs with functions on clausal level. Most often they serve as direct

objects (12 AISs), but can also be adjuncts (2 AISs) and subject complements (1 AIS). a) Direct object

Corpora data show that the most common verb to license AISs in the function of direct object is know (5 occurrences), followed by remember (2 occurrences). Other verbs like decide, say and wonder occur only once. Know, remember and decide are always used in their negative form, say and wonder are used only in their positive form.

(10) We lived in uh, in dairy land country and uh, little things you missed which now I don't know [(if I like) (or not)]. (CFCSE)

(11) Um, I remember another time, uh, being told, uh, about a storm that had come up that my dad had taken, um, my two brothers, and, um, I can't remember [(if I was with them) (or not)]. I think I was. I think I was around at that time. (CFCSE)

(12) Right, they had to go through wondering for three days [(whether) (or not) (I was going to live)]. (CFCSE)

In the fiction corpora there are sentences like those illustrated by ex. 13 and 14 below. In my opinion, the underlined AISs there also function as direct objects.

(13) Jonesy had no idea [(if Mr Gray understood the significance of the lightbars on top) (or not)]. (EFC)

(14) I never made up my mind [(whether) (or not) (I was in love with her)]. (ECFM)

Huddleston & Pullum [2, p. 274] regard make up one’s mind and have … idea as verbal idioms. They point out that “make up one’s mind has essentially the same

67

meaning as decide”. Also, “have … idea is comparable to know and takes the same range of clausal complements”. All this comes to say that the above-mentioned verbal idioms can be treated as the single lexical verbs decide and know and like them take complements that function as direct objects.

b) Adjunct

(15) [(Whether) (or not) (Tug would continue to need Captain McLendon)], he didn’t have him much longer. (ECFM)

c) Subject complement (16) … the basic problem with any invasion of privacy is [(whether) (or not)

(you're feeling threatened as a result of, of it)], so, so maybe that is a, a little bit of what privacy is. (STCSE)

4.3. Supplements with NPs as anchors According to Huddleston & Pullum [2, pp. 1350–1], a supplement is not

integrated into the syntactic structure of a sentence and on that account it cannot function as a dependent to any head. However, it is semantically related to an anchor.

There is 1 AIS that functions as supplement with an NP as an anchor. In the example below the double underlining marks the anchor issues.

(17) A: I think that perhaps, perhaps the extended family, you know,that, that it may be one of the solutions to, to a lot of things even, even, even child care, you know, I mean, of course there, there comes other issues, you know, [(whether) (or not) –

B: Yes. A: -- (any of the grandparents would we feel they're gonna be a good, they're

gonna be a good caretaker for our children)], but, I mean, they raised us after all … (STCSE)

5. Meaning The constituent units of the AISs under investigation denote two opposite and

mutually exclusive alternatives. As the second constituent is a clause reduced to just the negator not, we can say that it negates lexically the first constituent or that the second constituent is the negative counterpart of the first one.

In general, these AISs indicate the speaker’s (or the character’s) feeling of doubt and uncertainty about the facts he or she gives. A number of factors account for this feeling. For instance, with AISs headed by the verb know (always used in its negative form) and the verbal idiom have no idea, the uncertainty most often results from the speaker’s (or the character’s) insufficient information (ex. 18, 19). With AISs headed by the verb remember (also used in its negative form) the uncertainty arises from the fact that the speaker does not clearly remember a fact from their past (ex. 20). With AISs headed by decide (again used in its negative form) the uncertainty comes from the speaker’s indecision whether to take a particular action or not (ex. 21).

(18) … one of the things that we were just talking about as a matter of fact this week at work was the CODA Plan that is offered, and I think that is just a a fabulous one, so ... I don't know [(if you participate in that) (or not)] but … (STCSE)

(19) Jonesy had no idea [(if Mr Gray understood the significance of the lightbars on top) (or not)]. (EFC)

68

(20) I don't remember [(whether he waved back) (or not)] so I did get to see President Roosevelt himself and in person so that was a big thrill for me as a young person. (CFCSE)

(21) She told Barry about the two-year contract she’d been offered. “I haven’t decided [(whether to accept it) (or not)].” (EFC)

6. Uses All AISs but those serving as adjuncts are used as embedded indirect questions. (22) Both of the ones I met have been really funny guys. I don't know if that's, uh,

[(if that's true about all Puerto Ricans) (or not)]. (STCSE) (23) A: But I'm, I'm disturbed by a country that attempts to be functionally

bilingual at the official level. B: Oh, I see. A: Um, I'm, I'm concerned {about [(whether) (or not) (that causes fractiousness)]}, I guess. (STCSE)

Huddleston & Pullum [2, p. 972] note that “in the default case, sentences whose meaning contains an embedded question can be glossed with the formula ‘the answer to the question’”. When glossed with this formula, ex. 22 and 23 look like ex. 24 and 25:

(24) I don’t know the answer to the question “Is that true about all Puerto Ricans or not?”

(25) I'm, I'm concerned about the answer to the question “Does that cause fractiousness or not?”

7. Conclusions The corpus-based study of whether … or not, if … or not and whether or not

AISs leads to the following conclusions on their constituents, occurrences, functions, meaning, and uses:

a) The constituents of whether … or not and if … or not AISs are two (most often) finite closed interrogative subordinate clauses. The first clause usually occurs in its full form and is marked by one or other of the interrogative subordinators whether and if. The second clause is elliptical – it is reduced to just the negator not. The reduction is possible when the second clause differs from the first only in the negative form of the verb realizing the predicator.

Whether or not AISs consist of the subordinator whether, the coordinator or, the negator not and a clause. They can be regarded as a reduction in three steps of AISs made up of two closed interrogative subordinate clauses introduced by whether which differ only in the positive and negative form of the verb realizing the predicator.

b) These AISs occur very rarely in English. There are only 21 occurrences (0.007 %) in the four corpora. They make up one twelfth (or 8.2 %) of the total number of 256 AISs found in the four corpora. Whether or not and if … or not AISs and twice as numerous as whether … or not AISs. The AISs are characteristic predominantly of spoken language. The total number of their occurrences in the spoken corpora (17 occurrences) is 4.25 times as high as it is in the fiction corpora (4 occurrences).

c) On phrasal level, the AISs serve as complements in NPs and as complements and parts of complements in PPs. On clausal level they function mainly as direct objets, but they can also be adjuncts and subject complements. They also serve as supplements with NPs as anchors.

69

d) The constituents of the AISs denote two opposite and mutually exclusive alternatives. The second constituent negates lexically the first one. In general, these AISs indicate the speaker’s doubt and uncertainty about the facts they give.

e) All AISs but those in the function of adjuncts are used as embedded indirect questions.

REFERENCES

1. Open American National Corpus (Open ANC) [Electronic resource]. – URL: http://americannationalcorpus.org/OANC/index.html.

2. Huddleston R., G. K. Pullum. (2002): The Cambridge Grammar of the English Language. Cambridge University Press, p. 274, p. 951, pp. 972–974, p. 1277, p. 1329, pp. 1350–1351.

3. Quirk R., S. Greenbaum, G. Leech, J. Svartvik. (1985): A Comprehensive Grammar of the English Language. Longman Group Limited, pp. 1053–1054.

4. Biber D., S. Johansson, G. Leech, S. Conrad, E. Finegan. (1999): Longman Grammar of Spoken and Written English. Pearson Education Ltd, pp. 690–691.

Velichka Lyubomirova Spasova

Senior Lecturer in English, Section of Foreign Languages Department of Languages and Sports, Agricultural University – Plovdiv

12 Mendeleev Blvd, 4000 Plovdiv e-mail: velichka_spasova@yahoo.com

,

, „ ” ,

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70

.

SYNTHETIC EXERCISES IN THE COMPUTER SPHERE

Violeta Iv. Kyurkchiyska

ABSTRACT: The primary teacher confronts the need of changing the goals of the bulgarian education, of the context to discovering that the modernization is not caprice or situation contrivance, but need to the education dimension, they request didactically inventions and change in the approved stereotypes. Using her information communications technologies in the hours of the bulgarian as well of literature makes production of center stage-rich to urges. They motivate themselves by them and harass the children.

KEYWORDS: synthetic exercises, educational software product, Bulgarian

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REFERENCES

1. Georgieva, M. (2002): Obuchenieto po balgarski ezik v nacalnoto uchilishte (Teaching in Bulgarian at Primary school). Shumen: University Press.

77

2. Georgieva, M., R. Yoveva, St. Zdravkova. (2005): Obuchenieto po balgarski ezik v nacalnoto uchilishte (Teaching in Bulgarian at Primary school). Shumen: University Press.

, . . -

vili_ik@mail.bg „ . ”

78

1881 – 1912

. , . DISCIPLINE VIOLLATIONS AND PUNISHMENTS OF SHUMEN

PEDAGOGICAL SCHOOL STUDENTS DURING THE PERIOD 1881 -1912

Violeta K. Atanasova, Galia F. Filipova

ABSTRACT: The research presents discipine violations and punishments of Shumen

pedagogical school students during the period 1881-1912. KEYWORDS: discipine violations, punishments, students

-08-257/14.03.2014 . „ ” „ ”

-10-578/04.04.2014 .

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1. , . . 1878-1912. (2011) // . 2. 2. . . – , . 605, . 1, . . 1, 2, 5, 40, 42, 46, 47, 50, 51, 52, 55. 3.

. (1883) // , V-VI. 4.

. 1881 . (1990) // , 6. 5. .

(1904) // , . . 6.

. (1901) // .

REFERENCES 1. Angelova, R. Minaloto na Shumen. 1878-1912. (2011)//Shumen. 2. D.A. - Shumen, f. 605, op.1, a.e. 1, 2, 5, 40, 42, 46, 47, 50, 51, 52, 55. 3. Distsiplinaren pravilnik za uchenicite v dazhjavnite gimnazii I triklasni uchilishta.

(1883) // Ucheben vestnik, V-VI. 4. Instruktsia za upravlenieto na darzhavnite uchebni zavedeniya v Knyazhestvo

Bulgaria. 1881 g. (1990) // Upravlenie na obrazovanieto, 6.

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5. Pravilnik za gimnaziite I pedagogicheskite uchilishta v Knyazhestvo Bulgariya. (1904) // Uchilishten pregled, 10.

6. Pravilnik za uredbata I upravlenieto na srednite uchebni zavedeniya v Knyazhestvo Bulgaria. (1901) // Sofia.

, . -

atanasova_vk@abv.bg „ ”

88

1891-1909

.

RIGHTS AND OBLIGATIONS OF BULGARIAN SCHOOL STUDENTS

DURING THE PERIOD 1891-1909

Violeta Kirilova Atanasova

ABSTRACT: The research presents rights and obligations of Bulgarian school students during the period 1891-1909 reflected in normative documents. The author analyzes planned sanctions - stimulation and punishment – as means to achieve desirable behavior of students.

KEYWORDS: rules, students, rights, obligations, violations, stimulations, punishments

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REFERENCES 1. Atanasova, V. (2009): Normativna uredba na distsiplinata v novobalgarskoto

uchilishte prez Vazrazhdaneto// Pedagogika, 3-4, 126-144. 2. Zakon za narodnoto prosveshtenie.(1891)//Darzhaven vestnik, 1892, br.17. 3. Instrukciya za upravlenieto i uredbata na osnovnite uchilishta. (1896)// Darzhaven

vestnik, br.247. 4. Pravilnik za gimnazitei i pedagogicheskite uchilishta v Knyazhestvo Bulgaria.(1904)//

Uchilishten pregled, kn. . 5. Pravilnik za upravlenieto i uredbata na srednite uchebni zavedeniya v Knyazhestvo

Bulgaria.(1901)// Uchilishten pregled, kn.VIII.

, . - atanasova_vk@abv.bg

„ ”

98

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PLAY AND STOP THE AGGRESSION

Vladimir V. Lechev

ABSTRACT: The ability to present yourself by playing an instrument is a way to educate your special characters, also an ability to socialize yourself. This is also the way to eliminate the negative aspects in your behavior. The mouth organ is an instrument which can be used as a socializing resource in all the musical-performance activities. This kind of instrument is unknown for the society, but it has lots of possibilities to use.

KEYWORDS: music, socialization, education, musical performing, mouthorgan,

mundharmonica, play, respiration

2013-2014 „ “, BG051PO001-4.2.05-0001 „

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REFERENCES 1. Kalchev, Pl. (2009): Skali za agresia v yunosheska vazrast. Sofia: Iztok-Zapad. 2. Kirilova, R. (2005): Agresiya I povedenieto na detsata. Obrazovanie N2. 3. Krampert, P. (1952): Encyclopediya of the Harmonica. 4. Piryov, G. (1993): Decata i nie. Aktualni problemi na detstvoto. Sofia: Veda

Slovena. 5. www. uspeh.mon.bg

,

„ . “, – ” . . ”, .

vvlbg@abv.bg

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THE RESEARCH OF THE DEVELOPMENT OF CHILDREN’S CREATIVE CAPABILITIES – CORRELATION OF MUSIC AND

CHILDREN`S ART EXPRESSION

Gabriela Grujic-Garic, Sanja Filipovic

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INTRODUCTION The research of the development of children’s capabilities and the abilities of

influencing them, are very much present in the cotemporary preschool pedagogy. Their results are often opposite and incomplete, which show when being applied in pedagogical practice. Musical and art abilities of the children are not the exception in that way, which can be seen in many unanswered questions in science.

The significant thing for this research was to examine whether the musical education influence the other aspects of the creative expression, especially the art, considering the fact that it was the most common way of child’s communication during the preschool period. Drawing is one of the most important ways of children’s individual expression, its development, in formal and the informative aspect, is caused by the common psychophysical and social development, showing the condition of many functions, perception before all, mobility, thinking, emotions, sociality, etc.

Considering dilemma in the area of the art creativity about the way and the methods of inducing children’s art creativity, building and expanding their art language, with this research, one tried to investigate the synergetic influence of the musical and art creativity, that is, the possibility of inducing the children’s art abilities by music.

In the art expression of the real world, a preschool child shows the noticeable characteristics of the objects, beings, appearances by scheme. Children of this particular age, don’t need the role model for drawing (direct visual stimulus), it shows the same picture with and without them. At the drawings on certain subject, we get the visualization of the children’s ideas, concepts about the subject. That is why the child’s

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drawing, together with the verbal comment, (going through the same), can be considered as the children’s defining of the idea.

At the preschool age, we have two most common factors of the children’s thinking: connection to the appearance (that gives perception) and the subjectivity (connection to the personal point of view). The combination of the influence of these two factors makes the specific child’s thinking, etc. From this comes the global criterion for establishing the level of the meditative maturity, etc. By B. Karlavaris, the thought is more mature if it is more objective, if it goes more into the essence of the appearance and is not connected to the subjective experience. ”Starting from the informational theory and the theory of the signs (semiology), it is possible to differentiate the signs that have the transferring data function (so, certain significance), from the signs that have the esthetic function (relies to themselves), which are opened and mean the original creative solution. Considering the fact that the art education is directed to the formation of the visual culture (developing the abilities of the visual communication, achieving the information and knowledge, meaningful message), and the formation of the art culture (developing the ability of receiving and modeling the esthetic messages), both of these two processes are very much important for us, and they are also dialectically conditioned” [3:1-5]. B. Karlavaris set the hypothesis in his research by starting from the basic idea that the visual messages, the coded signs, gradually develop and get the more certain shape. He emphasizes that the development of the visual language as the universal language for the communication, at the level of the scientific knowledge, is still an opened question, which is very much important for the pedagogical work. B. Karlavaris considers that it is essential, in the very art education process, to nourish the coded art expression (so called understanding) and reporting a message through the visual signs.

Analyzing the children’s art works, B.Karlavaris came to the conclusion that it was possible to register the gradual appearance of the visual signs for certain ideas, so he expanded the children’s art work analysis by using two available aspects, which were intellectually – narrative (what and how the children show) and the art – expressional (how do children esthetically interpretate the certain expressions), with one new conceptually – symbolical( from the position of the children’s way of forming the visual signs for the ideas, that is, how to find the basis for the visually coded sign by using the meaning of the idea itself).

B. Karlavaris, by using this investigation, opened the important question in examining the development of the children’s art expression, which relies on the nature of the process and the conditions of the visual communication, at the inner, as well as the outer plan.

The development of the musical and art expression at the preschoolers is possible to follow, because the child itself, in its real psychological life cannot differentiate the real from the experienced, that so it cannot differentiate the sensibilities in one art from the creativity in the other.

The expression of one kind can serve as the basis for the expression in the other aspect. There comes the question about the connection of the art and the musical content. The art expression has the visual basis – content and the form comes as the result of the art elements combination - lines, color, surface, light and their mutual relations (principles of the art composition formation). Musical expression has the

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acoustic basis – content comes out of the movement, interlacing and combining of the tones and their qualities: lasting, pitch, intensity, color, being set in the certain relations and by making the musical entireties. In the art, and especially musical art, the irrational relation between the man and the art content is extremely important, no matter one receives, or creates it- sees or listens. Instead of the clear logical judgments about the works of one or the other art, man establishes the emotional contact, creates the experience, mostly based on the esthetic and the other qualities and accepts, in the totally subjective way, and also valuate these qualities and the work in total. The experience is the starting point for the creation and understanding the art, and the creativity and sensibility are the psychological abilities that able the creation and experience of the art works. These two characteristics are the basis for the connection of the expression and the experience between the different types of the art. The procedure of the transformation and the association, as the direct connection, able the transmitting of the experience of one kind to the other. Association and the transformation are based on the complexity of the human psyche that hides the possibilities of the psychological qualities and creation of the new ones, rational and irrational content as well. With them, starts every creative attempt and everlasting search in the creative activity. Since the child in its own psyche cannot separate the certain art expressions, the possibilities of the association and the power of the transformation are the same as the child makes the attempts to express itself in different types of the art.

The musical pedagogue and the theoretic E.Basic investigated for a long time the art expression and the other children’s reactions connected to the music experience. Her experience gave the significant results in enlightening the psychologically - art background of the autochthonous children’s sensibility and creativity. The starting point of this pedagogue in investigating the child’s art expression was the expression of the two, totally different, in feeling, opposite musical contents: music of the movement and the music of the mood.

The music of the movement has the expressed rhythm, dynamics and tempo, simple facture and the clear form (characteristic motive or the phrase, stands out and repeat in the short time intervals in the basic or the variable shape) which makes the musical content compact and unique. The attention of the listener is directed to the less circumference of the content and the concentration is made by the presence of the dominant theme or the motive. After pointing out the rhythm, and the even, or temporarily even pulse oscillation of the other, simple and clearer elements, this kind of organized musical content, initiates the movement at the listeners or makes the danceable or similar mood. The expression, made by esthetical qualities, makes, through the danceable mood, the movable reactions and the activities, as the expression of that very mood. According to E. Basic, the musical experience is able to transform into the art expression based on the created mood, using the hidden and transparent movable reactions and activities, which basically have the subjective impression and the inner experience.

The music of the mood has the other content – it is wide and deep in its expression, its character is lyrical, meditative, calm, ceremonial, pathetic or dramatic. It is heterogeneous in its content, flow and mood. The mood in the work can be unique or complex – contrast, when two or more characters interlace. This music has the strong melody, richer and comlexed harmony, calm and various tempo, combinations and the

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changes of the hues, dynamic changes, rhythm is calmer or more various. In the music of the mood, comes to the expression of the sensibility, that is why it influence the sensitivity of the listeners and making the permanent emotional conditions – mood. It “insists” on the deeper inner experience, not on the outer reactions and the activities as the “echo” of the experience. Here, too the inner experience serves as the basis and the stimulus for the transformation and the art expression that needs to express the certain mood expressed in music.

In transposing of the musical experience into the art expression, the child engages most of its abilities and psychophysical functions. One can follow child’s individual reactions and psychological conditions. One can see the body position and the movements, attention object, using the means, interest, commitment, patience, involving, independence, the way ant the tempo of the work, persistence and systematic. For the full understanding of the child’s art expression, one have to chose the subject, that is, through what kind of content and the form, the musical experience can be realized: is it concrete or abstract; does it have the clear subjects or is it just the game of the lines and colors; are they natural or unnatural shapes and what are their relations, what is the character of the art work, what kind of the impression leaves: is the picture monotonous, poor with elements, or is it full of the content, dynamical, lively and colorful with shapes, movements, colors in the movement – with the rhythm and so on.

Making the possibility for the child to transform its musical experience into the art expression, represents the situation for observing and studying the children’s reactions, activities and their abilities. Their analysis is more complete because the variable of children’s sensitivity and creativity expression is bigger, considering two art areas. The musical and art contents and their mutual relation, made by the children’s physic, can point to the children’s creative abilities. In order to reach the creative idea as the condition for the creative process, one needs to create the conditions for getting the experience as well as the personal experience. The important factor in the children’s art expression, beside the visual experience, is the auditive factor, which is the sound that influence the increase of the experiencing the certain visualization. So, what is well known, and what many experts talk about, as well as E.Kamenov, is the fact that in the process of the educational work with the children’s creativity, in this particular case, the art, it is necessary to include all the simulative factors in order to increase the specific experience and the personal experience, as the essential factor for the creative activity, which represents the relation between the situation, individual, process and the product: creative situation => creative individual=> creative process => creative product. In this research one can see if and how much the exposure to music (sound) can influence the visual expression of the children. For this research it was necessary to select the visual appearances that have its own auditive character that is consumption that, older preschool children already have certain visual and auditive experiences, for example, the appearance of the drum as the music instrument and the sound of the drum on which the artist plays some music theme, the look of the plane as the mean of transport and the sound of the flying plane, look of the car as the mean of transport and the sound of the horn while driving… It is necessary to investigate if the direct exposure to the sounds that are characteristic for the motive that the children are drawing, can at the moment of the creative process, increase the experience of the certain phenomenon and influence

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the quality, creativity and the authentic of the visual picture, as well as its form, symbolic and expressivity of its picture.

METHODOLOGY OF THE RESEARCH Basic goal of the research was seeing the whole picture of the influence of music

on the children’s art creativity in the products of the children’s art creativity, connecting the determined facts and the children’s art creativity characteristics.

The task of the research is: To determine if there is a difference between the art abilities of the children with whom the kindergarten teachers use music for the stimulation and development of the children’s art expression and art abilities of the children with whom the kindergarten teachers do not use music for stimulation and development of the children’s art expression, which can be seen through the level of the ability of symbolic and sign expression in the children’s art creativity.

Basic hypothesis is set in the zero shape and goes like this: There is no difference in the art abilities of the children with whom the kindergarten teachers use music for the stimulation and development of the children’s art expression and art abilities of the children with whom the kindergarten teachers do not use music for stimulation and development of the children’s art expression, which can be seen through the level of the ability of symbolic and sign expression in the children’s art creativity.

Independent variable in this part of the research is a pedagogic conception of the educational work program, which applies at the children’s kindergartens, especially – music and art education program.

Dependant variable in this research shows through the characteristics of the children’s art expression- children’s art expression of the visual ideas (chosen ideas compatible to the age of the preschool child expressed in the picture (art) way).

The use of the standardized instrument of the Karlavaris’s test of the visual ideas in this research enables the statistic data work and conclusions about the basic hypothesis. One can say that the used procedure was natural, because the certain conditions were unchanged, such as the work with the children from the same group, which enabled the similar age (preschool group), mostly the same time of the art activities in the both groups…

Considering the different work methods at the art and music activities, one expected to see, in the art creativity area, the certain differences at the level of the creative abilities of the preschoolers, in the lines in which the educational work of the art and music creativity could influence, in this particular case children’s art expression of the visual ideas.

Investigating technique, during the data collecting, meant the investigating procedure of the testing, with the use of the instrument Karlavaris’s test of the visual ideas, which is checked in the other author’s researches, and by which one could have seen the characteristics of the children’s art expression of the visual ideas at each child in the group, as well at the group as a whole. There were two types of the tested children (1 group – children that were exposed to music during the art work -painting and 2 group – children that were not exposed to music during the art work – painting).The children accomplished art works with a goal of the illustration of the children’s way of shoving the content of the ideas through the graphical (art) expression

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medium, and the selected ideas were similar to the age of the preschoolers and expressed in the picture (art) way.

B. Karlavaris, in his research, when calculating the experimental data, used the ideas related to the appearances of different nature, complexity and the abstracts. According to their nature, B. Karlavaris puts them in the following categories: natural appearances (rain, snow, fire, crawling of the snake, bomb explosion); artificial appearances (building, sound of a plane, horns, and drum); psychological appearances (love, sadness) and the social appearances (justice). For the needs of this research, only art works related to the artificial appearances - sound of the plane, horn, drum, were analyzed. The things that children showed in their drawings could be called the visual ideas presentation. The children did not have any instructions on how to solve the subject, only described the idea because of the clearness, as well as the circumference of the appearances that belong to the specific idea, in order to encourage the children on the variety of the solutions, being careful not to impose some ideas. The drawing analysis was made from two points: form (formal analysis) and content (content analysis).

Half of the research sample children were stimulated during the art work by music, the following compositions: for the sound of the plane the composition was:” Glissandi” by G. Ligeti; for the horn:” Ten Pieces for Wind Quintet” by G.Ligeti and for the drum:”Bolero” by M.Ravel.

Starting from the given facts, one can assume that in this particular research Karllavaris’s test of the visual ideas, with its normative and components, being evaluated based on the art interpretation of the children( preschoolers), showed the insight of the level of the certain children art abilities development that were under the educational influence.

The sample in this part of the research was the children age from five years and nine months to seven years and one month of age at the kindergarten facility, during the year 2008/2009. The number of the sample children is one hundred children (100) from two (2) Belgrade’s kindergarten that belong to the following preschool facilities: P.S.F”11 April” – municipality Novi Beograd and P.S.F.”Cukarica”-municipality Cukarica. The collected data about the children were: age of the child (day, month, year of the birth, used for calculation of the actual age on the day of the research) and educational facility that a child attended.

PC software was used for the statistic calculation of the data. The data from the Karlavaris’s test of the visual ideas were in the charts of the primary data, and the percentages were calculated. For the importance of the difference calculation, the – square test.

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RESEARCH RESULTS 1/a The sound of a plane 1 group 2 group (a) Review of the plane without sound 28 56% 10 20% (b) Review of the sound of a plane line, mass, shape 17 34% 16 32% (c) Review of the plane with the sound in the

situation- review of the continuance and intensity of the sound of the plane line, mass, shape

05 10% 24 48%

Total: 50 50 Chart no. 1: Results review of the children’s art works analysis in the Karlavaris’s test of the

visual ideas for the sound of the plane The value of the calculated ² = 13,752 compared with the limited ² values

3,841, 6,635 and 10,827 with the appropriate freedom degree number (df = 1) at the given importance levels 0,05, 0,01 and 0,001 is bigger, so one can conclude that there is the statistically significant difference, when one talk about the art expression of the visual ideas – the sound of the plane, between these two examiners sample.

1/b The sound of the horn 1

group 2

group (a) Review of the source without the sound

7 4% 4% (b) Review of the source with the sound

3 6% 9 8% (c) Total review of the source with the sound in

the situation (traffic accident with the police, firemen extinguishing the fire, ambulance, street crossroads…)

0 0% 4 8%

Total: 50 50 Chart no. 2: Results review of the children’s art works analysis in the Karlavaris’s test of the

visual ideas for the sound of the horn The value of the calculated ² = 9,916 compared with the limited ² values 5,991

and 9,210 with the appropriate freedom degree number (df = 2) at the given importance levels 0,05 and 0,001 is bigger, so one can conclude that there is the statistically significant difference, when one talk about the art expression of the visual ideas – the sound of the horn, between these two examiners sample.

1/c The sound of the drum 1 group 2 group (a)Review of the drum without the sound 10 20% 08 16% (b)Review of the drum with the sound 28 56% 18 36% (c)Review of the situations with the human figures (hand and leg movements hitting the drum)

12 24% 24 48%

Total: 50 50 Chart no. 3: Results review of the children’s art works analysis in the Karlavaris’s test of the

visual ideas for the sound of the drums

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The value of the calculated ² = 6,396 compared with the limited ² values 5,991 with the appropriate freedom degree number (df = 2) at the given importance levels

0,05 is bigger, so one can conclude that there is the statistically significant difference, when one talk about the art expression of the visual ideas – the sound of the drum, between these two examiners sample.

Considering the fact that in all three cases (sound of the plane, sound of the horn and sound of the drum) there is the statistically significant difference, one can say that the zero hypothesis that goes like there is no difference in the art abilities of the children with whom the kindergarten teachers use music for the stimulation and development of the children’s art expression and art abilities of the children with whom the kindergarten teachers do not use music for stimulation and development of the children’s art expression, which can be seen through the level of the ability of symbolic and sign expression in the children’s art creativity can be rejected, and the alternative can be accepted, and it goes like this: there is a difference in the art abilities of the children with whom the kindergarten teachers use music for the stimulation and development of the children’s art expression and art abilities of the children with whom the kindergarten teachers do not use music for stimulation and development of the children’s art expression, which can be seen through the level of the ability of symbolic and sign expression in the children’s art creativity .

RESULTS DISCUSSION Speaking of the sounds of the plane, horn, drum, B. Karlavaris in his research

(1974) concluded that the graphical review of the different sound source of the preschoolers, mostly represent the individual and original solutions, considering the fact that the sounds are not the common theme of the art research and that there are not conventional graphical symbols for those ideas. B. Karlavaris determined then that the preschoolers do not show the actual art narration, even in the way of showing the objects and situations, and that it was more the way of showing the sound production, so the sound phenomenon (they draw the objects of the sound source, significant elements and the procedures of making the sound, as well as its spreading) [3:1-5]. In this research were especially chosen musical compositions with the certain musical elements as the specific kind of audio stimulation during the art expression of the children of preschool and early school age.

For the first art activity- the sound of the plane, the composition “Glissandi”, by G. Ligeti. The composition consists of the rising and falling glissandos in the dynamic shading from piano to forte. Considering the fact, that glissando is the way of playing, where the tones go fast, supported by the dynamic shading, one can presume that it will create the plane movement association at children( for example: the plane taking off- rising glissandos and landing of the plane- falling glissandos). The very beginning of the composition is represented by the chromatic glissando in piano dynamic with the gradual crescendo, which can associate the children on the for example, turning on the engine. In the developmental part of the composition, glissando is played on the kettledrums, which can associate the children on the flying of the plane, and the sound of the engine, so that can stimulate for more successful art expression.

Expansion of the sound and its intensity makes the basic characteristic of the graphical review of the idea (sign) sound. Karlavaris’s research showed that the children, during the art creativity, beside the review of the sound production, with the

112

help of the music, brought the experience, so beside the sound review, they showed the real art narration in reviewing the object and situations. It is interesting that the children of this age express (adequate) some important characteristics of these three types of the sound: lasting and the intensity of the plane sound, lasting of the horn sound and the rhythm of the drums, mostly the children that were stimulated by music during the art work.

Considering the elements types, they were mostly expressed by the lines, which represented the dominant expression mean for the sound review. The children showed the sound, mostly by lines (parallel, wavy, spiral, fat or thin lines), and less by mass and the shape.

The children that were stimulated by music, during the art work, move the attention from the review of the soundless plane 20 , to the review of the very sound of the plane 32 . The sound is represented by the letters, lines, pencil of lines, mass, and combinational. There are always continuous shapes and patterns that are present, based on which we translate them as the graphical review of the sound. The planes are shown when flying with the trace and sound (from the front part, wings…), with many details, decorated, with the intention to look like the real ones – mostly the battle planes. The children that were stimulated by music, mostly showed the motion of the plane with the sound( picture of lasting and the sound intensity by line, mass, or shape) in the situation 48 , which showed us that music increased the experience and imagination, where came to the creative visualization of the motives that had been visually shaped by the children. The narration of these art works could be connected to the music elements exposure, which directly caused certain associations and stimulated the experience. In a way, the presence of certain art elements could be connected to the music elements exposure, which is characteristic for the mentioned composition. For example, the rising and falling glissandos in the dynamic shading from piano to forte formed the association of the movement of a plane, at children, which could be seen in the quality of certain art elements, as well in the way of art structure formation. There is also the stylization of the line in the visual modeling, which is the symbolic review of the movement, in this particular case the plane, through the direction and the quality of the line (vertical, diagonal, long and short lines, etc…). One can notice the increased presence of the complementary relations between the colors that show us the increased audio experience of a child, representing through the visual effects of the complementary colors. The environment is composed authentically in a correlation to the motive experience, where one can see the compound space organization considering the age characteristics. The art compositions, in this case, are mostly composed in the following way: by contrast( through the color); with the emphasized relation of the sizes( emotional disproportion because of the increased experience, in a desire to reach the size and the monumentality of the plane as an object, and the sky, too); with the emphasized dominant – the plane, as the action carrier, speaks about the essence of the art idea; as the unity, made by the harmonically connected art elements into the mutual whole. Here, the stimulation was based on the creative, divergent thinking, which can be seen, not only through the graphical review, but also through the verbal comment of the children with the drawing.

The children that were not exposed to music during the art work, mostly showed the plane without the sound 56 and the review of the plane using lines, mass or shape

113

was present at 34 of the children. Only 10 of the children that were not exposed to music during the art work, showed the movement of the plane with a sound – review of the lasting and the intensity of the plane sound by lines, mass or shape in the situation. There is a consumption that the result of these children’s experience is absolutely because of the individual creative potentials of the children, not the result of the kindergarten teacher work systematization, whose task is to enable the conditions for the creative expression of the children, which means the stimulation of their experience by different contents, in this case, by music.

What is a characteristic of the both children populations is the affirmative fact, as in the research of B. Karlavaris, that the children cannot present the sound of the plane, without the review of the plane that makes it.

For the other art activity – horn sound, the selected composition for the listening was “Ten Pieces for Wind Quintet” by G. Ligeti. This composition lasts for 2, 12 min. which is compatible to the abilities of the children’s attention during the active music piece listening. The composition was being repeated during the children’s art expression considering the judgment of the kindergarten teacher. This composition was being performed by the performers on the brass instruments – oboe and the clarinet, whose color is in correlation with the actual horn sound. The character of the composition is determined by the monotonous, long continuance of the tones, which are repeating in sequences. There is consumption that this kind of tone associated the children to the horn sound. In the central part of the composition, comes to the simultaneous performance of the theme in the parts of the clarinet and oboe in the canonic aspect. Dynamic relation of the gradual crescendo from mecoforte to forte dynamics, one can assume that the possible “howling” sound of the horn was stimulated. At the ending part of the piece, comes to the theme repetition as the monotonous sound in one tone, playing by the oboe, so one can assume that this kind of the ending simulated the experience of the monotonous horn sound.

At this work, the children, that were exposed to music, during the art work often present the source, mostly the means of traffic with the sound 38 (car, ship, police car, fire truck, ambulance), and without the sound 14 . At the children that were not exposed to music, the picture is slightly different, so the review of the source with the sound could be seen at 46 , while the most of the works were without the sound, even 34 .

In the sample of the children that were exposed to music, at the biggest number of children, we have the increased experience of the situation, so the most of the works have the complete review of the situation 48 (accident with the police, firemen extinguishing the fire, ambulance, street traffic – crossroad). The children present different types of the horns (on the house, ship’s horn, car’s horn, and some music instruments), and then the sound is represented by the lines (wavy, spiral, and dotted), or the letters (U…U…U, Z…Z…Z). So, it is possible to notice a certain difference in the review of the sound, and the narrative elements. With the children that were not exposed to music, the very small number showed the source with the sound in a situation, tat is 20 of the children.

It was noticeable with the children that were exposed to music, during the art work, that the experience of the horn sound was increased, which had been caused by the character of the composition, that is, by the monotonous and long maintenance of

114

the single tones, repeated in sequences. This particular characteristic can be seen in the way of art composition formation, mostly by the symmetry and asymmetry principle, which reflects in the position of the parts according to the whole (the way of presenting the sound spreading through the line types – wavy, pencil of the lines, spiral, dotted, as well as the diagonal lines domination, with a role of increasing the drama, for example: the firemen extinguishing the fire, ambulance, street traffic…). The most common solutions are the asymmetric ones, with the increased repetition, that is, with the repetition of the same, different or similar elements in a certain order, in time intervals, which can be connected to the character of the musical composition, where the central part shows the simultaneous performance of the theme in the parts of the oboe and the clarinet in the canonic aspect. In the art works, one can also notice the rhythm as the composing principle, which also shows in the certain dynamic, pulsing, movement and lasting, at this particular case, of the sound. This kind of characteristic can be connected with the dynamic relation of the music elements, that is, the gradual crescendo from mecoforte to forte dynamic (“howling” sound of the horn).

The same as in the first drawing, neither of the sample has the review of the sound itself, but the sound with the source, in the situation and the way in which it occurs.

For the third art activity – drum sound, the chosen composition was “Bolero” by M. Ravel. Considering the fact that the drum is a percussion instrument without the certain tone pitch, in order to notice its importance during the children’s listening to music, it was necessary to chose the composition in which the musical theme would be given to this instrument, where is dominantly presented, what actually was the case with Bolero, by M. Ravel. The beginning of the composition has the simple rhythmical structure in three quarters, and with the repetition of the same model through the whole composition, while the melodic theme was given to different instruments. In the developmental part of the composition, the rhythmical light motive was given to the drums in forte dynamics, so the consumption was, that this sound culmination would make a great impression, the trace of the drum sound, during the art expression of the children, which was represented by the repetition as the composing principle, and in this case it had the decorative character, which, in a certain sense could be the characteristic in the musical composition that the children had been listening during the art work.

CONCLUSION The goal of this research was to enlighten the most all the creative potentials of

the preschool children in an aspect that referred to the mixture of the music and art creativity. It was noticed, that the children that were exposed to music during the art work, showed the increased need for representation of their experiences and relations towards the musical contents, as much clear as they can, through the art expressions. Speaking of the musical specificities, this kind of art engagements, simplified the presentation of the level of children’s creative abilities and sensibilities. Especially these works were precious in the attempts of understanding the children’s experiences and their conditions during the listening of the instrumental pieces of the music. What did the music” tell”, and what was their mood like while listening, as well as the other conditions, the children often expressed by using the art means, and then, they used the verbal means in order to describe the music understanding, that is, to describe their art

115

expression, and in that way, the children’s art works that we saw in this research, were in the direct and indirect relation with the ways of the children’s music creativity.

In this research, one came to the certain knowledge which is precious for the further art education and art culture methodology improvement. It was noticeable that with the children that had been stimulated by music during the art work, was significantly expressed the intellectually – narrative level (what and how the children present) and the idea – sign level (from the position of children forming the visual signs for ideas, that is, how they find, from the idea meaning, the basis for the visually coded sign). With the children that had not been stimulated by music during the art work, one could notice the lower creatively –emotional level, comparing to the intellectually-art level, where moving these two components away from each other, as well as decreasing the creatively-emotional component, leads to the routine, repetition of already learned, that is, to the non-creative ideas.

The results of this research show that one can influence the intellectually-art level, creatively-emotional, and the shaped level, as well, by using the systematically chosen themes, and even the methodical ways in the art education of the children. In this case, music was the extremely powerful stimulus that influences the children perception and experience. Based on the results of the research, one can conclude, that there was a special, almost organic connection between the music and art creativity of the preschool children. The art expression, as the way of the communication, is connected to the speech in general, and especially for the literary expression. The sounds of music, as well as the speech, can give very strong impulses for the art creativity. Music can be listened together with observation of an art work that is similar by the character. Music can follow reading of a text from the literature that can be illustrated. Also, using the rhythm and music, the children can make alive their figures made from the different material. Music can “tell a story” that will be represented by art: jolly melody will suggest using the warmer and more vivid colors, while the gloomy will suggest using the darker shades, etc. For the certain sounds, children can make up their own visual signs (drum sign, guitar, horn, plane, etc.).Verbal explanations of these signs are very much interesting and heterogeneous, individually experienced and expressed. Music can be connected to the dance: folk, modern, classic, with the free interpretation of the dynamic solutions in the review of the movement or making the decorative costumes. Children can , spontaneously play and integrate the acting, gesture, movement, sound, color and the word, so – to frame one content with the different activities that enable their connected expression.

The results of this research confirm the thesis that music can increase the experience at children, so with that, the very art expression, and that is why it is very much important to chose particular musical contents that are able to induce and increase the visualization of the certain motives at the children.

One can conclude that the preschool and low school periods of children’s age, are the most important for the connection between the art education and the other aspects of the educational work, especially musical education, and that connection should be in correlation to the children’s needs, abilities and the nature of their personality development.

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REFERENCES 1. Grujic, G. G. (2003): Musical literacy. Belgrade: Bureau of textbooks and teaching

aids. 2. Dimic, B. (1977): Music as the art activity stimulus of the preschool child. Novi Sad:

Center for the art culture. 3. Karlavaris, B. (1979): Art interpretation of the ideas at 3-7 years old children. Novi

Sad: Center for the art culture. 4. Kvascev, R. (1980): Stimulation and inhibition of the creative behavior of the

personality. Sarajevo: Bureau of textbooks. 5. Lowenfeld, V. and W. Lambert Brittain (1975): Creative and Mental Growth. New

York: Macmillan Publ. Co. 6. Rados, M. K. (1983): Psychology of the musical abilities. Belgrade: Bureau of

textbooks and teaching aids. 7. Filipovic, S. and E. Kamenov (2009): The wisdom of the senses, part III – Children’s

art creativity. Novi Sad: Dragon. 8. Filipovic, S. (2008): Educational processes with the preschoolers. Collection of the

works. Subotica: Higher school for teacher training.

Gabriela Grujic-Garic, Ph.D. Sanja Filipovic, Ph.D.

argus4@open.telekom.rs Teacher Training Faculty of fine arts,

The University of arts, Belgrad, Serbia

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.

SURVEY OF PRIMARY SCHOOL TEACHERS ON THEMATIC

DIVERSITY AND COGNITIVE AND EDUCATIONAL POTENTIAL OF WORD PROBLEMS IN MATH TEXTBOOKS

Gabriela N. Kirova

ABSTRACT: In this article we present the results of a questionnaire survey of 191 primary

school teachers from Sofia and other parts of Bulgaria on textual problems in math textbooks. The survey was conducted in 2006. We compared results on various issues concerning the three variant sets in mathematics for primary classes. The topic of our study was developing educational capabilities through word problems in mathematics textbooks.

KEYWORDS: mathematics, word problems, context, story, education, textbook, primary

school teacher.

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: . REFERENCES

1. Bogdanova, M., K. Nikova, N. Dimitrova. (2002): Matematika za 1. Klas (Mathematics for 1. grade). Sofia: BULVEST 2000.

2. Bogdanova, M., K. Nikova, N. Dimitrova. (2003): Matematika za 2. Klas (Mathematics for 2. grade). Sofia: BULVEST 2000.

3. Bogdanova, M., K. Nikova, N. Dimitrova. (2004): Matematika za 3. Klas (Mathematics for 3. grade). Sofia: BULVEST 2000.

4. Bogdanova, M., K. Nikova, N. Dimitrova. (2005): Matematika za 4. Klas (Mathematics for 4. grade). Sofia: BULVEST 2000.

5. Manova, A., R. Rangelova. (2002): Matematika za pyrvi klas (Mathematics for first grade). Sofia: Prosveta.

6. Manova, A., R. Rangelova, Yo. Garcheva. (2003): Matematika za vtori klas (Mathematics for second grade). Sofia: Prosveta.

126

7. Manova, A., R. Rangelova, Yo. Garcheva. (2004): Matematika za treti klas (Mathematics for third grade). Sofia: Prosveta.

8. Manova, A., R. Rangelova, Yo. Garcheva. (2005): Matematika za chetvarti klas (Mathematics for fourth grade). Sofia: Prosveta.

9. Novakova, Z., S. Ivanov. (2002): Matematika za pyrvi klas (Mathematics for first grade). Sofia: Prosveta.

10. Novakova, Z., T. Valkova, S. Ivanov. (2003): Matematika za vtori klas (Mathematics for second grade). Sofia: Prosveta.

11. Novakova, Z., T. Valkova, S. Ivanov. (2004): Matematika za treti klas (Mathematics for third grade). Sofia: Prosveta.

12. Novakova, Z., T. Valkova, S. Ivanov. (2005): Matematika za chetvarti klas (Mathematics for fourth grade). Sofia: Prosveta.

, . . -

gaby_kirova@abv.bg „ . ”

127

.

THEORETICAL AND TECHNOLOGICAL ASPECTS OF THE WORK

ON RETELLING IN THE KINDERGARTEN

Ganka I. Yankova ABSTRA T: This article presents the content and technological aspects of retelling a story

in kindergarten. It stresses on the necessity of viable terminology in the presentation of children's oral texts and retelling as a reproductive text. The text focuses on free retelling (mentioned only as retelling) as the most appropriate task to be assigned in a Bulgarian language and literature class at kindergarten.

KEYWORDS: reproductive text, retelling, free retelling, rehashed techniques, pedagogical

situation, methodological approaches, text fount

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REFERENCES

1. Georgieva, M., E. Dobreva. (2003): Pismente uchenicheski tekstove. Parva chast – Reproduktivni tekstove (The written student texts. Part I – Reproductive texts). Sofia: Kragozor.

2. Daskalov , F. (1994): Metodika na obuchenieto po balgarski ezik v detskata gradina (Methodology of Teaching Bulgarian language in kindergarten). Plovdiv: Macros 2000.

3. Petrova, E. et al (1976): Ovladyavane na rodniya ezik v detskata gradina (Controlling the native language in kindergarten). Sofia.

4. Vitanova, N. and others (1994): Aktivnostta na deteto v detskata gradina. Kniga za uchitelya (The activity of a child in kindergarten. Teacher's Book). Sofia: Education.

5. Petrova, V. (2003): Rodna rech v detskata gradina. Kniga za uchitelya. Molivko 3-7 godini (Native language in kindergarten. Teacher's Book. Molivko for 3 – 7-year-olds). Sofia: Word.

, . -

doc.qnkova@abv.bg „ ”

134

COSTA GAVRAS’ POLITICAL FILM

Geo Dobre

: , ( , , ),

, , –

.

: , , , . As a renowned and controversial personality, director Costa Gavras is the

promoter of French political thriller. His movies are variations on the theme of totalitarian abuses, with disputing topics and a heavy social-economic impact upon the thriller and suspense films of hollywoodian origin.

Even though extremely summary and schematic, these few descriptive words delineate the features of an uncomfortable personality, a cosmopolitan spirit, very much aware of contemporary events and trends; they also represent a “dedicated aria”, in which all these qualities are cinematographically expressed: a film on a political subject.

The more controversies he aroused the more famous within the film world he became, along many other personalities who, through their films and especially through the messages they rendered, chose to make an audience ask themselves questions instead of amusing them with mere consuming entertainment. In one of his interviews, in The Guardian, April 4, 2009, Costa (Konstantinos) Gavras oferrs us the necessary conceptual code for understanding his entire work, and implicitly of his films which are to be further analyzed: Every film is a political one. We could understand those words as a statement of faith coming from a dedicated cultural activist, yet a few lines further Gavras assumes a more cinical position:

“I never forget that we (the ones involved in the film world) are producing a form of entertainment or, on the contrary, when speaking from a bergmanian philosophical point of view, cinematograph means seducing audiences to such an extent that they will leave the movie-theatre deep in thoughts. In Greece there is no other phrase to express it than to guide one's soul (almost similar to the philosophical practice of maieutics). I think the role of entertainment is exactly that.”

The dose of rebelliousness and at the same time of “dogma confirmation” this “ars poetica” reveals might imply a pretty sophist attitude, so dear to the French director of Greek origin: film, as any cultural and social act, addresses to the citizens, to the polis. Film is a political act exactly because its multiple shock - informational, intellectual, social, political, esthetical, psychological – (de)forms the group of direct watchers and, consequently, through those, all people who would be “influenced” by

135

the film message, thence because of the strong impact a film has over watching audiences (because any movie would remain in one way or another in the watcher’s memory).

The “demonstration” is weak, though platonically possible, since it advocates the pre-existence in any film watcher of a conscious reaction to the film message, provided that a film does contain/intends to render a message, and puts the stakes on the fact that the "moral duty”, the civility, the education, or the culture of the people who enter a movie theater will improve after having “assimilated” the ideas and the artistry a film contains.

Most likely that is what really happens, but only when the ideatic or ideological contents of the movie is wrapped in an exceptional esthetic quality of making – it is now common knowledge that Amadeus (d. Milos Forman, 1984) has done more (informatively, intellectually, culturally) for the composer’s memory and his popularization than any of his biographies. A sine-qua-non condition for this logical implication is, as suggested before, the artistic exceptionality of the “final product” which is delivered to the world.

It seems here we can detect a first issue Gavras's films raise, based of course on a personal question/ dilemma the film director might have had, since his films aim at a paideic effect, i.e at triggering moral, human, or artistic reactions in those people who “make contact” with his visual messages: in other words, how people who have seen his films would leave the film theater: with “i pugni in tasca” (tight fists), or – as it so often happens nowadays – with mere dialogue, visual, or montage snippets, with nothing more than some suggestions that will lose their way into the great mass of consuming culture with which contemporary people are more or less stuffed?

Because access to culture in our contemporary world is truly unlimited – and cinema is undoubtedly the most democratic and accessible form of art.

Still, maybe because of that above-mentioned paideic obsession Gavras probably also has as a real-life person, his films are suspended between modernity and post-modernity, between purpose and play, between distance and implication, narrative and anti-narrative, between decisiveness and indecisiveness (see Ihab Hassan), yet they always display a relatively strong parti-pris in favor of value and against “democracy”. In other words, he may be aware of the fact that film is a consuming art (“equivalent” to the entertainment in the above-mentioned quotation), but he cannot abdicate from the idea of using symbols in order to render his visual messages (=his movies); as any intellectual with left-wing tendencies, he seems to be aware of Foucault's writings, nevertheless he is not able to abandon that kind of “aristocratic” touch of the art he creates. His "oscillating" - emotional and of course personal-philosophical or public-political – can be entailed in any of the following quotation, even if they seem partially antagonist, in the same way art could be seen as antagonist to politics, when one do not or refuse to see the "unlawful marriage" between the two.

David Harvey writes about Foucault’s “instigation” to scrutinizing the deep resources of power:

Foucault (…) urges us “to perform an ascendant analysis of power, i.e. beginning with its intrinsic mechanisms, each having their own history, trajectory, techniques and tactical schemes, and to determine how these mechanisms were – and still are –

136

invested, colonized, used, complicated, transformed, delocalized, extended etc. by other, more general, mechanisms and by specific forms of local domination” [1:259].

A thorough consideration of micro-political relations of power in various locations, contexts and social frames made him conclude that an intimate relationship exists between various systems of knowledge (discourses) through their specific codifying techniques and methods they employ in order to exercise social control and domination within specific contexts and locations. Jail, asylum, hospital, university, school, psychiatric praxis are few examples of social frames within which power hierarchy is constructed upon scattered elements, independent of any systematical strategy of class domination. What happens within each of those frames cannot be truly understood by means of a global, general theory.

This quotation seems to be especially written for the movie Z, providing that a global, general theory may seem theoretically impossible, but has been practically “long exercised” by those totalitarian regimes which Gavras (de)mystifies – Z, for example, “coagulates” around the symbol of hitting baton and by the threat of personal perish, which is in fact the absolute threat coming from a discretionary power.

On the other hand, by choosing the structure of a thriller to speak about the absurdities derived from power, Gavras does nor for one moment abandon the linearity of the story and the idea of symbol, in other words, he does not abandon his “dance around substance” that seduces/captivates his viewers in a profoundly humane way, in which the Art of filmmaking paradoxically is its own and unique alternative. Because the progressive and “captivating” spirit of this art “conveys” its singularity as a “monopole” of dynamic and seducing esthetics, which no other form of art could ever achieve.

Realizing “the play with created temporalities”, Panofsky “enacted” already in 1947:

“… film is the only form of art which is totally alive. The cinema has established a dynamic relationship between art production and art consuming, (…) whereas in many other artistic fields that relationship is lamentably weakened, or even disrupted. (…) If all lyrical poets, composers, painters and sculptors would be forced by law to stop their activity, a very small part of the public would notice it and even a smaller part would seriously regret it. If the same would happen to film-makers, social consequences would be catastrophic.” [2:53].

The dynamic tension between value and commercial is deeper analyzed by one of the greatest sociologist of the past century, A. Toffler, whose words we consider to be completely illustrative for understanding the opposition in concepts between art and leisure (entertainment):

“Art quenches the thirst of stimuli. Art differs from other forms of experimenting because it implies the use of symbols. Even the most literal and figurative pictures or poems, the less abstract melodies or dances are as well imitations and aspects of reality. They are symbols. And the nature, the power of symbols is to engage human psychic on multiple levels simultaneously. An efficiently used symbol within a work of art triggers a storm of emotional, intellectual and sensitive stimuli.” [3:48]

137

The expected effect of a political film signed Costa Gavras (the recovery of the individual, the “transformation” of his substance in order to make him alive and responsible) seems to rely on the answer to a(n apparently) simple question: when does a movie play with its character for the sake of the play and when does it for the sake of “learning”?

REFERENCES

1. Anca, Oroveanu. (2004): Rememorare i uitare. Bucure t: Editura Humanitas. 2. Harvey, David. (2002): Condi ia postmodernit ii. Timi oara: Editura Amarcord. 3. Toffler, Alvin. (1997): Consumatorii de cultur . Bucure t: Editura Antet.

, -

„ ”

. , Paper abstract: COSTA GAVRAS’S POLITICAL FILM, forwarded to the

Conference …in 2014 by Geo Dobre, Ph.D., lecturer at the Faculty of Arts of the “Ovidius” University in Constan a

138

-

.

ANIMATION FRAMES IN TOURIST CENTERS

George Ang. Dimitrov

ABSTRACT: The study covers various sports anim atsionni products and their supply in

Bulgarian tourist resorts. Analyze the organization. Managerial capacities of sports animation frames. Analyze the organization. Managerial capacities of sports animation frames. There have been comparisons of human resources serving the coastal tourist centers in Bulgaria and abroad. Studied are the main sports activities and offering them at the resort. The results obtained are shown by different tables,figures,charts and graphs.

KEY WORDS: sport animation, sports and entertainment executives, sports activities, tourist

centers

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144

.

THE SPORT ANIMATION IN BULGARIAN RESORTS

George Ang. Dimitrov

ABSTRACT: In the present study are presented experience and traditions of the leading travel companies in Bulgaria and the world in the organization of sports and animation activities. Analyze the potential level and the level of sports activity animation in our resorts and the role of sports and animation services to elevate the standard of tourist services in them to the world level. The results obtained are shown by different tables, figures, charts and graphs.

KEY WORDS: sport animation, sports and entertainment executives, sports activities, tourist

centers

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150

.

BUILDING POTENTIALLY NEGATIVE TRENDS IN THE GROUP PROCESS OF WORKING WITH CHILDREN WITH SPECIAL

EDUCATION NEEDS

Damyan St. Stanev ABSTRACT: This paper deals with the negative aspects of group processes in therapeutic

groups and for teaching children with special educational needs to the Resource Center - Varna. Furthermore, we account for remedial potential destructive trends in complementarity with constructive forces in group-dynamic processes.

KEYWORDS: children, group, psychotherapy, dynamics, aggression, empathy, anxiety,

resource

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REFERENCES

2. Dimitrov, P. (2011) The "dark side" of group dynamics // Sofia, http://plamendimitrov.blog.bg/technology/2013/12/17/quot-tymnata-strana-quot-na-grupovata-dinamika-001.1220112.

- damyanstanev@abv.bg

–

153

TRADITIONAL INTONATIONS IN THE SONATINA FOR VIOLIN AND PIANO BY PAUL CONSTANTINESCU

Daniela Cojocaru,

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. I – Allegro moderato, II – Andante, III – Allegro assai –

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The prominent Romanian composer Paul Constantinescu bequeathed some

valuable works, which are distinguished by the originality of style and technique addressed.

The Sonatina for violin and piano written in 1933 is dedicated to "my Master Mihail Jora" representing an important step in achieving a national musical language.

Part I, Allegro moderato, keeps the pattern of a sonata form, proposing a sound of modal essence with themes inspired by the folklore.

Theme 1 is initially presented by the piano in a giusto rithm with an accompaniament reminding the harmony of the dulcimer (folk music instrument). The sound scheme is in a doric mode, with stage IV risen and stage III mobile, delivering a chromatic character:

The first motive of this theme - z - will appear at various points throughout the composition, with a powerful folk quality.

154

The piano accompaniment presents a new folk motif, which runs in the eolic mode, with risen IV and VII steps, clearly highlighted by the left hand at measures 11-12. This overlapping of the two modes determines a bimodal moment.

It is worth noting that the theme entries do not comply with the classic tonal patterns, which are adapted to the modal language. The z motif is contained in converting the first two measures in stretto. (measures 15 – 18):

Theme II is presented by the violin in the eolic mode with mobile steps V, VI, VII. The melodic mode is melismatic with rich ornaments (trills, single and double grace notes); the presence of exceptional divisions, the asymmetric rhythm, in a parlando - rubato style, framed in alternative measures, the improvisatory character of the melodic progress suggests a Romanian folk doina; at the piano (left hand) a themed motif with a distinct melodic- rhythmic profile is introduced besides theme II (measures 23 – 26):

155

In the middle section – The Development - the two themes are reproduced: Theme

I (violin) in Doric mode with stage IV risen, recreated by an reversed canon and reloaded by the piano in the LA note with the same accompaniment reminiscent of the folkloric dulcimer (measures 46-65); Theme II, on MI note, is intertwined with the piano accompaniment which highlights the poignancy of the z motif from Theme I, all in a dynamic development in forte, leading to the culmination of the whole part.

The Reprise is presented at the violin through theme I. After an identical presentation as the one in Exposition, it is taken up with variations, mirroring the z motif, together with an ostinato accompaniment; upon this reiteration, the second theme is overlapped on the piano, this time without any harmonic accompaniment, but as a lyric monophony similar to the ones found in Romanian folklore (measures 67-103).

Part II, Andante, is a lyric piece, in the parlando-rubato rhythm, "with colourful expressive archaic virtues similar to a dirge." This part is designed in a freeform, improvised manner, the composer searching for preserving the features of the genre by fragmenting the melodic approach, using a gradually and mostly descending path, with few sounds. All these features are found in the traditional Romanian song.

The Introductory piano phrase presents explicitly presents the chromatic style:

From a melodic point of view, there is an emphasis on two archetypal forms which act as generators:

- The first is achieved by the melodic cell n that occurs early in the second measure, which will contribute to further melodic developments mainly by its recurrence (measures 13, 15, 22);

156

- The second is related to the specific character of a mourning song, feature that results in a sequence of descending seconds (the archetypal cell m). We illustrate with a brief example of the folklore: Bocet la unchi Bogdan Vod -Maramure

Oprea, Gheorghe, 100 melodii populare, Bucure ti, Conservatorul „C. Porumbescu, 1980, pag.26

This m cell, after a first single appearance in measure 10 at violin, will produce a

changing melodic flow, as well as a great mobility for the modal structures (measures 28, 30-34).

The abundance of embellishments highlights once again the power of melodic expression created by Paul Constantinescu through the appoggiatura, a feature of the folk mourning songs.

In Part III, Allegro assai, traditional intonations are explicitly present in the two contrasting themes. The first one is constructed by the varied repetition of the theme motif, highlighting specific elements of the folk song.

157

The theme of the second section - B (measures 42-44) correlates to the character of Part II, through the descending melodic profile; ostinatos are distinguished in the accompaniment:

The thematic processing, the overlapping and dialogue of the two musical ideas, shape a development in the classic pattern of a small rondo sonata.

The structures used by the composer are characteristic to traditional folk artists, which are then refined in a synthesis of artistic elegance.

REFERENCES 1.Firca, Gheorghe. (1970): Asupra unui principiu de varia ie specific crea iei

contemporane române ti. În: Studii de muzicologie, vol. VI, Bucure ti: Editura muzical .

2. Giuleanu, Victor. (1986): Tratat de teoria muzicii. Bucure ti: Editura Muzical .

3.Mârza, Traian. (1972): Ritmul orchestic (de dans) un sistem distinct al ritmicii populare române ti, În: Studii de muzicologie, vol. VIII, Bucure ti: Editura Muzical .

4.Oprea, Gheorghe. (2002): Folclorul muzical românesc. Bucure ti: Editura Muzical .

5. R dulescu-Pa cu, Cristina. (1998): Ornamentica melodicii vocale în folclorul românesc. Bucure ti: Editura Muzical .

6.Tomescu, Vasile. (1967): Paul Constantinescu. Bucure ti: Editura Muzical .

Daniela Cojocaru, PhD

Ovidius University, Constanta, Romania ( , -

„ “, , )

158

.

SOME CHARACTERISTICS OF ARTWORKS AS A PRECONDITION

FOR TRANSPOSITION

Darina G. Vasileva ABSTRACT: There are serious theoretical reasons for transposing an artwork from one kind

of art to another. They arise from the properties of artistic text to create new meanings. These meanings become premises for further cultural inventions.

KEYWORDS: Artwork, Public, Text, Mediator, Transposition

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REFERENCES

1. http://www.bgamr.org/page/1054/ 2. Davidov, Yu. (1975): Vulgarno-potrebitelskyat hedonizam i krizisat na

hudozhestvenoto vaspryatie. V: Krizisat na burzhoaznata kultura i muzikata. (Vulgar-consumer Hedonism and the Crisis of Artistic Perception. ((vz.: Crisis of Bourgeois Culture and Music)). Sofia.

3. Stefanov, I. (1984): Opredmetenata sila na izkustvoto. (Materialized Power of Art), Sofia.

162

4. Kagan, M. (1972): Morfologya iskusstva. (Morphology of Art). Leningrad. 5. Zorkaya, N. (1984): Zrelishtnye formy hudozhestvennoy kultury. (The Spectacular

Forms of Artistic Culture), Moskva. 6. Tryabva mi analis za filma ‘Kozyat rog’! http://forums.f-e-n.net/ Pon. Jan. 25, 2010.

(I need an analysis for the feature film ‘The Goat Horn’! http://forums.f-e-n.net/ Mon. Jan. 25, 2010).

7. Lvov-Anohin, B. (1978): K probleme horeograficheskoy interpretatsii epicheskogo proizvedenya. V: Vzaimodeystvie i sintez iskusstv. (The Problem of Choreographic Interpretation of Epic Works. In: Interaction and Synthesis of the Arts), Leningrad.

8. Schelling, F. W. (1983): Sistema na transtsendentalnya idealizam (System of Transcendental Idealism). Sofia.

, . -

lns_varna@abv.bg ,

„ “

163

„ “

.

MUSIC AS AN ART FORM AND POSSIBILITIES

FOR ITS VISUAL 'TRANSLATION'

Darina G. Vasileva ABSTRACT: The article addresses the issue of visual interpretation of music. The author

provides examples of the theoretical heritage of S. Eisenstein and the development of ballet during the 20th and 21st century. In sum, nowadays cinema can be the most effective mediator between the audience and serious music.

KEYWORDS: Music, Visual Translation, Ballet, Cinema

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REFERENCES

1. Eisenstein, S. (1964-1968): Izbrannye proizvedenya v 6-ti tomah (Selected Works in 6 Volumes). Moskva.

2. Kurysheva, T. (1984): Teatralnost i muzyka (Theatricality and Music). Moskva. 3. Gulyga, A. (1987): Printsipy estetiki (Aesthetic Principles). Moskva. 4. Mazel, L. (1983): O prirode i sredstvah muzyki (On the Nature and Means of

Music). Moskva. 5. Asafiev, B. (1971): Muzykalnaya forma kak protsess (Musical Form as a Process).

Leningrad.

169

6. Lissa, Z. (1970): Estetika kinomuzyki (Aesthetics of Film Music). Moskva. 7. Arnheim, R. (1974): Iskusstvo i vizualnoe vospriyatie (Art and Visual Perception).

Moskva.

, . - lns_varna@abv.bg

, „ “

170

:

. -

ARTISTIC IMAGE IN MODERN CONTEXT: EDUCATIONAL

ASPECTS

Denitza H. Mitakova-Ivanova ABSTRACT: The current paper aims to describe in broad outlines the essence and

understanding of artistic image, its interpretation and usage as an advanced educational facility. In addition, the paper presents the main points of the European Arts and Cultural Education program and analyzes the current state of fine arts educational process in Bulgarian school.

KEYWORDS: artistic image, tradition, innovation, education

-10-575/04.04.2014 . „ “ „ . “

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REFERENCES

1. Adorno, F. P. (2010): Against posthuman ideology: Aesthetics and finitude of the individual. // RES: Anthropology and Aesthetics, 57/58, pp. 344-354.

2. Papazov, B. (2010): Izobrazitelno izkustvo metodicheski postanovki (Fine Art: Methodical Aspects). V. Tarnovo: Faber, p. 8.

176

3. Todorova, R. (2013): Teoriya na hudozhestvenoto tvorchestvo (Theory of artistic activity). Shumen: UI Episkop Konstantin Preslavski, p. 92.

4. Horrvat, A. (2009): Arts and Cultural Education at School in Europe. Brussels: Education, Audiovisual and Culture Executive Agency, p. 8.

5. Eliade, M. (1961): Images and Symbols. New York: Harvill Press, p. 12. 6. Todorova, R. (2008): Savremennoto razbirane za pravoslavnata hristiyanska

ikonografiya (The Contemporary View on the East Orthodox Iconography). Nauchni trudove na SUB-Kardzhali, t. III, part I, p. 68.

7. Todorova, R. (2013): Visualizing the Divine: Mandorla as a Vision of God in Byzantine Iconography. // IKON Journal of Iconographic Studies, 6, p. 287.p. 22-25.

8. Todorova, R. (2011): New Religion – New Symbolism: Adoption of Mandorla in the Christian Iconography. // Collection of Scientific Works IX, NIS AND BYZANTIUM - Towards the celebration of the Edict of Milan anniversary, Nis: NKC, pp. 47-64.

9. Todorova, R. (2013): Visualizing the Divine: Mandorla as a Vision of God in Byzantine Iconography. // IKON Journal of Iconographic Studies, 6, p. 287.

10. Janson, H. and Janson, A. (2008): Istoriya na izkustvoto (History of Art). Sofia: Elementi, t. IX, p. 42.

11. Horrvat, A. (2009), p. 15. 12. Ibid., p. 32. 13. Ibid., p. 50.

- mitakova@abv.bg

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177

, -

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INTERACTIVE MOTOR-GAME MODEL TO DEVELOP PHYSICAL FITNESS OF STUDENTS AT PRIMARY SCHOOL

Dechko M. Ignatov

ABSTRACT: This article aims to study the impact of game models that we built for the

development of physical training of primary school students, applied in combination with group- adversarial organization of our physical education curriculum. Examples include complex motor tasks where decisions are based on acquiring knowledge, developing skills and building attitudes. They put participants in a situation of active group communication. They enable personal decision-making based on empathy, cooperation, dialogue, analysis and problem-solving based on previously acquired knowledge and motion experience.

KEYWORDS: interactive game-engine model, physical abilities, motor thinking

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: . REFERENCES

1. Buyukliev, P., T. Hadzhipetrov (1998): Dvigatelnata aktivnost na uchenitsite ot nachlnoto uchilishte v usloviyata na demokratizirashtoto se obshtestvo. (Physical activity of elementary school students in a new democracy). Stara Zagora: IPKU.

2. V sev, A. (1963): Uchenieto na P.F. Lesgaft za fizicheskoto vazpitanie. (Teachings of P. F. Lesgaft on Physical Education). Sofia: MF.

3. Ignatov, D. (2003): Normativni tablitsi za individualna i kompleksva otsenka na fizicheskata deesposobnost na uchenitsite ot nachalna uchilishtna vazrast. (Standards for individual and complex evaluation of physical fitness of students of primary school age). Pedagogika, 5, p. 50-55.

4. Popov, Iv., G. Georgiev (1990): Podvizhnite igri v nachalnite klasove. (Moving games in elementary school). Sofia: Narodna Prosveta.

, . . - tiare64@abv.bg

” . - ” –

183

, -

.

INTEGRATIVE INTERACTIVE ENGINE MODEL FOR INTELLECTUAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS

Dechko M. Ignatov

ABSTRACT: This study was designed to investigate the influence of experimental integrative

interactive motor pattern on mental - intellectual development of students of primary school age in teaching physical education. The model combines the competitive group-learning organization, modeled situational tasks, and innovative indirect management of the learning process. Thus, it integrates relativity and multiplicity of knowledge, it defines the dynamics in the context of studying as a major priority, as well as the development of children's thinking through problem-solving tasks.

KEYWORDS: visual-active, visual-figurative, verbal reasoning, intellect

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REFERENCES

1. Granovskaia, R. M. (1984): Elementy prakticheskoyo psihologii (Elements of practical psychology). Leningrad: Leningradskogo universiteta.

189

2. Dyiachenko,V. K. (1989): Organizatsionnaya struktura uchebnogo protsesa I razvitie (The organizational structure of the learning process) M.

3. Ignatov, D. (2002): Grupovata organizatsiya na rabota v nachalnoto uchilishte-faktor za povishavane na fizicheskata deesposobnost na uchenitsite (Group organization of physical education in elementary school – a factor to increase the physical activity of students). Nauchna konferentsiya s mezhdunarodno uchastie. Stara Zagora, t 4, pp. 222-225.

4. Kalandarov, V., P. Petrov (1991): Sistema za grupovo-sarevnovatelna organizatsiya na obrazovatelniya protses v srednite uchilishta i detskite gradini-teoretiko-eksperimentalen model (Syllabus for competitive P.E. training in secondary schools and kindergartens - theoretical and experimental model) S. NIIO.

, . . -

tiare64@abv.bg ” . - ” –

190

„ ”

.

ORGANIZATION OF CLASSES IN PRE-GRADUATION TEACHING

PRACTICE FOR STUDENTS IN PEDAGOGY OF FINE ARTS

Dimitar I. Balkanski ABSTRACT: The article studies the organization and implementation of classes in pre-

graduation teaching practice for students of Pedagogy of Teaching Fine Arts. Pre-graduation teaching practice aims to form students’ practical skills for independent organization and implementation of school’s Fine Arts education. During the practice the trainee teachers assert their pedagogical positions and artistic views. Gradually, a Fine Arts teacher’s image and behavioral pattern is built.

KEYWORDS: pre-graduation pedagogical practice, trainee teacher, mentor teacher,

teacher-methodologist

-10-577/04.04.2014 . „ e “ „ . “

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REFERENCES

1. bdulina, ., . Zagryazkina. (1989): Pedagogicheskaya praktika studentov (Teaching practice. Moskva.

2. Boneva, G. (2004): Profesionalno-pedagogicheskata praktika na studentite – badeshti nachalni uchiteli (Professional and practical training of students preparing for primary school). Veliko Tarnovo.

3. Gerdzhikov, . (1996): Rakovodstvo za praktichesko obuchenie na studentite ot pedagogicheskite spetsialnosti (Guide for practical training of students of pedagogical specialties). Sofia: Veda slovena.

4. Ilieva, Zh., P. Rouseva. (2010): Organizirane na preddiplomnata pedagogicheska praktika po angliyski ezik v spetsialnostite PUPCHE i NUPCHE (Organizing pre-teaching courses for English language majors and Preschool / Primary school teachers of English). Shumen: Nauchni trudove. T. IV, Pedagogicheski kolezh Dobrich, Universitetsko izdatelstvo Episkop K. Preslavski.

5. Yordanova, N., . lchev. (2006): Rakovodstvo za pedagogicheskite praktiki (Guide to teaching practice). Shumen: Universitetsko izdatelstvo Episkop K. Preslavski.

6. Koukoushin, V. (2002): Vvedenie v pedagogicheskuyu deyatelynosty (Introduction to teaching activities). Rostov-na Donou, MarT.

7. Papazov, Bl. (2010): Izobrazitelno izkustvo – metodicheski postanovki (Fine Arts Methodology). Veliko Tarnovo: Faber,.

8. Stoichkova, . (2005): Za uspehite na badeshtite uchiteli prez razlichnite etapi na pedagogicheskata praktika (The success of future teachers in various stages of teaching practice). // Sp. Posoki, br. 6.

198

9. Tasheva, S., D. Pavlov. (2000): Inovatsii v tehnologiyata na obuchenie pri profesionalnata podgotovka (Innovations in technology training at vocational training). Sofia: NI .

10. Yanakieva, Z. (2010): Pedagogicheskata podgotovka na studentite po pedagogika na izobrazitelnoto izkustvo (Pedagogical training of students of fine arts). // Sp. Pedagogika, br. 6.

, . -

balkanski.d@abv.bg „ ”,

199

,

.

THE CHALLENGES OF THE WHITE SHEET

OR HOW TO LEARN TO SEE

Dimitar N. Cholakov

ABSTRACT: The white sheet or canvas is the foundation on which we paint and that in itself is a major challenge. The idea behind it unites several fields: philosophy, art, matter, space, time, etc. Most people never manage to see the world surrounding them because they look but they cannot ‘see’. Nature is the thing that enriches us most, both spiritually and physically. A big proportion of people have difficulty communicating with non-figurative art because school has not succeeded in performing this mission. We live in a world where shape, space and colours are inextricably linked and where the artist is independent and the beginning of each work is the ‘white sheet’.

-10-579/04.04.2014 .

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, . kpii@shu-bg.net

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-

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TYPES OF GAMES IN THE SOCIAL COMMUNICATION

ACTIVITY

Dora Kabakchieva

ABSTRACT: A game is a well-developed communicative means for preserving and transmitting notions in time. It is an important element of the social memory which works on every level of culture development. The game is creative communication which - through its freedom and simplicity - opposes to the necessities and obligations of a mundane routine. Its demonstrative differences are founded by its characteristic peculiarities. Representing a form of social communication, the game has different manifestations and categories. When the game loses its creative element, it becomes a pseudo game.

KEYWORDS: game, game activity, social communication activity, pseudo game

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http://voices.yahoo.com/the-genesis-play-adaptive-stories-4654619.html 2. , . (2000): Homo ludens. : . 3. , . . (2002): . . :

. .

REFERENCES 1. Fenton, P. (2009). The Genesis of Play and Adaptive Stories//

http://voices.yahoo.com/the-genesis-play-adaptive-stories-4654619.html 2. Huizinga, J. (200): Homo Ludens. Sofiya: Zahari Stoyanov.

208

3. Sokolov, V. A. (2002): Obshtaya teoriya sotsialynoy kommunikatsii (General Theories of Social Communication). S. Peterburg: Mihaylova V. A.

, . . -

dora_kabakchieva@abv.bg „ “

209

.

ON TRUTH AND LIE IN THE CONTEXT OF SOCIAL

COMMUNICATION

Dora Kabakchieva ABSTRACT: The problems related to understanding the core of a truth and its opposite – a

lie - tend to be omnipresent due to their widespread occurrence and social significance. They interest, nowadays, not only philosophers and psychologists but also many other academics – sociologists, marketing and communication experts, educators, jurists and others. Regardless of the topicality, there is hardly any research, devoted to truth and lie as a part of communication activity, on Bulgarian behalf.

KEYWORDS: truth, lie, communication, social relations

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REFERENCES 1. Ekman, P. (2006): Lie to me. Sofia: Zhanua-98. 2. Hopper R., Bell R. A. (1984): Broadening the deception construct // Quart. J. of

Speech, V. 70. N 3.

, . . - dora_kabakchieva@abv.bg

„ “

216

.

ENHANCING CHLDREN’S EMOTIONAL INTELLIGENCE

Evgeniya S. Ivanova

ABSTRACT: This paper emphasizes on the education of the emotions as an integral part of

children’s upbringing. KEYWORDS: emotional intelligence, emotional intellect, education of the emotions

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1. Radev, P. (2012): Emotsii i emotsionalno ravitie na choveka (Emotions and the Emotional Development). Plovdiv: Universitetsko izdatelstvo Paisiy Hilendarski.

, . -

„ “

221

.

PROJECT ACTIVITIES IN THE KINDERGARTEN FOR STAFF

MANAGEMENT

Evgeniya T. Petrova ABSTRACT: The report presents a brief survey which aims to demonstrate the relationship

between project activities in kindergarten and staff management. It includes teachers of different ages, experience or no experience in working on projects. This report seeks to justify the need for a comprehensive study of the problem and its significance for the modernization processes in kindergarten.

KEYWORDS: projects, activities, management, staff, role, team, experience, modernization,

kindergarten

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documents/key_data_series/151EN.pdf /page119/ 6. www.bibliotecar.ru/upravlenie-personalom-2

REFERENCES

1. Vatsov, Sv. Challenges of the competence approach, Economics and Social Development, International Academic Conference, 2009, Stara Zagora.

2. Ivanov, I. Good practices in education, Almanac of the University of Shumen, Vol. XVI D, 2012, pp. 199-209.

3. Todorova, K. Human Resources Audit, University of Shumen, Shumen, 2010. 4. Tsvetanova, E. Director mae mutiruvati ta iniciovati”, sp. “Director shkolui”,

Ukraine, Vol. 11/2006. 5. http://eacea.ec.europa.eu/education/eurydice/key_data_en.php/documents/key_data_s

eries/documents/key_data_series/151EN.pdf /page119/ 6. www.bibliotecar.ru/upravlenie-personalom-2

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bragrim@abv.bg ” . ”, 25 " ”, .

226

.

CHILDREN’S SOCIAL STATUS AMONG PEERS IN PRIMARY

SCHOOL AGE

Ekaterina Lyubomirova Lyutskanova ABSTRACT: This article presents the phenomenon "social status of the child among the

peers." The phenomenon of "social status" is defined in the context of children's relationships and interactions. Also presented are brief characteristics of children who fall within the status subgroups of popular, rejected and ignored children.

KEYWORDS: social status, acceptance, rejection, neglect

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. 3. , . (2001): . .

, . 4. , . (2010): . . 5. , . (2007): : -

. , . 6. Asher, S. R., & Dodge, K. A. (1986): Identifying children who are rejected by their

peers. Developmental Psychology, 22, 444—4. 7. Asher, S., S. Hymel (1981): Children's social competence in peer relations:

Sociometric and behavioral assessment//Social Competence, New York:Guilford. 8. Bakker, J., E. Denessen, A. Bosman,E. Krijger, L. Bouts (2007): Sociometric Status

and Self -Image of Children With Specific and General Learning Disabilities in Dutch General and Special Educational Classes//Learning Disabilities Quarterly, vol, 30.

9. Buzzelli, C. (1991): Popular and Rejected Children's Social Reasoning: Linking Social Status and Social Knowledge//The journal of Genetic Psychology, 153(3), pp. 331-342.

232

10. Bursuck, W., S. Asher (1986): The Relationship Between Social Competence and Achievement in Elementary School Children//Journal of Clinical Child Psychology, vol. 15, N 1.

11. Coie, J., K. Dodge, H (1982): Copotelli, Dimensions and Types of Social Status: A cross-age perspective// Developmental Psychology, vol. 18, N 4, pp. 557-570.

12. French, D., G. Wass (1985): Behavior Problems of Peer-Neglected and Peer-Rejected Elementary – Age Children& Parent and Teacher Perspectives//Child Development, N56, pp. 246-252.

13. Gottlieb, B., J. Gottlieb, D. Berkell, L. Levy (1986): Sociometric Status and Solitary Play of LD Boys and Girls//Journal of Learning Disabilities, vol. 19, N.10.

14. La Greca, A., W. Stone (1990): LD Status and Achievement: Confounding Variables in the Study of Children's Social Status, Self-Esteem, and Behavioral Functioning// Journal of Learning Disabilities, vol. 23, N 8, pp. 483-490.

15. Luftig, R. (1987): The Stability of Children's Peer Social Status Over Social Situations //Education, vol. 107, N 4.

16. Ochoa, S. (1995): A Meta-Analysis of Peer Rating Sociometric Studies of Pupils With Learning Disabilities//The Journal of Special Education, vol. 29.

17. Stone, W., A. La Greca (1990): The Social Status of Children with Learning Disabilities: A Reexamination// Journal of Learning Disabilities, vol. 23, N1.

18. Swanson, H., Sh. Malone (1992): Social Skills and Learning Disabilities: A Meta-Analysis of the Literature// School Psychology Review, vol. 21, N 3.

REFERENCES

1. Andreev, . (1988): Pedagogicheska sotsiologiya (Pedagogical sociology). Sofia. 2. Andreeva, L. (2007): Socialno poznanie I mezhdulichnostnoto vzaimodeystvie

(Social cognition and interpesonal interaction). Sofia. 3. Andreeva, . (2001): Sotsialynaya psihologiya (Social psychology). oskva:

Textbook for high school, Aspektpress. 4. Milkov, L. (2010): Obshta pedagogika (A common pedagogy). S. 5. Osteriyt, P. (2007): Vavedenie v detskata psihologiya: otgovori na nai-vazhnite

vaprosi (An introduction to child psychology: Answers to important questions). Sofia: LIK.

6. Asher, S. R., & Dodge, K. A. (1986): Identifying children who are rejected by their peers// Developmental Psychology, 22, 444—4.

7. Asher, S., S. Hymel (1981): Children's social competence in peer relations: Sociometric and behavioral assessment//Social Competence, New York:Guilford.

8. Bakker, J., E. Denessen, A. Bosman,E. Krijger, L. Bouts (2007): Sociometric Status and Self -Image of Children With Specific and General Learning Disabilities in Dutch General and Special Educational Classes//Learning Disabilities Quarterly, vol, 30.

9. Buzzelli, C. (1991): Popular and Rejected Children's Social Reasoning: Linking Social Status and Social Knowledge//The journal of Genetic Psychology, 153(3), pp. 331-342.

233

10. Bursuck, W., S. Asher (1986), The Relationship Between Social Competence and Achievement in Elementary School Children//Journal of Clinical Child Psychology, vol. 15, N 1.

11. Coie, J., K. Dodge, H (1982): Copotelli, Dimensions and Types of Social Status: A cross-age perspective// Developmental Psychology, vol. 18, N 4, pp. 557-570.

12. French, D., G. Wass (1985): Behavior Problems of Peer-Neglected and Peer-Rejected Elementary – Age Children& Parent and Teacher Perspectives//Child Development, N56, pp. 246-252.

13. Gottlieb, B., J. Gottlieb, D. Berkell, L. Levy (1986): Sociometric Status and Solitary Play of LD Boys and Girls//Journal of Learning Disabilities, vol. 19, N.10.

14. La Greca, A., W. Stone (1990): LD Status and Achievement: Confounding Variables in the Study of Children's Social Status, Self-Esteem, and Behavioral Functioning// Journal of Learning Disabilities, vol. 23, N 8, pp. 483-490.

15. Luftig, R. (1987): The Stability of Children's Peer Social Status Over Social Situations //Education, vol. 107, N 4.

16. Ochoa, S. (1995): A Meta-Analysis of Peer Rating Sociometric Studies of Pupils With Learning Disabilities//The Journal of Special Education, vol. 29.

17. Stone, W., A. La Greca (1990): The Social Status of Children with Learning Disabilities: A Reexamination// Journal of Learning Disabilities, vol. 23, N1.

18. Swanson, H., Sh. Malone (1992): Social Skills and Learning Disabilities: A Meta-Analysis of the Literature// School Psychology Review, vol. 21, N 3.

, . . -

luckanova_e@abv.bg „ “

234

.

PREPARATION FOR PERFORMING IN PUBLIC IN THE

OBLIGATORY PIANO CLASSES

Zhaneta D. Katsarova ABSTRACT: The preparation for playing in public is part of the hours of piano. Performing

in public is usually associated with a lot of anxiety. Success depends on preparation that involves precision learning through analysis of stress management.

KEYWORDS: performing in public, stage fright, psychological preparation

-10-584/04.04.2014 . „ “ „ . “

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. : . 6. , . . (2011): . . :

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.

REFERENCES

1. Alekseev, . D. (1971): Metodika obucheniya igre na fortepiano (Methodology for learning to play the piano). Izd. 2-e, dop., Moskva: Muzyka.

2. Ginsburg, G. R. (1984): Statiy, vospominaniya, materialy (Articles, memoirs, materials). Moskva.

3. Gofman, I. (1938): Fortepiannaya igra. Voprosy I otvety (Playing the piano. Questions and Answers). Moskva: Iskusstvo.

4. Kogan, G. M. (1961): U vrat masterstva: Psihologicheskie predposylki pianisticheskoy raboty (At the gates of mastery: Psychological background of piano works). Moskva: Sov. kompozitor.

5. Neygauz, G. G. (1988): Ob iskusstve fortepiannoy igry: Zapiski pedagoga (On the art of piano playing: Notes of a teacher). 5-e izd., Moskva: Muzyka.

6. Perelyman, N. E. (2011): V klasse royalya. Kratkie rassuzhdeniya (Piano class. Brief arguments). Moskva: Klassika – XXI.

7. Stanislavskiy, K. S. (1941): Moya zhizny v iskusstve (My Life in Art). Izd. 7-e, Moskva: Iskusstvo.

, . . jeaneta@abv.bg

„ . “

238

. , .

INTEGRATION OF SHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN MAINSTREAM SCHOOLS AND

KIN DERGARTENS

Zhivk .Voenkinova, Georgi V. Kolev

Abstract: The report discusses issues related to the integration of children with special educational needs in mainstream schools and kindergartens. Presented are the institutions that are committed to the integration of children. It is pointed out which children have special educational needs. Outlines the readiness of teachers in mainstream kindergartens and schools to work with children with SEN.

Keywords: integration, children, students, teachers, special educational needs.

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- , , ;

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. REFERENCES:

1. Ivkov, B.(2007): Integriranoto I vklychenoto obrazovanie na detsata sas spetsialni obrazovatelni potrebnosti /S P, Liter Net, N 6. 2. Natsionalen plan za integrirane na detsa sas spetsialni obrazovatelni potrebnosti i/ili s hronichni zabolyavaniya v sistemata na narodnata prosveta. 3. Terzieva, V., P. Kademova-Katsarova (2011): UEB-resursi I uslugi za dopylvashto obuchenie na detsa sas SOP, Sbornik nauchni trudove „Obrazovanieto v informatsionnoto obshtestvo BAN, Sofia. 4. Shosheva, V. i dr.(2013): Obuchenie na pedagogicheski spetsialisti ot detski gradini I uchilishta za rabota s detsa i uchenitsi sas spetsialni obrazavatelni potrebnosti, Pomagalo za obuchiteli, Sofia. . -

jivkavo@abv.bg .

goshokolev@abv.bg „ “

244

.

CRIME AND THE THREATS IT

Zhivk E. Voenkinova

Abstract: Addressed the problem of crime and threats from her. Presented measures to address the problem in the European Union and cooperation of Bulgarian authorities to fight crime and Europol. The main European prison rules stipulated in Recommendation Rec (2006)2 of the Commission to the Member States of the European Union.

Keywords:crime, prison, Europol, the European Union.

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. REFERENCES: 1. Doklad na Komisiyata po evropeyskite vaprosi kam Chetiridesetoto Narodno

sabranie. 2. Doklad na Komisiyata po pravnite vaprosi kam Chetiridesetoto Narodno

sabranie. 3. Preporaka na Rec N (2006) 2 (2011): na Komisiyata na ministrite na

darzhavite chlenki otnosno Evropeyskite pravila za zatvorite (prieta ot Komiteta na ministrite na 11.01.2006g. na 292- to zasedanie na zamestnik ministrite), Zatvorno delo, N 1.

4. Stankov, B. (2009): Organiziranata prestapnost, Sofia. 5. Thentar za izsledvane na demokratsiyata, (2012): Publichna diskusiya:

Otsenkana zaplahite ot organiziranata prestapnost, Sofia. 6. http://www.dnevnik.bg/europa/europeiski_parlament/novini_za_ep/2:

Evroparlamentat nastoya za po- usilena borba sresttu organiziranata prestapnost. 7. http://www.vesti.bg/bulgaria/politika: Bryuksel: Ne se spravyate s

organiziranata prestapnost. 8. http://www.vesti.bg/bulgaria/politika: “Uikiliyks” za organiziranata

prestapnost v Balgariya. 9. www.eruropa.bg.: Dogovor na Evropeyskiya sayuz. 10.www.devco.govemment.bg.: Informachionna sistema za mezhdunarodno

satrudnichestvo- Republika Balgariya. . -

jivkavo@abv.bg

251

.

ART THERAPY AS A MEANS FOR THE ADOPTION OF THE

REALITY OF INSTITUTIONAL CHILDREN

Jivko V. Jechev ABSTRACT: One of the reasons for all deinstitutionalizing services to children associated

with that in almost all children in childcare institutions observed anomalies in social activity and socialization of children. To a great extent they can be overcome by means of art therapy. Team of researchers conducted continuous activity in this direction in an institution for children and showed extremely positive results in this article. These results are related to the support and treatment of psychological trauma experiences of children and they are "equipped" with new psychological, social and instrumental skills and personal strategies for coping with stressful life events; optimize the social environment and reduce the effects of psychosocial crises.

KEYWORDS: Deinstitutionalization, Art Therapy, stress factors, emotional and volitional

field, support, psychological crisis, social crisis

-10-573/04.04.2014 . „ “ „ . “

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REFERENCES

1. Betenski, M. (2002): Chto ty vidish? Novye metody artterapii. skva 2. Kiselyova, . V. (2008): Artterapiya v rabote s detymi. Rechy, SPb. 3. Kisyolva, . V. (2007): Artterapiya v prakticheskoy psihologii I sotsialynoy

rabote. skva. 4. Suchkova, N. . (2008): Artterapiya v rabote s detymi iz neblagopoluchnyh semey.

Sfera. 5. Treshcheva, S. Inovatsionnye formy raboty, sposobstvuyushtie tvorcheskoy

aktivnosti detey-sirot I detey, ostavshihsya bez popecheniya 6. Eaton, L. G., Doherty, K. L, Widrick, R. M. (2007): A review of research and

methods used to establish art therapy as an effective treatment method for traumatized children. The Arts in Psychotherapy, 34, 256-262.

7. Gutman, . (2008): Socialization of Children in US Orphanages or Institutions. New York:

8. Kaplan, F. (2000): Art, Science and Art Therapy. Repainting the Picture. Jessica Kingsley Publishers.

9. Kaplan, F. (2006): d., Art Therapy and Social Action. Treating the World's Wounds. Jessica Kingsley Publishers.

10. Kramer, E. (1971): Art as therapy with children. New York: Schocken Books, German version: Kramer, E. (1978): Kunst als Therapie mit Kindern.München/Basel: Ernst Reihnhardt Verlag.

11. Kramer, E. (1977): Art therapy in a children's community. New York: Schocken Books.

12. Liebmann, M. (2008): Art Therapy and Anger. Jessica Kingsley Publishers. 13. McNeilly, G. (2005): Group Analytic Art Therapy. Jessica Kingsley Publishers. 14. Robb, . (2002): Beyond the Orphanages: Art Therapy with RussianChildren, Art

Therapy: Journal of the American Art TherapyAssociation. Special Issue: on Cross Cultural Art Therapy, pages 146-150, Volume 19, Issue 4.

15. Rubin, . (1984): Child Art Therapy: Understanding and Helping Children Grow through Art. 2nd Edition, Kindle Edition.

257

16. Thomas, . (2009): Creative Coping Skills for Children. Emotional Support through Arts and Crafts Activities. Jessica Kingsley Publishers.

. . -

zechevz@abv.bg „ ”,

, „ ”

258

.

THE DIAGNOSTIC ACTITITY OF THE SPEECH THERAPIST

Zhivko D. Zhekov ABSTRACT: The arrangement of the procedure of evaluation of communicational functions

in cases of speech and language impairment is presented within the article. The author pays special attention to description of the order of the activities which the speech therapist realizes and to their transformation into technology. It lets the all-round approaches to be provided for the sake of exploration of deficiencies of spoken and written speech in children in primary school.

KEYWORDS: evaluation of communicational functions, speech and language pathology,

spoken and written speech, preschool and primary school age

-10-581/04.04.2014 . „ “ „ . “

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CHARACTERISTICS OF SOME BASIC METHODS AND METHODOLOGICAL APPROACHES WHEN

GIVING A TOUR GUIDING TALK

Zahariy M. Dechev ABSTRACT: In the methodology of giving a tour guiding talk, there are numerous methods.

The subject, goals and contents of the tour guiding talk are directly linked to the application of the methods from the environment acquaintance group. The following methods are in this group: viewing sites, objects and events and description. The characteristics of these methods include the direct viewing and description of the observed tourist anthropogenic and natural resources. It is necessary that the tour guide is well acquainted with the characteristics of the different methods, so that he or she can use them effectively in their tour guiding practice.

KEYWORDS: tour guide, tourists, talk, content, method, observation, viewing, description

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4. , . (2011): . : . 5. , . . (2008): . . . .

: ”. REFERENCES

1. Velikov, V., M. Stoyanova. (2008): Ekskurzovodstvo I turisticheska animatsiya (Tour guiding and tourist animation). Sofia: Matkom.

2. Danchev, D. (1982): V pomosht na ekskurzovoda (Tips for tour guides). Sofia: Meditsina I fizkultura.

3. Elchinova, M. (2001): Predizvikatelstvata na vklyuchenoto nablyudenie (Challenges of participant observation). // Mind hunters. Lectures on Anthropology. t. I. Pl. Bochkov, O. Todorov, Sofia: NBU.

4. Krasteva, V. (2011): Ekskurzovodstvo (Tour Guiding). Burgas: Dimant.

275

5. Neshkov, M., Kr. Trendafilov. (2008): Ekskurzovodstvo (Tour Guiding). Varna: Nauka I ikonomika.

. , . . - prkrai_bs@abv.bg

, .

276

.

OBSERVATION AS A METHOD FOR ENVIRONMENT ACQUAINTANCE WHEN GIVING A TOUR GUIDING TALK

Zahariy M. Dechev

ABSTRACT: An important part of the presentation of the themed contents of the tour guide talk by the tour guide is the principle of “demonstration” and the method of “observation”. The application of the “observation” method lets the tour guide present the new tour guiding information on the spot with immediate perception, contact and observation of the tourist sites in their actual environment. For the tourists, that is an incredible opportunity to directly feel and observe the site in its natural surroundings. This helps pique their interest towards the visited site and eases the understanding, appreciation and assimilation of the presented tour guiding information.

KEYWORDS: observation, demonstration, principle, method, tour guiding, tour guide, talk,

tourism.

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REFERENCES

1. Danchev, D. (1982): V pomosht na ekskurzovoda (Tips for tour guides). Sofia: Meditsina i fizkultura.

2. Krasteva, V. (2011): Ekskurzovodstvo (Tour Guiding). Burgas: Dimant. 3. Neshkov, M., Kr. Trendafilov, V. Kazandzhieva. (2008): Tour Guiding. Varna:

Nauka i ikonomika. 4. Trendafilov, Kr. (2002): Organizatsiya I tehnologiya na turisticheskoto obsluzhvane

(Organizing techniques in tourism services). Varna: Ikonomicheski universitet Varna.

5. Yaneva, M. (2008): Ekskurzovodsko obsluzhvane (Tour guiding services). Sofia: UI Stopanstvo.

. , . . - prkrai_bs@abv.bg

, .

283

, ,

EDUCATIONAL APPROACHES AND STRATEGIES

Zeynur Mutalib Mustafa, Ekaterina Lyubomirova Lyutskanova,

Tasin Yukselov Tasinov

ABSTRACT: Protecting the dignity and quality of life can be achieved through accessible and effective social support tailored to the real needs of the people. Education is an area that generates most conflicts nowadays. Efforts of teachers, parents and all professionals involved in training, education and educational process designed to achieve optimal results. In the spirit of the European strategy for 2020 growth over the next decade, Bulgaria has set out five main objectives, one of which is related to education.

KEYWORDS: Training, education, strategies, integration, social inclusion

-10-574/04.04.2014 . „ “ „ . “

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287

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MAJORETTE DANCING IN PRESCHOOL AGE

Zlatka Al. Dimitrova

ABSTRACT: This report outlines in brief the importance of majorette dancing as a means of raising the level of coordination capabilities and motor skills of children of preschool age. Furthermore, the report summarizes the benefits of majorette dancing to increase not only in the propulsive activity of the children in their daily routines, but to enhance traction capabilities for the implementation of various naturally applied movements.

KEYWORDS: majorette dancing, preschool age

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REFERENCES 1. Atanasova – Vukova, A. (1995): Muzikalno vazpitanie v detskata gradina (Musical

education in kindergarten).// Blagoevgrad. 2. Rusev R, Ivanov, St. (1993): Otnosno neobhodimostta ot preustroistvo na

obrazovatelnata sistema v oblastta na fizicheskoto vazpitanie (On the need for restructuring the curriculum in physical education).// Blagoevgrad: Humanizirane na pedagogicheskiya protses.

3. http://izt.bgdocs.org/docs/index-226989.html

291

.

RESEARCH TOOLS FOR THE STUDY OF THE POWER AND INFLUENCE

Ivan P. Ivanov

ABSTRACT: In the text are presented 30 tools for the Study of the power, grouped

into three categories: methods for the study of power in the organization, methods of investigation of power leader, methodologies for the study of conflict in the organiza-tion.

-10-583/04.04.2014 .

„ “ „ . “

1. RLPI – .

Rahim Leader Power Inventory – Western Kentucky University (1988). 35 (6 ), 29 (5 – „ “). 5- -

. (The

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18 , 9- . [14]

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IPI (FORM CT) – . Interpersonal Power Inventory, Form CT IPI (1998), 33 11 –

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(1989). -. 6 (24 ): , -

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[8] SPES – . School

Participation Empowerment Scale (1992)

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(1988). 16 . - – , , , .

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(1959). [17] PPI – .

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POINTS – . Power and Influence Tactics Scale 31 , 5-

. 7 : (5 ), (4), - (5), (4), (4), (5), -

(4). [21; 22]. PSQ – . The

power strategy questionnaire - 1999 .

. 19 , 4 4- .

: (9 ), (3), (4), - (3). [18]

SP – . Sense Of Power (1962). , ,

. 10 , - 5- . [23]

EIP – -. An Expectation On Interpersonal Power

, (2008). .

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REFERENCES 1. Baldwin, A., M. Kiviniemi, M. Snyder. (2008) A Subtle Source Of Power: The

Effect Of Having An Expectation On Anticipated Interpersonal Power. // The Journal Of Social Psychology, 149(1), 82-104

2. Banerjee, M. (2009) Subordinate Perception Of Leadership Style And Power: A Cross-Cultural Investigation. A Thesis Presented To The Graduate Faculty Of The University Of Akron.

298

3. Bendas, . V. (2006) Gendernaja psihologija. Uchebnoe posobie. - SPb. 4. Christie, R., F. Geis (1970) Studies In Machiavellianism. Ny: Academic Press. 5. Eppard, R. (2004) Transformational And Transactional Leadership Styles As They

Predict Constructive Culture And Defensive Culture. Dissertation, Virginia State University.

6. Erchul, W., B. Raven, A. Ray. (2001) School Psychologists' Perceptions Of Social Power Bases In Teacher Consultation. // Journal Of Educational And Psychological Consultation, 12(1), 1-23

7. Foley, A. (2005) Leadership Skills Of First-Year Students. Thesis. Blacksburg, Virginia

8. Herman, A., M. Simonsen, C. Pierce (1998) Effects Of Nonverbal Behavior On Perceptions Of Power Bases. // The Journal Of Social Psychology, /38(4), 455-469

9. Human Synergistics, Inc., Plymouth, Mi, U.S.A. 10. Ivanov, I. (1999) Metodiki za izsledvane na mezhdulichnostnite otnoshenija. Serija

“Izbrani metodi za pedagogicheska I psihologicheska diagnostika” 5. - Shumen. 11. Ivanov, I. (1995) Pedagogicheskata vlast na uchitelya. - Shumen. 12. Keller, K. (2009) Power Conflict-Struggles For Intragroup Control And

Dominance. Dissertation. The University Of Maryland. 13. Kim, L., G. Low (2008) The Consequences Of Supervisory Power - The Contingent

Effect Of Age And Length Of Service. // International Journal Of Business And Management Vol. 3, No. 7.

14. Klein, O., M. Snyder, R. Gonzalez (2009) Stigma And Social Power: Expecting To Interact With An Obese Person Activates Power In The Self-Concept. // Self And Identity, 2009, 8, P. 378-395.

15. Lintner, Jackie (2008) The Relationship Between Perceived Teacher Empowerment And Principal Use Of Power. Dissertation, Auburn, Alabama.

16. Luft, K. (2012) Leadership Styles Of The Principal. A Dissertation. Duquesne University.

17. Ramirez, A., F. Soriano (2007) Differential Patterns Of Intra- And Interethnic Interaction In Social Power. // The Journal Of Social Psychology, 133(3), 307-316

18. Schwarzwald, J., M. Koslowsky (1999) Gender, Self-Esteem, And Focus Of Interest In The Use Of Power Strategies By Adolescents In Conflict Situations. // Journal Of Social Issues. Vol. 55. No. I, Pp. 15-32

19. Sobchik, L.N. (1990) Diagnostika mezhlichnostnih otnoshenij. Modifitsirovaniy variant interpersonalnoy diagnostiki T.Leary. Metodicheskoe rukovodstvo. - .

20. Stogdill, R. (1963) Manual For The Leader Behavior Description Questionnaire – Form XII An Experimental Revision Fisher College Of Business The Ohio State University.

21. Whatley, S. (2003) Power And Influence In Establishing Continuing Professional Education: A Case Study. Midwest Research To Practice Conference In Adult, Continuing, And Community Education.

22. Yang, B., R.Cervero, T., Valentine, J.Benson, (1998) Development And Validattion Of An Instrument To Measure Adult Educators' Power And Influence. // Adult Education Quarterly, Vol. 48, Issue 4.

299

23. Yucel, C. (1999) Bureaucracy And Teachers' Sense Of Power. November 18, Blacksburg, Virginia.

24. www.koob.ru

, . - ivanov1@gbg.bg

„ . ”

300

.

PREVENTION OF CHILD ABANDONMENT

Iliyan St. Rizov ABSTRACT: The article presents model for prevention of child abandonment, based on a work

in the community. KEYWORDS: deinstitutionalization of children, prevention of abandonment of children,

community mediators

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INFORMATION TECHNOLOGIES IN THE PHILOLOGICAL FACULTY OF NSPU

Ilya V.Kuzmin, Irina Y. Abramova

ABSTRACT: This Article deals with Using Multimedia and Information Technologies in at

the Philological Faculty of the Nizhegorodski State Pedagogical University (NSPU). Also, we address the implementation of Distance Learning courses and electronic Learning Management Systems.

KEYWORDS: social studies, modern information technologies, multimedia technologies,

distance learning courses, learning management system, distance learning platforms.

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REFERENCES

1. Kuzmin I. V. (2011): Informatsionnye obrazovatelnye tehnologii v filologii: problemy vnedreniya i perspektivy ispolzovaniya (Informational and educational technologies in philology: problems of implementation and prospects of usage)// Informatizatsiya obrazovaniya – materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii. – Elets, 2011. – T.2, pp. 168-172.

311

2. Kuzmin I. V. (2012): Gumanitarnye distsipliny v sovremennom E-learning-prostranstve: auditornye elektronnye lektsii (Humanities in modern E-learning space: electronic classroom lectures)// Integratsionnye tehnologii v prepodavanii filologicheskih distsiplin: vidy, printsipy, priemy: sb. materialov V Mezhdunarodnoy nauchno-prakticheskoy konferentsii. – NGPU – T.1, pp. 229-235.

3. Abramova I. Yu. (2011): Informatsionno-kommunikativnye tehnologii v prepodavanii bolgarskogo yazyka (Information and communication technologies in teaching Bulgarian lauguage) // Informatizatsiya obrazovaniya – materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii. – Elets, 2011. – T.2, pp. 3-5.

,

, , irabra@yandex.ru,

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312

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INTEREST OF PRIMARY SCHOOL STUDENTS IN TECHNOLOGICAL PRODUCTIVE ACTIVITIES

Yordanka St. Peycheva, Antonia V. Dobreva

ABSTRACT: This report includes a survey of attitudes of students from primary school

towards technological learning in terms of creative initiative and the establishment of their interest in the subject matter.

KEYWORDS: primary school, interest, creativity, productive activities in technological

training

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318

REFERENCES 1. Vitanov, L. (1999): Produktivni strategii na obuchenie (Useful strategies for

training). Sofia: Veda Slovena – ZHG. 2. Desev, L. (1998): Pedagogicheska psihologiya (Pedagogical Psychology). Sofia:

Askoni. 3. MON. (2000-2003): Uchebni programi po Domashen bit I tehnika za - V klas

(Home Economy Syllabi for the 1st – 4th grade). Sofia. 4. http://en.wikipedia.org/wiki/Creativity. 5. bg.wikipedia.org/wiki/Interest 6. www.innosupport.net/index.

, . -

pey4eva@abv.bg „ “

tonkataaa@abv.bg “ ”, .

319

. , .

BECOMING SELF-EFFICIENT IN HIGHER EDUCATION

Irina I. Akhtamyanova, Alice A. Nurieva

ABSTRACT: The problem of personal and professional development, including self-efficacy

is most relevant at the present stage of development of education in connection with the implementation of competency and the activity approach in education. The paper considers the main stages of professional development - self-determination, self-expression, self-realization, which is closely connected with the personal qualities as self-efficacy. It is necessary to achieve good results, both in personal development and in professional development.

KEYWORDS: individual, student, professional self-awareness, self-expression, self-

realization, self-efficacy

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REFERENCES

1. Vasilieva, T.N. (2008): Dynamics of professional self-efficacy future educational psychologist: Author. Moscow.

2. Gaidar, M.I. (2008): Development of personal self-efficacy of psychology students at the stage of high school training: Author. Voronezh.

3. Caprara, J. , Servon , D. (2003): Psychology of personality. St. Petersburg: Piter. 4. Mitina, L. M. (2002): Developmental Psychology competitive person. Moscow:

MSPI. 5. Mitina, L. M. (2004 ) Psychology of work and professional development of teachers.

Moscow: Academy. 6. Hjelle, L. A., Ziegler, D. (2003): Theories of Personality. St. Petersburg: Piter.

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TECHNOLOGY IN SPEECH THERAPY

Irina V. Ignatova Kremena I. Kancheva Nataliya Hr. Pavlova

ABSTRACT: In the proposed work are given some examples of the use of information

technology in the work of the speech therapist. The emphasis is on the use of popular software known and accessible to a wide range of users.

KEYWORDS: IT, speech therapy, diagnostic, mapping

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1. Boqnova, V., Stankova, V., Todorova, E. (2011): Metodichesko rakovodstvo za izsledvane na komunikativni sposobnosti u detsa s narusheniya (Methodological guide for the study of communication skills in children with disorders), Sofia: Slavina

2. Toncheva, N., (2011), Softuerni tehnologii za sazdavane na didakticheski materiali v obuchenieto po matematika, Shumen: Universitetsko izdatelstvo „Episkop Konstantin Preslavski”

3. Sadler, J, (2011), iPad Technology in Speech Therapy: Overview, Communication Therapy Blog

- , II iri_567@abv.bg

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331

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PECULIARITIES OF MATHEMATICAL KNOWLEDGE

COMPREHENSION BY CHILDREN WITH INTELLECTUAL DISABILITY

Kalina Iv. Aleksieva

ABSTRACT: This study analyses the mathematical capabilities and the peculiarities related

to the perception of mathematical knowledge and skills by students with intellectual disability in a specialized schooling environment.

KEYWORDS: mathematical capabilities, mathematical skills and habits, children with

intellectual disability

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1. , V. V. (1990): Obuchenie matematike uchashtikhsya mladshikh klassov vspomagatelnoi shkoly (Learning mathematics junior pupils at a special school).

oskva 2. Krutetshkiy, V. A. (1998): Psihologiya matematicheskih sposobnostey shkolnikov

(Psychology of mathematical abilities of students). Moskva 3. Perova, M. N. (2001): etodika prepodavaniya matematiki v spetshialnoi

(korektshionnoi) shkole VIII vida (Methods of teaching mathematics in a special school type VIII). oskva

, . .

k_alexieva@abv.bg ” ”

337

.

FOR SOME RELATIONSHIPS BETWEEN EXPRESSIVE PATTERN

AND EXPRESSIVE NATURES

Kamen M. Teofilov

ABSTRACT: This report attempts to provide some clarity on the relationships between personal experiences and feelings of the artist. Often the expression pattern and the way of laying the colored spots and the very tone of the work of art are in direct relation to the current mental state of the artist. There are even changes in treating shape and its modulation during different periods of work linking with life manifestations of the artist himself. Age also reflects the themes and nuances. This report aims to examine the relationship between the surrounding environment - and inner peace – which are the basis of the emotional world of the artist and make up his works.

KEYWORDS: Expressionism, artist work

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REFERENCES 1. Paul Eluard (1979): Misli varhu izkustvoto (Thoughts on art). // Antologiya, s.46. 2. Michael Alpatov (1983): Istoriya na izkustvoto (History of Art). Sofia: Balgarski

hudozhnik. s. 84

kamen75@abv.bg

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.

INTEGRATION OF TECHNOLOGY WITH TRAINING IN MATHEMATICS FOR FORMING NAGRAFICHNA KNOWLEDGE

OF THE STUDENTS Keranka G. Velcheva

ABSTRACT: The relationship of the graphic work of geometric concepts essentially boils

down to the ratio of new visual and formal-logical thinking. Visual thinking develops earlier than the logical and provides crucial spatial tasks in technological education.

KEYWORDS: graphic knowledge and skills, geometric construction, graphics and

mathematical culture

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REFERENCES

1. Botvinnikov, A. (1977): Ob aktualynyh voprosah metodiki obuchenia chercheniyu (On current methods of teaching plotting )// M., Izd. Prosveshtenie.

2. Evtimov, St. (1995): Psihologiya na profesionalnoto povedenie i tehnicheskoto obuchenie (Psychology of professional conduct and technical training) // Bl.

3. Zakon za stepenta na obrazovanie, obshtoobrazovatelniya minimum i uchebniya plan (Law on the level of General Education Minimum and Curriculum) DV, br. 67/27.07.1999.

4. Integrirovannye uroki cherchenia v 7-9 klasah obsht obrazovatelynoy shkoly. (Integrated lessons in drawing 7-9 classes of secondary schools). http://www.hi-edu.ru/

5. Naredba ZH 2/18.05.2000 g. za uchebnoto sadarzhanie. Darzhavni obrazovatelni iziskvania v kulturno-obrazovatelnata oblast “Matematika,informatika i informatsionni tehnologii” (Order ZH 2/18.05.2000. Government education requirements in Mathematics, Informatics, and Information Technologies.)

6. Naredba ZH 2/18.05.2000 g. za uchebnoto sadarzhanie. Darzhavni obrazovatelni iziskvania v kulturno-obrazovatelnata oblast Bit i tehnologii (Order ZH 2/18.05.2000. Government education requirements in Home Economy)

7. Stepakova, V.V. (2001): Metodicheskoe posobie po chercheniyu. Graficheskie raboty (Toolkit for plotting. Graphic works ) // M., Prosveshtenie.

, . -

velcheva_@abv.bg „ ”

352

.

INTEGRATION OF TECHNOLOGY TRAINING AND TRAINING IN INFORMATION TECHNOLOGY FOR FORMATION OF GRAPHIC ARTS

STUDENTS

Keranka G. Velcheva ABSTRACT: The application of computer graphics in teaching activities creates a

prerequisite for motivating students. Using interdisciplinary modes, and including a module for training in information technology, has increased students' interest in learning the subjects and the quality of training. Our syllabus is designed and structured in accordance with the goals and objectives of training for the curriculum of students 7-8 grade. New information technology allows students to read graphical drawings; it provides independent development of graphical documentation for manufacturing of parts and objects; lastly, it gives students the opportunity to solve problems with creative design elements.

KEYWORDS: learning software, image editor, graphics and information culture

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REFERENCES

1. Boguslavskiy, A. A. lektronnoe izdanie metodicheskogo materiala programmno-metodicheskogo kompleksa. (Electronic edition of the methodological complex)// ZH6 "Shkolynaya sistema avtomatizirovannogo proektirovania", www. inforeg.ru

2. Grafichen redaktor KOMPAS (Graphical editor COMPASS). http://www.ascon.ru 3. Evtimov, St. (1995): Psihologia na profesionalnoto povedenie i tehnicheskoto

obuchenie (Psychology of professional conduct and technical training)// Bl. 4. Zakon za stepenta na obrazovanie, obshtoobrazovatelnia minimum i uchebnia

plan. (Method of the Level of Education, General Education Minimum and Curriculum)DV, br. 67/27.07.1999.

5. Integrirovannye uroki cherchenia v 7-9 klasah obshtoobrazovatelynoy shkoly. (Integrated lessons in drawing 7-9 grades of secondary schools)http://www.hi-edu.ru/

6. Kolesnikov V.K. (1994, ZH1). O kompyyuternoy podgotovke uchiteley truda. (On the computer teacher training work)// Shkola i proizvodstvo.

7. Kompyuter v prepodavanii kursa "Cherchenie" (Computer in teaching the Drawing course ). www referat.kulichki.net

8. Naredba ZH 2/18.05.2000 g. za uchebnoto sadarzhanie. Darzhavni obrazovatelni iziskvania v kulturno-obrazovatelnata oblast “Matematika, informatika i

360

informatsionni tehnologii”. (Order ZH 2/18.05.2000. Government education requirements in Mathematics, Informatics, and Information Technologies.)

9. Natsionalna strategia za vavezhdane na IKT v balgarskite uchilishta. (The National Strategy for the introduction of ICT in Bulgarian schools) http://www.minedu.government.bg/

10. Ogneva, M., R. Boeva. Izpolzvane na kompyutarni testove za proverka i otsenka na znaniyata v srednoto uchilishte.(Using computer assessment tests in secondary school)// http://geocities.com/ usb_dobrich/003.pdf

11. Opyt i perspektivy ispolyzovania informatsionnyh tehnologiy v shkolynom obrazovanii (Experience and prospects of information technology in school education) www.forscotland.com

12. Rayan D. (1989): Inzhenernaya grafika v SAPR (Engineering drawing in CAD)// M., Mir.

13. Tipova uchebna programa za modul “Kompyutarna tehnika i informatsionni tehnologii” po Trud i tehnika v V-V klas na osnovnata uchilishtna stepen (Programa generic training modules for "Kompyutrna and information technologies" for Labor and Equipment V-VIII class on the school's degrees osnovnata) http://www.minedu.government.bg/

14. Ukazanie po kompyutarna tehnika i IT v V-VIII klas i po informatsionni tehnologii za IX-XI klas na SOU (Guidance on computers and IT in V - VIII class and Information Technology IX-XI grade school) – In: Grafichen potrebitelski interfeys Windows 3.1.

, . -

velcheva_@abv.bg „ ”

361

. , .

THE ROLE OF THE SPECIAL EDUCATOR IN THE SCHOOL TEAM

Lidia A. Shirokova, Stoyana G. Balashova

ABSTRACT: The team of professionals working with children with special education needs

have a crucial role in the progress and development of children. To make an effective team, members must trust one another’s professional skills. An important part of special educators’ daily routine is working with the family and teachers from mainstream schools and kindergartens.

KEYWORDS: school team, individual educational program, coordinated work

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REFERENCES

1. Nikolova, D. (2012): Podhodi v rabotata s roditelite I rolyata na semeystvata v protsesa na integrirane na detsata sas spetsiialni obrazovatelni potrebnosti (Approaches to working with parents and the role of families in the process of integrating children with special needs in kindergarten). Sofia: edagogy.

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2. Terziyska, P. (2014): Izsledvane na pedagogicheskite usloviya za vklyuchvane na detsata sas SOP v obshtata obrazovatelna sreda (Study of pedagogical prerequisites for the inclusion of children with SEN in mainstream education environment). Sofia: Az Buki National Publishing House for Education and Science.

,

– , e . 0894 770 920, e-mail: r.centar@abv.bg

,

.- – , e . 0894 636 520, e-mail: stbalashova@abv.bg

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FROM THE OBJECTIVE PERSPECTIVE TO THE SUBJECTIVE ONE

Liliana Cornil

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In this brief approach attention will be focused on the history of representations

in which reality and appearance are artificially separated by scholars and artists. The accelerated and slowed prospects shake the natural order, without destroying it. The anamorphotic perspective eliminates it by applying the same principle to the extreme in all its logical consequences. Degraded images and restored by optical radiation were widespread in the sixteenth century as a kind of miracle of art, whose secret was kept obstinately for some time and then propagated up around our era. The recipes of such compositions were disclosed gradually and it was only in the eighteenth century when the exhaustive demonstrations and their relations with other speculations of the spirit could be seen. (Baltrusaitis, Anamorphoses, p.7)

In this aesthetic space captivating by its occultism, enters into circulation a term previously determined by specific combinations that undermines the privacy and main elementariness on which the concept of perspective was based. This term is anamorphosis, its identity starting from being built on a process which instead of determining a reduction to the visible limits of the perspective regularities, it is based on a projection of the forms that exaggerate these regularities and displaces them so that they recompose only if they are viewed from a specific place. The process is, perceived as a technical curiosity, but it contains a poetic of abstraction, a powerful optical illusion and a philosophy of factual reality. It is a puzzle, something monstrous, completely out of the ordinary. Although it belongs to a world of oddities that has always found in human nature a "laboratory" and a refuge, it often goes beyond the tight frame.

Naturally, the aesthetic appearance of this process requires a decoding approach in the area of a psychology of emission and reception of spiritual message, as well as the discovery of those taxonomic clues that allow us to catalog, in terms of the intensity of value, these messages, both in terms of the issuer and of the receiver. Here we are

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confronted with the solution of schematism which appears as a classic response to a particular way of formulating the problem. Outside this response the very meaning of the scheme disappears. Thus, in our consciousness we shall have an abbreviated representation that concreteness situates outside the metabolic fermentation of thought, too indefinite to identify with an objectified thing. This representation is called scheme. But without images-things there is no need of schemes. Kant and Bergson saw the scheme just like an artifice required to unite the activity and unity of thinking with the inert multiplicity of sensitivity. (Sartre, Imagination, p.72). In an anamorphotic sense, the image-thing becomes a Gnostic symbol, organically linked to the extensive process of knowing the world. In the context of this process the perspective can gain the identity energy of a doctrinal element. It is surrounded by legends and myths of the creation of the material world and of the spiritual world and finds its place alongside the formulas underlying the judgments on the mechanisms that regulate the forms of life.

Anamorphosis meets the occult sciences and also the theories of doubt. Following this path, we reach, among others, Holbein's Ambassadors and a whole plethora of stylistic heresies, not necessarily anamorphotic but certainly deforming, that make up the code of signs and visual signals which control our existence. These deformations are motivated by the need felt by the artist and sometimes by the artists when they are talking about a creative act of a syncretic nature such as the show or film production, to emphasize certain psychosocial determinations, to create a visual equivalent of the steps achieved in the construction of any society, or simply to invent alternative worlds with specific regularities and particular chemistries, in which ideas take on a particular unmistakable aspect.

Thus, the difference between the object and the way it is visually perceived put the philosophers and artists of all time to work. In the Sophist, Plato distinguishes two imitation arts: the art of copying which faithfully reproduces the forms and the art of evocation, which translates it into the field of appearances. The great works of sculpture or painting seem different from their actual appearance. The upper parts appear small compared to the inferior ones which seem too big. For this reason, beautiful figures would not appear as such if they kept their true proportions. To preserve the beauty, the artists who do not value physical truth, focus their creation on the rendering of forms according to their own perception of the laws of the beautiful (turning the beautiful into a personal convention). Reality is removed from the game, its place being taken by fiction. Works which, viewed from a favorable angle seem beautiful, but examined carefully, no longer render the likeness they promised, are ghosts, says Plato. And the art that produces it is a product of the phantasmagoric thinking. (Baltrusaitis, op.cit., P.9). Vitruvius resumes this argument inferring from it a number of practical conclusions. So, if whatever is true may seem false, things appearing different than they are in reality, it is necessary to add or delete something. For an architectural facade, this process is signified by the replacement of straight lines with curves, by thickening, raising, tilting certain parts. The result is visible in getting numerous distortions. Perhaps no art, signified in one of its essential segments gives more consistency to these principles such as the German expressionist cinema. For instance, the psychosocial universe built by Robert Wien in one of the most representative films for this aesthetic segment – The Cabinet of Dr. Caligari is dominated by a nightmarish world where the hero is evolving under the pressure of a subjective approach of the environment

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suggested by the sets made of painted cardboard with rough outlines, sinister stage-lighting, excessive makeup, suggesting that this universe of deformed images is not real. Caligari is not and never could be only a revolutionary story, even if it relates largely to the misuse of power. The essence of the film is the vision by which people live in a distorted inner world dominated by obsessive fears. Kracauer considers the same thing when notes that the staging has the function to characterize the phenomena on the screen as spiritual phenomena. Not only the setting, but the very thinking of the subject emphasizes the inner meaning of the events portrayed as an aggressive response and deliberately distorted, in a negative and passive sense that highlights the human inability to act in an irrational society. The German expressionist film supports its identity of significant aesthetic trend on other creations belonging mainly to Murnau or Fritz Lang. Thus, Nosferatu gives significant credit to a world of darkness inspired by the modern myth of the vampire. In Dr. Mabuse, Fritz Lang's player is a psychotic killer who hypnotizes his victims and escapes due to his ingenious disguises. Chaos is the natural environment of these movies. Some depict mad people conquering the world, others portray authoritarian regimes imposed with brutality. Sometimes it depicts men and women who fell under the evil influence of supernatural forces. In others, murder and perversion are presented as unavoidable attributes of the human condition. All contain elements of socio-political critique of the self-sufficient society, sometimes some kind of dissatisfaction being expressed timidly, other times accrediting the idea of social immobility as a form of sufficiency of the system. In most of these works, however, anguish and despair, powerless anger, and, also as a ray of sunshine infiltrated through the leaden clouds, a thread of hope appear as dominant elements. (John H.Lawson, Film and Creation, p.77-79 ).

Fantasy appears from this perspective as a proper alternative to conventionally accredited world as real, but based on aggressive distortions, imposed by the domineering spirit of the socio-political power. Going back to the space of sensitive creation, influenced by this crust of fermentation processes of community life and its legalities, it is worth noting that among the fantastic systems considered to have occurred in the genesis of modern surreal art, unusual representations are found, which seen from the front seem a confusing mixture of elongated shapes without meaning, but, when viewed from the side, they become by means of a narrowing process, precise images. Georges Hugnet’s collection, which was published for the first time at an exhibition in New York, presents three examples - an engraving by Erhard Schon and two panels made by an anonymous artist, coming from Jacques Lipchitz’s collection, created about the same time, in the sixteenth century. These works have aroused the bewilderment and interest of the contemporary artists as the topics integrated in the plastic material appeared and disappeared as if by magic. More cautious, art historians have placed it amongst minor curiosities. A Vexierbild (painting with a secret), made by one of Durer of Nurnberg’s students, wearing a predestined name – Schon, is thus portrayed by Rottinger: large sized it consists of four trapezoidal registers in which the zebra hatches are extended by landscapes with lively figures. Town and hills, characters and animals are merged and get lost in a heap of tangled lines that cannot be explained at first glance. But by placing the eye on the sides, close to the engraving one can see four overlapping ends inside of some rectilinear frames. The perspective makes the apparent images become invisible and also determines the appearance of overlapped

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contours. The characters are perfectly identifiable – Charles V, Ferdinand I, Pope Clement VII and Francis I. Inscriptions in German and Latin, which are reconstituted in the same way, indicate these names. Clear, precise profiles evolve from the linear chaos. While in this case, by anamorphism a physical objective deformity is obtained, in case of Arcimboldo's characters or in case of the impossible architectures achieved by Echner a deforming subjective mental state is induced. This is also the case of the anxiety moods induced by Dali's soft watches. Returning to Schon, he combines in his drawing two different pictures into a single one, being concerned with the unit of the topic. The background which serves the sovereigns hidden to the sight, recalls events that are part of their biography, decoding their riddles. Behind Charles V – an episode with horses and warriors in full battle. Behind Ferdinand - the siege of Vienna. Behind the Pope – God threatening a Muslim and an armed galley, and behind Francis I – characters from the Orient and a camel, recalling his relations with the Turks. This overlap of images produces a disturbing effect which acquires a symbolic value. The state of sensitive excitation germinative for the coding of reality into symbols, is called by Sartre fine emotion. In this case, by means of a barely sketched conduct, by means of a slight oscillation of our mental state we observe an objective quality of the object. Fine emotion should not be mistaken for a loose inconvenience of a reduced admirable state, of a superficial sinister; it is a bad thing, an admirable, a sinister glimpsed, seized by means of a veil. It is an obscure intuition of an aesthetic deforming nature depicted as such. But the object is here, it waits and maybe tomorrow the veil will disclose objective reality in its true light. So, we are just a bit excited if by excitement we understand the bodily convulsions or the spasms of conduct. However, subliminal depression accompanying this emotion reveals the sinister aspect of existence that, despite its dominating magnitude, can be barely glimpsed. In this case, emotion disguises the true nature of the symbol, the contact with the object being made in the conventional objective reality. Emotion remains an identity sign of inner reality expressed by means of a cryptogenic deforming gesture of symbolic nature. (J.P.Sartre, Psihologia emotiei (Psychology of Emotion).p.77) These symbols of the subjective perspective cannot find a more suitable place than the space of medieval obsessions overwhelmed by the triumph of death. Arts and science will also be inevitably targeted. The idea embodies a philosophical doctrine drawn from the same trend, its iconography being established in Italy where the Faustian scenography dominated by objects that hide Gnostic mysteries can be found in the marquetry panels made by Fra Vincenzo dalle Vache, better known as Vincenzo da Verona, for San Benedetto Novello from Padova, in the first decades of the sixteenth century.

By knowing the aesthetic and at the same time esoteric plenitude of the technical principle in the work of Holbein – The Ambassadors, anamorphoses will propagate in the area of pure science, yet evolving in a parallel space whose dimensions have always oscillated between rational and reckless. Meanwhile, an expansion to new areas is recorded. The elongated figures are proposed for the decoration of the house. Conical perspectives, pyramid perspectives create strange optical devices. Anamorphosis can be carried out in marquetry and stone imitation. We can see it carried out over the entire length of a gallery. The methods for the projection of forms in nature are made known. Gardens, towns and mountains can be animated by its effects. Nothing can prevent the rule of aberration.

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The deformation of the actual physical perspectives in order to gain subjective perspectives with spiritual equivalence causes an inventive effusion worthy of the prop of the great initiates. Exact science, altered and enchanting visions, catoptric collections were all designed in the spirit of the real-objective supremacy. The museums in Rome, Milan, Copenhagen, and the ones from other spiritual centers of the World seem to be museums of phantasmagoria produced by precision instruments: Theatrum catoptricum, Theatrum polydicticum, Theatrum Pryotei, Sista, sistula catoprica, Mensa catoptrica and others. The nomenclature of these machinamenta is itself revealing for the method by which it works, with its erudition and development apparatus. Multiplications, substitutions, inversions, zoom, dilations, kinks of forms, all operations are presented as a technical demonstration of the laws of reflection in a cabinet of a scientist or alchemist.

Each of them corresponds to an iconography. The multitude of beings and things, composed beings and fabulous monsters. There is a suspension of any limits, of any space and a violation of any law of equilibrium which open the way to evasions. (Baltrusaitis, Oglinda (The Mirror), p.43.) It is a show full of reality and fiction in which duplicated images are made and re-made in inexistent regions, irrefutable to the vision, with the same end point in the absolute. An alter mundus is revealed beyond the scholar games and stage entertainments, clarifying in a new light certain principles of appearances and of life, extending to a large number of areas. It is, finally, the tumultuous world of carnival, overwhelmed by the sumptuousness and color of the costume, by the mystery of the ones who create the masks who hide eventually another gesture of social distortion reflected in the desire of the Venetian masters to be at least once a year, servants. So, our master is not our Logical and Estimation ability, but our Imaginative strength, I could say that it is our priest and prophet who guides us to heaven, our magician and wizard that guides us to hell. Even for the most avid Sensual, what are the senses other than the tool of the Imagination. For, isn’t it a revelation of the Divine clearer and more obscure, a Symbol since the world exists for the one who has eyes to see it? (T.Carlyle, Filosofia vestimenta iei (Philosophy of clothing))

While architecture is defined as art by the rebellion against the cube, the coat is nothing but a rebellion in which the material mingles with the immaterial, compared to the body's inability to show the full beauty. From this point of view the creation of clothing is nothing but a necessary distortion of perspective by means of which the human body is spiritualized.

Liliana Cornil , PhD

Ovidius University, Faculty of Arts, Constanta, Romania

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ONLINE SELF-STUDY ASSIGNMENTS FOR PRIMARY SCHOOL STUDENTS

Lilia Cv. Lozanova

ABSTRACT: Contemporary globalization processes and the widespread ICT impact

students’ independent cognitive activity into a new context. Modern mass media development and particularly the role of the Internet provide an alternative opportunity to expand and deepen students' knowledge acquired in the learning process.

KEYWORDS: the Internet, students’ independent cognitive activity

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REFERENCES 1. Dimitrova, Tsh. Self-study for the 1st grade at a full time school. Opportunities for

fair competition and tolerant interaction. http://www.diuu.bg/ispisanie/broi21/21kt/21kt7.htm

2. Livingstun, S., L. Hadun. (2009): EU Kids Online, final report summary: http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20I%20%282006-9%29/EU%20Kids%20Online%20I%20Reports/bg_summary.pdf

3. Stefanov, S. (2012): ICT as means to enhance self-study skills, University of Rousse, Almanac, Vol. 51, series 6.2, s. 15.

4. Is Internet space safe for the children of Europe, GERT NGO, http://www.gert.ngo-bg.org/article204.html

5. Society Syllabus for the 3rd grade, http://www.mon.bg/?go=page&pageId=1&subpageId=28

6. Society Syllabus for the 4th grade, http://www.mon.bg/?go=page&pageId=1&subpageId=28

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7. Environment Syllabus for the 4th grade, http://www.mon.bg/?go=page&pageId=1&subpageId=28

8. Mathematics Syllabus for the 4th grade, http://www.mon.bg/?go=page&pageId=1&subpageId=28

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llozanova72@abv.bg „ . “,

377

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HOW OFTEN DO THE STAGE OF EDUCATION STUDENTS USE

INTERNET

Lilia Cv. Lozanova

ABSTRACT: Internet is a reality and part of the manner of life of our contemporary. The global network is subject of increasing research in different scientific fields and its influence on children and young people is a very actual problem. An important question is how often do adolescents use Internet because it is a starting point of studies with different emphasis - health, psychological, educational, social and others.

Key words: Internet, students

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2. Bezopasno izpolzvane na Internet, Fondatshiya Partnyori Bulgariya, http://partnersbg.org/2013/03/safe-internet 3. Kakvo tursiyat uchenicite v Internet, Nacionalna mrega za decata,

http://nmd.bg/kakvo-tarsyat-utchenitsite-v-internet/

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QUALITY PROFESSOR BENCHMARK FOR QUALITY EDUCATION PROCESS

Ljupcho . Naumovski

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NTRODUCTION Each state has outlined its agenda for quality science – grade social

development.Why educational quality educational system? Today in the advanced countries with higher tech and higher technical boom direct and lasting impact on raising the awareness of each individual professor as to increase their productivity to a higher level to get to a better quality graduates, ie to keep up with the process of modernization and globalization in line with the world trend. The question is whether reforms tend to promote quality interaction that will nurture an environment of teaching and learning friendly or fair and de facto professional environment based on real assessment on the basis of acquired knowledge to students. The emphasis in the higher education institution or in a classroom is usually placed on the benefit of a student – centered approach that requires innovation in the development of schemes of work, using new teaching methods and strategies, employing methods of assessment activities that will develop critical skepticism, open-minded, rational inquiry in thoroughness and desire to learn what their education iescience selected.In this series of methods and strategies reforms must be based on the systematic integration of knowledge of nature and the nature of science, learning, pedagogy and creative investigation originality, and innovation.

Each correctly orient scientific educational career can already correctly and effectively consolidate and determine which are exercised and enforced in the higher education institution, if it is not or no teacher. So, the teaching staff is the dominant benchmark for providing learning and knowledge of students studying science that

382

determined. In practice teachers by giving higher Rate during the study, theoretically receive amazing high „quality“ students (theory only in a classroom), but here are vedenash comes to what is important, meaningful and relevant to each state, the future of each individualstudent, as well as being a community that provides an education to community service. We have in this case, humanization, morality, culture, labor, or just increase the inappropriate educated staff that will be borne by every social community. But of course the question here arises: Does the student have come to learn what the teacher knows or will learn what he himself does not know.

While reform efforts in order to improve access to scientific education (through dispersed studies) immediately led to an unprecedented increase and students who are involved in science without soznaie the scope, complexity and practical knowledge gained from previous lower level of education.For all this to overcome the required activities in science classes and encourage interactivity in classrooms that normally could encourage efficiency and effectiveness in the teaching of the scientific field.

Onwuachu (2007) highlights the need for innovation in the development of planning schemes of work, and encouraging the use of new teaching and learning strategies, writing on assessment methods for boarding actions, openness, public comprehension in rational inquiry and desire to learnscience study. All this in accordance with the above expected in practice must be based on:

• Integration of knowledge of science, • Integration of learning science, • Integration of Pedagogy and • Integration of creativity, research and application of skills.

EDUCATION AS A SOCIAL FUNCTION Etymologically the word education means just a process of leading or education.

So it is as shaping, forming, activity – that is, in shaping the standard form of social activity.

Each teacher like creature whose activities are related to other things to improve their own social environment. What we do and what he can do depends on the expectations, demands, approvals, and other convictions. As soon as you connect with other people will be able to carry out their own activities, if the activities are undertaken in relation to interest and other, because they are necessary conditions for the realization of his tendencies.

The importance of language in the acquisition of knowledge is undoubtedly a major reason for the general idea that knowledge can be passed directly from one another .It almost seems if we need to do to convey an idea in the mind of another person to be translate sound into the ear of the listener. Thus imparting knowledge gets purely physical process1.

We conclude, therefore, that the use of language to convey an idea is an extension and refinement of the principle that things gain importance as it would be used in a shared experience or joint action. When words are taken as a factor in this

1 J.Dewey, 2008, Democracy and Education, START OF THIS PROJECT GUTENBERG EBOOK.

383

common situation, either overtly or imaginatively, they operate as pure physical stimulators, not as having the correct meaning or intellectual value.

SCHOOL AS A SPECIAL EDUCATION SETTING IN THE PROCESS The importance of the educational process that goes on willy-nilly is to lead us to

a situation that the only way in which adults consciously control the kind of education (think and feel) their future young intellectuals. Therefore, the education of anyone who is educated in the proper educational institution is a typical example of an environment supported by express reference that will affect the mental and moral disposition of their members. As a society/country becomes more enlightened/And realize that the educational system – the school is its chief agency for the accomplishment of this goal.

The teaching staff must be organizers of experience in the study – learning for students, coaches instructional units, methods of designers, directors of activities and evaluator of student performances and productivity for higher achievement. This productivity professor could perform in terms of compliance with the reforms Onwuachu (2007) sees productivity as given the behavior of employees in the exercise of their educational roles instructional. So prolific professor and researcher, facilitator, guide, counselor, motivator, leader, model, manager, humanist, catalyst etc. Productive professor is also reasonable that the preparation of lesson notes, maintaining proper lecture, using the techniques of learning involved in teamwork in improving materials management students, evaluation of students extremely leaning on/realresults contribute to meetings.

The theory is that fashion is known as the theory of „formal discipline“, correct ideal outcome of education should be to create the special powers of accomplishment. Educated person is one who can do „head“ to work it is important for him to do it better than I can, without training, „better“ means more ease, efficiency, effectiveness, speed, etc.

Consequently education should be directly in the business of training them. The phrase „formal discipline“ as applied to this concept, „discipline“ means and refers to the outcome of the educational power and the way education through practical exercises.

In its classic form, this theory was expressed by Locke. On the one hand, the outside world presents material or content knowledge through passively receiving sensations. On the other hand, the mind has certain ready powers, attention, observation, retention, comparison, abstraction, mixing, etc. ie results of knowledge if the mind discriminates and combines things as they are united and divided in nature. But most importantly for university education is the exercise or practice of mind they become fully established implementation.

But some activities are broad: These include coordination of many factors. Their development requires continuous alternation and adjustment. As conditions: different changes, some factors are aligned, others are of minor importance. For productive teacher must not lose sight of co – curricular activities, and the activities of the school administration.

The basis for productive professor, Odeli (2010) identify elements required for support of the teaching resource for effective implementation of reforms in education which must be included :

384

• Information System • Using the Internet connection • Teaching strategies • Emotional support • Teachers - Management - Support • Discipline - Management - Support

Admittedly constructive criticism and guidance as very important to support the development of skills and increased productivity in reform ensuring quality science.

The problem arises when the author is showing poor performance of students in science. Teaching staff will not be able to manifest the characteristics listed above productive teacher for various challenges that will face them. Science educators have proven that students perform poorly in school after items when the following challenges:

• Poor quality of science educators whose teaching methods to be main the same, copying notes, rote learning of teaching materials, etc.

• Widespread exposure as a method of instruction, the minimum number of students and their participation in experiments

• The inability of students to adequately understand the professor's explanations, lectures notes, practical guidelines and materials science field, textbooks (Onwuachu, 2007 and Chibuogwu, 2010).

Other challenges include: • Increasing poor curricula, • Incompetence of educational space , a classroom management • Inadequate study skills , inadequate use of innovative teaching methods, • Delays of hours and lack of practical lessons, lack of motivation and

rewards for excellence (Modebelu \\ u0026 Durie, 2012). CONCLUSION This paper theorizes question productive educator for quality education.

Productivity is the support services that are necessary to reduce the level of low quality education. Productivity must be determined by the level of major activities by the state through incentives and selection of the best, and the professor with appropriate personal engagement in the educational curriculum through the introduction of new innovations and skills, but also through thorough testing and real otcenuvanjeknowledge of students.

Quality recommendations under urgently need to do: First – Preparation of scientific institutions – educational resources should be

adequately equipped to ensure the adequate development of the same skills in terms of creativity, originality and improvisation.

Second – Since we are in the era of the computer, to provide easy and free access to the new trends in pedagogy , reform policies and implementation strategies, and

3. Proferorite should be appropriately represented in decision – making and decision-making concerning the quality of education.

385

REFERENCES

1. Bajah, S. T. (2006): Teaching Science Creativity: from http// www.nap.edu/openbook/ 0309051479/html/copyright/2006.

2. Odelli, S. J. (2010): Induction support of new testament teachers: A financial approach. Journal of Teacher Education, 37 (1), 26-29.

3. Onwuachu, L. (2007): Issues in science teachers productivity for science education reforms. Unizik orient Journal of Education 3 (1). 180-187.

4. Dewey, J. (2008): Democracy and Education, START OF THIS PROJECT GUTENBERG EBOOK.

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OPPORTUNITIES FOR THE DEVELOPMENT OF KEY COMPETENCES PUPILS IN PRIMARY SCHOOL CLASSES IN “HOMELAND” IN 1. GRADE

Lyudmila V. Zafirova

ABSTRACT: This report presents various opportunities to develop key competences for

lifelong learning in students of primary school classes in Homeland 1. grad . KEYWORDS: key competences, Homeland, 1. grade

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3. , http://www.mon.bg/?h=downloadFile&fileId=2011

392

REFERENCES 1. Evropeiska ramka na kluchovite kompetentnosti (European framework of

key competences), https://www.google.bg/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB0QFjAA&url=http%3A%2F%2Fgimn-popovo.com%2Fdocuments%2Fzaedno%2Framka.doc&ei=ZDTJU6jOCariywO8wYKQAw&usg=AFQjCNFIfWVXrew1bFVv1AxiR4rRi1BmhQ&sig2=-xogpkee_BhhQ2rswZfRJQ&bvm=bv.71198958,d.bGQ

2. Evropeiska kvalifikacionna ramka za uchene prez celiya jivot, (European Qualifications Framework for lifelong learning (EQR)), https://www.google.bg/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB8QFjAA&url=http%3A%2F%2Fec.europa.eu%2Feqf%2Fdocuments%3Fid%3D33&ei=s8uiU_bgA8L8ygOfmYCwAw&usg=AFQjCNF4xTJCX5E5r9iVOeae6wOXeH0D6g&sig2=elOsuL5End1-B3UgyolF2A&bvm=bv.69411363,d.bGQ

3. Nacionalna strategiya za uchene prez celiya jivot (National Strategy for Lifelong Learning), http://www.mon.bg/?h=downloadFile&fileId=2011

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ljudmila_zafirova@abv.bg „ . . “,

393

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INTERACTIVE METHODS IN THE TRAINIG OF FUTURE TACHERS

Magdalena S. Zhelyazkova ABSTRACT: The debates are one of the most effective interactive methods that can be used

in the training of future teachers. Knowledge and skills acquired during the practice of the debates will help students to enrich their ability to work with student. They will learn to overcome their own fears of speaking in front of people, to work in team and to respond quickly and appropriately to questions from the students during teaching work.

KEYWORDS: interactive methods, debates, speaking in front of people, teamwork, speed of

response, ability to listen, ability to find the weak point in the speech of an opposing, coaching

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6. Simon Quinn Debating in the World‘s Schools Style A Gide. (2013) New York, London, Amsterdam, IDEA.

REFERENCES

1. Pavlova, V.: Umeniya za vodene na na toleranten debat (Skills to conduct a respectful debate). http://nmf.bg/shtrak/wp-content/uploads/2013/02/skills-debate-part1.pdf

2. Asotsiatsiya debati, Sofia (Sofia Debates Association). http://www.sofiadebaters. com/

398

3. Vidove debate (sastezatelni). http://geryniko.blogspot.com/2012/07/blog-post.html 4. Kolarova, D., Meretev T. (1996): Vodene na sporove (Keeping disputes). Ed. by

Open Education Center. 5. Valchev, R. (2013): Interaktivni metodi i grupova rabota v savremennoto

obrazovanie: Kniga na vodeshtiya (Interactive methods and group work in contemporary education: Opinions of leading), [2. suppl. ed.]. Sofia: Open Education Center.

6. Simon Quinn Debating in the World‘s Schools Style A Gide. (2013) New York, London, Amsterdam, IDEA.

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399

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INFORMATION WARFARE IN MODERN SOCIETIES AS A

PEDAGOGICAL ISSUES

Magdalena S. Zhelyazkova ABSTRACT: In the 21st century information warfare have become the most common way of

fighting against each opponent. Their advantage is that victory is achieved without jeopardizing the lives of people and without destruction of expensive equipment. On the other hand these wars bring about a lasting change in the minds of large masses of people. Therefore, combating information leverage is particularly complex. To reduce their impact very important role can have educators who work directly with large groups of people - children who currently form views.

KEYWORDS: information war, mass communications, information weapons, pedagogy,

teaching staff, information weapon, information

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1. The Crimean War 1854/56 and Australian Involvement. http://www.diggerhistory.

info/pages-conflicts-periods/other/crimea.htm 2. , . . .

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. http:// psyfactor.org/lib/psywar35.htm

REFERENCES 1. The Crimean War 1854/56 and Australian Involvement. http://www.diggerhistory.

info/pages-conflicts-periods/other/crimea.htm 2. Alexeeva, I. Yu. Vozniknovenie ideologii informatsionnogo obshtestva. (The

Emergence of the Information Society Ideology. Institute of Philosophy, Russian Academy of Sciences) http://emag.iis.ru/arc/infosoc/emag.nsf/BPA/99a40acf200 e2915c32568b1002fcb16

3. http://rus.ruvr.ru/2013_09_10/Sergej-Rastorguev-Zashhishhatsja-ot-informacii-bessmislenno-Mirovaja-politika-1270/

4. Rastorguev, S. P. (1999): Formula informatsionny voyny (Information Warfare Formula). Moscow, Ed. by Radio and Communications, p. 60.

5. Davis , N. (2006): Iistoriya na Evropa (History of Europa). Veliko Tarnovo: Abagar. 6. Pocheptsov, G. Podgotovka spetsialistov v sfere informatsionnyh voyn na

postsovetskom prostranstve (Training of specialists in the field of information warfare in the former Soviet space).http://psyfactor.org/psyops/infowar20.htm

404

7. Gavrov, S. N., N. D. Nikandrov. (2008): Obrazovanie v protsesse sotsializatsii lichnosti (Education in the process of socialization). // Herald URAO. - 5, p.21-29.

8. Manoylo, A. V. Informatsionno-psihologicheskaya voyna: factory, opredelyushtie format sovremennogo vooryzhennogo konflikta (Psychological war: factors determining the format of the modern armed conflict). http: //psyfactor.org/lib/psywar35.htm

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mazheliazkova@abv.bg „ , ”,

, „ ”

405

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THE CONTRIBUTION OF ARTISTIC SOLFEZHIRANE DEVELOPMENT MUSICALITYOF STUDENTS IN PEM

Margarita J. Gencheva

As part of the activities solfezhirane " artistic " solfezhirane aims to develop musicality of

students in the PEM , through the development and implementation of artistic works from different eras and stylistic trends .

An important point in the development works is compliance and proper interpretation of musical expression, depicting the artistic character of the musical work . Activity and manifestations of musical abilities, stimulating the development of musical hearing students to ensure the quality of the course of the artistic process, which is the basis of " artistic " solfezhirane .

Keywords: " solfezhirane artistic " musical , artistic works.

-10-582/04.04.2014 . „ “ „ . “

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. REFERENCES 1. Yonova Z. (1990): Metodika na solfezha (Methods of Solfeggio . 42) 2. Peev I (1964): Ochertsi po metodika na obuchenieto po solfezh (Essays in

Methodology of Teaching Solfeggio . 78; 103)

409

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.

THE MUSIC GAME “THE KEY OF MUSIC” (DURING 2013 AND 2014)

Margarita I. Racheva

ABSTRACT: The current research presents an analysis of the diagnostic tools used in the

rounds of the national competition “The key of music” during 2013 and 2014 and expressed an opinion on the implementation of the conceptual parameters of a pop quiz game.

KEYWORDS: music competition, meaningful parameters, diagnostic tools, participation of

pupils

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REFERENCES 1. Darzhavni obrazovatelni iziskvaniya za ychebno sadarzhanie po muzika.

<http: //www.minedu.goverment.bg> - Regulations. 2. Reglament za organizirane I provezhdane na muzikalnata igra “Klyuchat na

muzikata” prez 2012/2013 I 2013/2014 uchebna godina. <http: //www.minedu.goverment.bg> – olimpiadi I sastezaniya..

. . miracheva@abv.bg

„ ”,

415

. , .

PROBLEMS OF CONTEMPORANEITY EDUCATION

Margarita K. Boneva, Georgy V. Kolev ABSTRACT: This paper presents priorities, purposes and problems of education. KEYWORDS: problem, education, priority, purposes, general education, vocational

education, elementary education, secondary education, higher education

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REFERENCES 1. Baines, J. (2012): Moral for the 21st Century. 2. Bojilova, B. (2002): Interculture education – inter and national izmereniya. Annual

of University of Sofia, . 95. 3. Europe 2020 Strategy, 2011.

422

4. Shaping the European Higher Education Area – Message from the Salamanca Convention of European higher education institutions. Salamanca, 2001.

5. Strategy for the building of common framework for high school education in the Republic of Bulgaria, 2011.

, .

boneva@shu-bg.net

, . goshkolev@abv.bg

„ . ”,

423

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WATER AND HEALTH

Margarita K. Boneva, Georgy V. Kolev

ABSTRACT: This paper presents problems of health and defence of water. KEYWORDS: problem, water, health, chlorine, fluorine, illness, pain, sateguarding

-10-580/04.04.2014 . „ “ „ . “

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1. Boneva, M. (2008): Social ecology. V.Tarnovo: Faber. 2. Paul C. Bragg, Patricia Bragg. (2007): The shocking truth. Sofia: Scorpio. 3. Stoyanov, S. (1999): Toxic metals..

, .

boneva@shu-bg.net

, . goshokolev@abv.bg

„ . ”,

427

. -

THE KINDERGARTEN AS A TOPIC OF CONVERSATIONS

BETWEEN PARENTS AND CHILDREN

Mariana Mincheva-Rizova ABSTRACT: The article presents results of an investigation of 120 parents for most present

topics of conversation with their children on the occasion of the visit of the kindergarten. Why parents are so interested in learning achievement of children and ignore their feelings?

How children are psychologically burdened by groundless claims of parents with them? Do parents know what to require from kindergarten to the development and education of their children? What kind of training they need for school preparing? What roles do parents and kindergarten for the development of an adequate self-image of the child and to develop their skills of communication, collaboration and defend the rights.

KEYWORDS: cognitive and psychosocial development of the child in preschool; parental

competence; parental and teacher messages; basic personal and social skills; self-awareness, adequate self-esteem, building positive "I"; emotional world and feelings; preparation for school

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REFERENCES

1. Rosenberg, M. (2007): Obshtuvane bez agresiya (Nonviolent Communication). Sofia: PH. KRAGOZOR.

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mariana_rizova@abv.bg „ . ”

–

438

FOLKLORIC MUSICAL FORMS AND FLAMENCO

Mariana Fr il

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In his book, „El flamenco y los romanticos”, Rocío Plaza noticed that starting

from 1830, foreigners passing through Sevilla have been recorded in their writings an original behaviour pattern for that period of time: high society people could afford organizing private parties in which singing and dancing performances were given by Gipsy groups. It has been, thus, recorded the advent of the first flamenco manifestations. For a performance to be identified as a flamenco representation or soiree, a simple pair-dance (baile de candil) performed by a significant number of Gipsy people was not enough; the performance should have emerged as a natural result of the need for self expression or it should have been happening within a ludic-festive ambience, at least.

Nevertheless, the first flamenco era can be established in the first decades of the 19th century, though not before 1820, and placed in Sevilla, specifically in the Triana district (which was, in fact, closely tied to the rest of the city).

Various research studies led to the conclusion that the origins of flamenco could be traced in the old Andalucian dance festivals, known as bailes de candil, which have been referred to since the 18th century.

Starting from the last third of the 18th century, significant documents appeared with regard to the „national” dances that have been performed on stage in Spanish theaters: boléras i boléros – as academic variants of the well-known sequidillas sevillanas or fandangos from the Andalucian dance festivals. These types of dancing have been considered by many foreign travellers as „the true Spanish dance”. Some of those travelleres reached to that conclusion only because they had not been able to attend performances of candil, but only of boléros dancing in theaters. Others, instead, considered the boléro as the fashionable variant – between members of urban classes at the beginning of the 19th century - of the old fandango, performed only by the lower popular classes.

439

Documentary sources placed the starting of the decline of such gatherings in Southern Spain at around the middle of the 19th century.

1922 proved to be a beneficial year for flamenco, as Spanish intellectuals overtly embraced this type of perfomance by organizing a Song Contest in Granada. Working closely with Federico García Lorca, Manuel de Falla was the main producer of that great event.

Flamenco had thus the chance to take important steps forward, considering the traditions preserved within it and the multitude of authentic performers who emerged in the first decades of the 20th century: Manuel Torre, Paco Cepero, El Gloria, Aurelio de Cádiz, Juanito Mojama, Pepe Marchena, Manolo Caracol, Niña de los Peines, Cojo de Málaga, Carmen Amaya, Vicente Escudero or Sabicas. Yet, audiences and record companies preferred stylistic mixtures and spectacular stagings, in other words they were partial to what was perceived as flamenco at the respective moment.

Manuel de Falla’s initiative was, even though not immediately, the key event in the future history of flamenco. For the first time, this type of art of popular origins received a crucial support from intellectuals, renowned artists – musicians, writers, and painters alike – and mass-media. De Falla had to fight the lack of understanding coming from the Granada „officials” (and not only from them), but the contest eventually took place with a great success. Through that contest, Manuel de Falla intended to revive a series of old popular songs, considered as extinct, and so he succeeded.

It is known that flamenco is built upon o series of classic musical forms of singing: soleares, seguirias, fandangos, alegrias etc.

The origin of songs to appear in the first flamenco performances is highly diverse and resides in:

• the traditional Andalucian songs (tonás), usually work songs (especially in their gipsy variants) – generically known as cañas or playeras, which means sad or melancholic songs, and not as seguiriyas, as they will appear later;

• the songs that have been inspired less by the tradition, but more directly by Andalusian author songs, very fashionable within the urban environment of the time: petenera, vito, guajira cubana, alegría;

• the songs that were traditionally linked with dancing, generically known as fandangos, but also tangos, jaleos, zapateado, manguindoy.

Musical trends of the time, along with Andalucian popular music, had a real contribution in shaping the form of the flamenco song. Broadly speaking, the song types that prevailed in the first half of the 19th century were: caña, polo, various tonds, romances (corridos), playeras, serranas and fandangos (the malagueña and rondeña types).

Some of them can be easily compared to one another, in terms of their form. We shall briefly focus on the fandango. Depending on their place of origin, there are two types of folkloric fandangos; both have been sung as an accompaniment for a specific type of dancing and performed at Andalucian folkloric festivals, which were very popular at the end of the 19th century (los bailes de candil). We are talking about the fandango for dancing originating in Almonaster (Huelva) and the verdial fandango from the coastal zone between Granada and Malaga, known as the „malagueña”. Both of them have four or five octosyllabic verses organized in stanzas and are sung in the F

440

Phrygian mode, with a ternary meter and a melismatic style, abundent in repeated seconds. Each of both types of fandango has six phrases of music, where the last one ends in a Phrygian cadence. Lastly, both can be accompanied by a chord sequence which is characteristic for the Southern Spain fandangos: E-C-F-C-G-C-F-E.

All the above-mentioned distinctive features apply to flamenco fandangos, too. In this respect, the musical material of one of Paco Toronjo’s fandangos is related to that of the folkloric fandango from Almonaster, being in fact inspired by it, while another flamenco fandango, a „cante abandolao”, represents a kind of a social rewriting of folkloric verdial fandangos (which have been here previously described).

The above-mentioned examples belong to the class of „measured” flamenco fandangos. In the malagueña del Canario, measure or rhythm has been altered and the traditional fixed form has been redesigned, thus resulting a personal and more „artistic” form. Nevertheless, the six phrases of music, the melismatic style, the basic chord sequence and some other elements that formally links this type of song to its original „folkloric model” have been preserved.

In his book on flamenco, Alain Gobin indicated that interpreters as Chacon, Juan Breva, La Niña de Los Peines and many others made use of a pre-existent structure in the creation of their own songs. They all stylistically preserved the same structure as that of verdials or malagueñias. It was the genius of the interpreters that gave new life to their creations and changed a traditional song into a personal one; hence the name „fandangos personales”, used by singers with their own specific style. That transfer phenomenon is characteristic for flamenco, yet not exclusive to it; similar phenomena of redesigning traditional repertoires appeared in various places all over Spain: in Asturia – tonada or asturianada, in Valencia – cant d’estil, in Canare – folias, malagueñas etc., in Navarra and Aragon – jotas de estilo. It was flamenco, though, the one that gained popularity as an artistic phenomenon; the causes of that popularity may reside in the beauty of its dancing and musical forms or in the idiosincrasy of Andalucian people. They might be also due to the fact that it was the Gipsy people – with a considerable lack of culture - the one who assumed the important role in developing the style of flamenco, or even to the climate. Most probably, the causes are a mixture of all those aspects.

The evolution of musical forms from the folkloric ones to those considered to be very „flamencas” cannot be historically traced in time. The place and the occasion characteristic for flamenco singing and dancing were intially different form those that were characteristic for folklore singing; la fiesta flamenca was organized in patios, coffee houses, theaters, with improvised stages, at festivals etc. and included some degree of professionalism and artistic elaboration.

Instead, the occasions and places where traditional folkloric music and dancing – that influenced flamenco – were being performed, varied in accordance with their type and function: dancing melodies like fandangos were being performed at „bailes de candil” (dancing by candlelight); cantos de trabajo, saetas or nanas were being sung at the proper moment, respectively while working in the field, at the paraliturgical celebrations during Holy Week, or as lullabies, when mothers wanted their babies to go to sleep. None of these occasions, as diverse they might be, were ever linked to the idea of performance, staging or of any artistic endeavour.

Many have guessed in flamenco the presence of Andalucian folklore, but this

441

idea has become blurred over the years due to the confusion that flamenco would have been an exclusively Gipsy-inspired form of art. Actually, the influences that flamenco received in time did not originate in Andalucian folklore only; they are a lot more complex and various in origins.

Starting with the 1920s, a very popular repertoire of „salon music” emerged, including tiranas, polos, tangos, habaneras, peteneras, malagueñas, guajiras etc., which can be easily considered as „author songs” that have been created on the basis of a traditional model; those songs determined the development of the new form of flamenco in the first half of the 20th century, when flamenco was in the process of formation.

Originating in a society more open to global trends, the flamenco of the 20th century reflects the mixing practices of the 8th decade, practices whose proportion grew among musical ambituses when traditional music started to be less and less tied to local national or racial entities and, consequently, began to circulate within a bricolage global de estilos, discursos y experiencias musicales. The trend became even stronger when new flamenco performers started receiving economically interesting proposals from recording companies to create fusions between flamenco and other musical styles. Although these performers had been listening to and singing tientos, soleares, bulerias i fandangos since early childhood, they educated themselves within another general environment and became, thus, well acquainted with the new musical „codes” - such as rock, pop, jazz, samba, salsa etc.

Regardless of how many standpoints and how unfavourable some of them might be, the art of flamenco will neither dissappear, nor lose its identity.

It is already a certitude the fact that flamenco has ceased to be a minority phenomenon within the world of performing arts. One must admit that flamenco has become a genre at its peak.

True flamenco artists have preserved their respect for tradition, for classical forms and for the masters of past times; they learned to look back for inspiration and to project their originality into the future.

Consequently, the flamenco art at the end of the millenium could be defined as a particular and constant dialogue between tradition and contemporary times, as a dialectics through which tradition is being permanently reinvented and subjectively idealized by those who serve it with their mastery and commitment.

Mariana Fr il , Ph.D.,

lecturer at “Ovidius” University of Constan a, Faculty of Arts ( , -

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442

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PSYCHOSOCIAL PROBLEMS IN PEOPLE WITH CLEFT LIP AND/OR PALATE (CHARACTER TRAITS, FAMILY MEMBERS AND SOCIETY

ATTITUDE)

Marta V. Vassileva, PhD candidate in Speech-Language Pathology and Therapy, Sofia University „St. Kliment Ochridski”

ABSTRACT: The present article examines the possible problems of psychosocial nature,

which people with inborn cleft lip and/or palate may face. It is not always the case, but various problems in emotional aspect may arise. The reasons are differences in appearance, frequent hospitalizations, speech difficulties and the ensuing communication problems, etc. In similar cases, a certain extent of introversion, tearfulness, anxiety, passivity, increased sensitivity or irritability and irascibleness may be observed. In the last decades interest has increasingly been directed to finding out the impact of a certain illness through the eyes of people who live with it. The extensive, quality research carried out, reveals how people, born with clefts, personally describe their life situations, and share the experience they have gained over the years. They express their wish to be like everyone else, and recount the negative consequences of being stigmatized by society. Nevertheless, the strategies that people born with clefts may apply, so as to more efficiently communicate with others, are still not well-known.

KEYWORDS: psychological problems in people with clefts, clefts, cleft lip and palate

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446

2. Billaud, F. K., Borge, A.I., Rumsey, N. (2009): Social experience in 10-year-old children born with a cleft: exploring psychosocial resilience. Cleft Palate Craniofac Journal, 46:65–74.

3. Collett, B. R. and Speltz, M. L. (2006): Social-emotional development of infants and young children with orofacial clefts. Infants Young Child. 19:262–291.

4. Cutler, D., Lleras-Muney, A. (2010): Understanding the Social Outcomes of Learning. OECD Centre for Educational Research and Innovation, Paris. “Understanding Differences in Health Behaviours by Education”. Journal of Health Economics, Vol. 29, pp. 1 28.

5. Grossman, M. and Kaestner, R. (1997): Effects of Education on Health. in J.R. Behrman and N. Stacey (eds.). The Social Benefits of Education on. University of Michigan Press, Ann Arbor, MI, pp. 69-123.

6. Havstam, C., Laakso, K., Lohmander, A., Ringsberg, K. C. (2011): Taking Charge of Communication: Adults' Descriptions of Growing Up With a Cleft-Related Speech Impairment. The Cleft Palate-Craniofacial Journal: November, Vol. 48, No. 6, pp. 717-726.

7. Meyer-Marcotty Ph., Stellzig-Eisenhauer A. (2009): Dentofacial self-perception and social perception of adults with unilateral cleft lip and palate. J Orofac Orthop., 70:224–236.

8. Meyer-Marcotty, Ph., Gerdes, A. B. M., Stellzig-Eisenhauer, A., Alpers, G. W. (2011): Visual Face Perception of Adults With Unilateral Cleft Lip and Palate in Comparison to Controls—An Eye-Tracking Study. The Cleft Palate-Craniofacial Journal, Vol. 48, No. 2, pp. 210-216.

9. Oosterkamp, B. C. M., Remmelink, H. J., Pruim, G. J., Hoekema, A., Dijkstra, P. U. (2007): Craniofacial, Craniocervical and Pharyngeal Morphology in Bilateral Cleft Lip and Palate and Obstructive Sleep Apnea Patients. The Cleft Palate-Craniofacial Journal, Vol. 44, No. 1, pp. 1-7.

10. Persson, M. How to address the psychosocial challenge of orofacial clefts. reported on EUROCleftNet Research Conference, 25-27 September 2013, Plovdiv, Bulgaria.

11. Semb, G., Brattström, V., Mølsted, K., Prahl-Andersen, B., Zuurbier, P., Rumsey, N., Shaw, W. C. (2005): The Eurocleft Study: Intercenter Study of Treatment Outcome in Patients With Complete Cleft Lip and Palate. Part 4: Relationship Among Treatment Outcome, Patient/Parent Satisfaction, and the Burden of Care. The Cleft Palate-Craniofacial Journal, Vol. 42, No. 1, pp. 83-92.

12. Sinko, K., Jagsch, R., Prechtl,V., Watzinger, F., Hollmann, K., Baumann, A. (2005): Evaluation of Esthetic, Functional, and Quality-of-Life Outcome in Adult Cleft Lip and Palate Patients. The Cleft Palate-Craniofacial Journal, Vol. 42, No. 4, pp. 355-361.

13. Slifer, K. J., Amari, A., Diver, T., Hilley, L., Beck, M., Kane, A. and McDonnell, S. (2004): Social Interaction Patterns of Children and Adolescents With and Without Oral Clefts During a Videotaped Analogue Social Encounter. The Cleft Palate-Craniofacial Journal, Vol. 41, No. 2, pp. 175-184.

447

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TEACHING NOTES – LOGIC AND CONCEQUENCES – IN JOHN’S

THOMPSON’S EASIEST PIANO COURSE

Meglena Zh. Apostolova

Abstract:The famous pianist, composer and piano teacher, John Thompson created one of the best piano teaching methods: the “Easiest Piano Course”. This work analyses the logic, the consequences and the main principals the author follows to help piano beginners build important and useful piano-music reading skills in the easiest way. Reading piano music has always been a challenging and a very complicated task for students: they need to read notes in vertical, written on two different music keys and to find their right keys on the piano keyboard. John Thompson’s system for teaching notes from the student’s first steps at the piano is very successful and interesting.

Keywords: teaching musical notes, teaching music theory, piano method for beginners,

piano playing, piano education

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USA, 1996. 2. Thompson, J. The easiest piano course, part two, Willis Music Company,

USA, 1996 3. Thompson, J. The easiest piano course, part three, Willis Music Company,

USA, 1996 4. Thompson, J. The easiest piano course, part four, Willis Music Company,

USA, 1996

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COMMUNICATION BETWEEN DIRECTOR AND PEDAGOGICAL STAFF – SELF-AWARENESS AND SELF-ANALYSIS OF MANAGING

SKILLS AND/OR BEHAVIOUR

Nadezhda Mincheva

ABSTRACT: Modern education is involved in a permanent process of dynamic development and changes. This fast changing system creates new requirements for managers and teachers. It takes scientific management, analysis and enhanced communication between director and pedagogical staff. The process of communication has to be effective – it must satisfy the needs of self-realization. Depending on the positive and negative characteristics of the communication between the director and the teachers the processes within the preschool institution can be defined as positive, creative, encouraging, provoking motivation for achievement or negative, oppressive, frustrating the motivation, responsible attitude to the duties of teachers.

KEYWORDS: education, professional communication, directors, pedagogical staff, attitudes,

duties

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REFERENCES

1. Balkanski, P., P. Karstanie. (2003): Hristomatiya po obrazovatelen menidzhmant (Reader in Educational Management). Sofia.

2. Gyurova, C., I. Ivanov, B. Gyoshev. (2003): Uchebnopomagalo po obrazovatelen menidzhmant (Textbook in educational management). Sofia.

3. Dimitrova, D. (1996): Pedagogichesko obshtuvane (Pedagogical Communication). Sofia.

4. Ivanov, I. (1999): Osnovi na pedagogicheskata diagnostika (Fundamentals of educational diagnostics). Shumen.

5. Ivanov, S. (2004): Osnovi na profesionalno-pedagogichesko obshtuvane (Fundamentals of professional pedagogical communication). Shumen.

6. Ivanov, S. (2004): Profesionalno-pedagogichesko obshtuvane (Professional pedagogical communication). Shumen.

7. Ivanov, S. Sotsialno-psihologicheski trening na studenti (Socio-psychological training of students). Shumen.

8. Ivanov, I. (2004): Teoriya za obrazovanieto (Theory of Education). Shumen. 9. Krumlov, V., R. Petrova. (2003): Administriraneto v uchilishte I detskata gradina.

(Administration at school and kindergarten). Sofia. 10. Krumlov, V., R. Petrova. (2004): Kontrolat v obrazovatelnata sistema (Control the

education system). Sofia. 11. Krumlov, V., R. Petrova. (2002): Uchilishtnoto planirane (School planning). Sofia. 12. Paounov, M. (1998): Organizatsionno povedenie (Organizational Behavior). Sofia. 13. Tsvetanska, S. (2005): Komunikativni tehniki za reshavane na konflikti

(Communicative techniques of conflict resolution). – In: Pedagogy N11.

, „ ”,

svetulka_shumen@abv.bg

463

.

MANAGEMENT OF ADDITIONAL EDUCATIONAL SERVICES OF THE MUNICIPAL KINDERGARTENS

Naiden S. Kosev

ABSTRACT: In our everyday pedagogical activity the kindergartens assign an important

place of the additional educational services as a form the harmonious development of children. Although the problem in the literature for this type of services is not developed in its fullness the educational practice relies on this educational activity for solving specific educational tasks. This report tries to fill some gaps in the management competencies of different levels in the educational institutions.

KEYWORDS: additional educational service; educational services; regulations; state

educational requirements; skills; habits; competencies

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REFEREN ES

1. Breschkov, Iv., Botuscharova, M. (1999): Marketing na uslugite (Marketing services). Sofia.

2. Grancharova, B. (2002): Ikonomicheskiyat smisal na uslugite (The Economic terms of services). IU Varna, 1.

3. Ivanova, P. (2008): Targoviata s uslug I neinata nova rolya v savremenata ikonomika (The trade with services and its new role in the modern economy). Narodostopanski arhiv 4.

4. Shishmanova, P. (2003): Sektorat na uslugite I prestrukturirane na balgarskata ikonomika (The service sector and restructuring of the Bulgarian economy). Avtoreferat, Svistov, SA.

5. Local Taxes and Fees Act. Dv.Br. 101/22.11.2013 g. 6. Statutory Instruments Act. Dv.Br. 46/12.06.2007 g. 7. National Education Act Dv.Br. 109/20.12.2013 g. 8. Rules for the implementation of the National Education Act Dv.Br. 29.07.2011g.

, n.kosev@abv.bg

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STUDYING SPECIAL PEDAGOGY – SPEECH PATHOLOGY

Nalyan N. Chakarova-Saamieva ABSTRACT: This article describes the results and analysis of an empirical research made

using anonymous questionnaire on students-speech pathologist to be about their opinion on using case studies in their course of training.

KEYWORDS: case-study, anonymous questionnaire, students-speech pathologist to be

-10-581/04.04.2014 .

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REFERENCES 1. Vardanyan, . R., N. . Palihova, I. I.Cherkasova, T. . Yarkova (2009):

Prakticheskaya pedagogika:Uchebno-metodicheskoe posobie na osnove metoda case-study. (Practical Pedagogy-Methodological textbook about case-study method). Tobolysk: TGSPA im. D.I.Mendeleeva. http://tgspa.ru/info/study/pedagog/case.pdf, 24.04.2014.

2. Georgiev, L. (2011): Prepodavane chrez kazusi. (Teaching using case studies). Sofia: Izdatelstvo na Nov bulgarski universitet.

3. Gyurova, V. i dr. (2006): Priklyuchenieto ucheben protses. Rakovodstvo za universitetski prepodavateli. (The adventure of studying process. Handbook for lecturers). Sofia: Evropres.

4. Tsenova, Ts. (2009): Logopedia. Opisanie, diagnostika i terapia na komunikativnite narushenia. (Speech therapy. Description, diagnosis and treatment of communication disorders). Sofia: Radar Print.

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473

.

RIGHTS AND OBLIGATION OF STUDENTS IN PERIOD OF SOCIALISM

Nataliya I. Vitanova

ABSTRACT: This article discussed the rights and obligations of students in the period of

socialism. They are output from applicable regulations during this period. KEYWORDS: school, rights, obligations, teachers, students

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REFERENCES 1. Atanasov, Zh. (1987): Istoriya na balgarskoto obrazovanie. (History of Bulgarian

education). Sofia. 2. Atanasova, V. (2001): Balgarskata obrazovatelna sistema. Istoria i aktualno

sastoyanie. (Bulgarian education system. History and current status). Shumen. 3. Balgarski konstitutsii i konstitutsionni proekti. (Bulgarian constitutions and

constitutional projects) Sast. Metodiev, V. i Stoyanov, L. (1990). Sofia, . 50 – 51. 4. Vremenen pravilnik za tehnikumite (paralelkite) s priem na zavarshili sredno

obrazovanie. (Provisional Rules for the School (classes) by taking secondary education) (1974) // Byuletin, Sofiya, 2, . 1 – 33.

5. Zakon za narodnata prosveta. (Law on Education) – DV, 1948, br. 218. 6. Kostov, A. (1956): Vazpitavane na saznatelna distsiplina u uchashtata se mladezh.

(Nurturing conscious discipline in school youth.). // Narodna prosveta, 9. 7. Marinova-Hristidi, R. (2006): Balgarskoto obrazovanie mezhdu savetizatsiyata i

traditsiyata 1948-1959. (Bulgarian education between tradition and Sovietization 1948-1959). Sofiya: Universitetsko izdatelstvo Sv. Kliment Ohridski.

8. Pravilnik za obshtoobrazovatelnite dnevni i vecherni gimnazii. (General rules for day and evening schools). Obn. DV, br. 205 ot 06.09.1949 g., popr. DV, br. 232 ot 07.10.1949 g. Sofia: Nauka i izkustvo, pp. 3 – 59.

9. Pravilnik za obshtoobrazovatelnoto trudovo-politehnichesko uchilishte. (Rules for general labor polytechnic) (1974). // Byuletin, Sofiya, 5, . 1-41.

10. Primeren pravilnik za vatreshnia trudov red na uchilishte. (Rules on internal labor school) (1968) // Byuletin, Sofiya, 8, . 1 – 41, . 3-13.

11. Fyorster, F. (1908): Uchilishte i harakter.//Uchilishten pregled, kn. 4. 12. DA (state record) – Silistra, f. 89, a.e. 2, s. 11.

, . -

omerzen@abv.bg „ ”,

„ ”

480

.

THE ARTISTIC TEXT AND CHILDREN’S FANTASY

Neli Y. Ilieva

Abstract:The artistic text and children’s fantasy The possibilities of the literary text to stimulate children's imagination are explored. The

emphasis is placed on the role of literary art, theater play and expressive activities. Various methods, techniques and forms of work are asked.

Key words: fairy tale, creativity, imagination

-10-580/04.04.2014 . „ “ „ . “

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2. , . „ ...”. , 1996. 3. , . . , 1981. REFERENCES: 1. Angelov, B. Mihaylov. Pedagogicheski aspekti na masovata komunikatsiya. Universitetsko izdatelstvo “Sv.Kl.Ohridski”, Sofia, 2005. (Pedagogical aspects of mass communication). 2. Kovacheva, Iv. “Procheti mi pak”. Sofia, 1996. (Read me again). 3. Rodari, Dzh. Gramatika na fantaziyata. Sofia, 1981. (Grammar of fantasy).

486

,

.

ATTUTUDES, NEEDS AND EXPECTAIONS FOR PROFESSIONAL GROWRTH AND CAREER COUNSELING OF THE SOCIAL

PEDAGOGISTS AT THE UNIVERSITY

Neli Il. Boiadjieva ABSTRACT: The attitudes, needs and expectations for career counseling of students in

Bulgarian Universities resulted in establishing Centers for helping students in their professional choice and growth. These centers have existed for the past ten years, but they have not been so popular among students and have not been capable of helping them with viable decisions for their future careers. The aim of the study is to conduct a survey of future social pedagogical workers for their professional plans and their needs for career counseling at University Centers.

KEYWORDS: students attitudes, needs and expectations, carrier counseling, professional

choice and growth , professional plans, university career centers

, „ ” „ . . ” 087/ 8.09.2014 .

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FORMATION OF PERSONAL QUALITIES FOR STUDENTS THROUGH PROJECT-BASED LEARNING USING THE

ACMEOLOGICAL APPROACH

Neli St. Dimitrova

ABSTRACT: Modern way of life requires a change in the educational system. This calls for

new approaches to education. For this purpose there should be well prepared and highly qualified teachers. There is a need for improvement of the professional activity of teachers and a change in the training of teaching staff in the university.

The purpose of this research is to form personal qualities that enhance the professionalism of future teachers of technology education by working on projects like acmeology.

KEYWORDS: working on projects, learning students, acmeology

-10-580/04.04.2014 . „ “ „ . “

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.

1. Dimitrova, N. (2013): Project work as an educational technology and element of

acmeology in the learning students. Journal Scientific and Applied Research. Volume 3, pp. 60-68.

2. . (2002): . . . . . : . 3. , . (2011): . . 4. , . ., . . , . . . (2008):

. : ., . 5. , . (1994): – , , .

,: - . 6. (2012): . :

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– V . : . 9. . (1989) : . 10. , . (2006): . :

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. – : , 1, . 38-43. 12. . (1998): , 3- . :

, 656 . REFERENCES

1. Dimitrova, N. (2013): Project work as an educational technology and element of acmeology in the learning students. Journal Scientific and Applied Research. Volume 3, pp 60-68

503

2. Akmeologiya. Uchebnik pod obsht. red. na Derkach A. A. (2002) (Acmeology. Textbook). order. A. A. Derkacha. Moscow: RAGS

3. Ilieva, S. (2011): Metodat Delfi (Delphi method). Sofia. 4. Kuzymina, N., S. Pozharskiy, L. Pautova (2008): Akmeologiya kachestva

professionalynoy deyatelynosti spetsialista (Acmeological skills). Ryazan: SPb., Kolomna.

5. Lisiyska, Zdr. (1994): Osnovi na dizayna – istoriya, teoriya, metodika (Basics of design – history, theory, methodology). Pirin-print, Bl.

6. Pedagogicheskaya akmeologiya (2012): Kollektivnaya monograph (Pedagogical acmeology). Ekaterinburg: Ministerstvo obrazovaniya I nauki Rossiyskoy Federacii Rossiyskiy gosudarstvenny professionalyno-pedagogicheskiy Universitet.

7. Nikolaeva, S. (2001): Socialna rabota po proekt (Social work on projects). Sofia. 8. Petrova, V. (2003) Rabota po proekt pri zapoznavane s prirodnata I obshtestvena

sreda v - V klas (Work on project related to environment and society for the 4th grade). St. Zagora: IK „Kota”.

9. Rechnik po psihologiya (Psychology dictionary) (1989). Sofia: Nauka I izkustvo. 10. Simon, P. (2006): Prakticheski narachnik za rabota po proekti (Practical guide to

project work). Varna: Bit I tehnika. 11. Hegediush G. (2007): Pedagogika na proektite – strategiya za razvitieto na

kreativnostta (Pedagogy of projects – strategy for development of creativity) – V: Nachalno obrazovanie, 1, pp. 38-43

12. Shafrin, Yu. (1998): Osnovy kompyuternoy technologii (Basics of computer technology) - 3 ed. Moscow: ABF, p. 656.

, . -

n.dimitrova@fmi.shu-bg.net „ “

504

.

PROJECT WORK AS AN EDUCATIONAL TECHNOLOGY AND ELEMENT

OF ACMEOLOGY IN THE LEARNING STUDENTS

Neli St. Dimitrova

ABSTRACT: The new tendencies in society require contemporary approaches in education. The purpose of this paper is to reveal the essence of project work as an educational technology for university students.

KEYWORDS: Project approach, educational technology, learning students, acmeology

environment

-10-580/04.04.2014 . „ “ „ . “

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2. . (2006) / . . . . . . 3. , . ., . . . (1993): :

. . 4. Brown, P. L., S. K. Abell. (2007): Project Based Science. Science & Children 44,

60–61. 5. Colley, K. E. (2008): Project Based Science. Instruction: A Primer. Science

Teacher 75, 23-28. 6. Miller, W. R. he Definition of Design. http://www.tcdc.com 7. , . (2001): . . 8. , . (2004): . –

: , 4. 9. , . (2001):

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11. , ., . . (2001): . : .

12. , . . (2002): . : .

13. , . (2006): . 14. , . (2007): –

. – : , 1, . 38-43. REFERENCES 1. Akmeologicheskaya otsenka professionalynoy kompetentnosti gosudarsbennyh

sluzhashtih. Uchebnoe posobie (2007) (Acmeological assessment of professional

510

competence of government officials: Textbook) /Pod obsht. red. A. A. Derkacha. Moskva.

2. Akmeologiya. (2006): Uchebnik (Aclmeology. Book) / Pod obsht. red. A. A. Derkacha. Moskva.

3. Derkach, . ., N. V. Kuzymina. (1993): Akmeologiya: puti dostizheniya vershin professionalizma (Acmeology: ways for reaching peak of professionalism) Moskva.

4. Brown, P. L., S. K. Abell. (2007): Project Based Science. Science & Children 44, 60–61.

5. Colley, K. E. (2008): Project Based Science. Instruction: A Primer. Science Teacher 75, 23-28.

6. Miller, W. R. he Definition of Design. http://www.tcdc.com 7. Nikolaeva, S. (2001): Sotsialna rabota po proekt (Social work on a project). Sofia. 8. Nikolaeva, S. (2004): Za istoriyata na proektniya metod v obrazovanieto (On the

history of project method in education) – V: Pedagogika, 4. 9. Peycheva, R. (2001): Efektivnost na proektno baziranite strategii na prepodavane

(Effectiveness of projects based on teaching strategies) – V: Strategii na obrazovatelnata i nauchnata politika, 4, p. 36-47.

10. Peycheva, R. (2002): Dizain na universitetskiya kurs (Designing a university course). Sofia: UI Sv. Kliment Ohridski.

11. Petrov, P., M. Atanasova. (2001): Obrazovatelni tehnologii I strategii na uchene (Educational technology and strategies of learning). Sofia: Veda Slovena.

12. Polat, E. S. (2002): Novye pedagogicheskie I infomatsionnye tehnologii v sisteme obrazovaniya (New pedagogical information technology in education) Moskva: Akademiya.

13. Simon, P. (2006): Prakticheski narachnik za rabota po proekti. (Practical guide for project work) Bit I tehnika. Varna

14. Hegedyush, G. (2007): Pedagogika na proektite – strategiya za razvitieto na krativnostta (Pedagogy of projects – strategy for development of creativity) – V: Nachalno obrazovanie, 1, p. 38-43.

, . -

n.dimitrova@fmi.shu-bg.net „ “

511

.

NEUROPSYCHOLOGICAL DIAGNOSTIC MODELS IN THE

NORTH AMERICAN SCHOOL

Neli Vasileva ABSTRACT: The manuscript has a nature of a theoretical review dealing with an up-to-date

question in the frameworks of the children neuropsychology, facing the methodology’s and contents’ aspects of the diagnostics intstrumentarium for children. The developmental stages of the North American school of children neuropsychology and the most common neuropsychological test batteries are being represented. The structure and the contents of one of the first diagnostic batteries for children is commented (the Halstead-Reitan Neuropsychological Battery – HRNB) which is still widely used in the neuropsychological practice.

KEYWORDS: child neuropsychology, neuropsychological diagnostic, neuropsychological

test battery, ecological validity of tests

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3. Burgess P., Alderman, N., Forbes, C. et al. (2006): The case for the development and use of “ecologically valid” measures of executive function in experimental and clinical neuropsychology. Journal of the International Neuropsychological Society. 12, . 194-209.

4. Kaufman, A. S. and Kaufman, N. L. (2009): Theoretical and research foundations of modern neuropsychological assessment. Essentials of Neuropsychological Assessment (2 ed.). New Jerscy, USA.

5. Nussbaum, N. L., Bunner, M. R. (2009): Halstead-Reitan Neuropsychological Test Batteries for Children. In: Handbook of Clinical Child Neuropsychology (3rd ed.) C. R. Reynolds and E. Fletcher-Janzen (Eds.), . 247-266.

6. Rabin, L. A., Burton, L. A., Barr, W. B. (2007). Utilization rates of ecologically oriented instruments among clinical neuropsychologists. The Clinical Neuropsychologists. Vol. 21(5), . 727-43.

7. Reitan, R. M., Wolfson, D. (2004). Use of the Progressive Figures Test in evaluating brain-damaged children, children with academic problems, and normal controls. Archives of Clinical Neuropsychology. 19, . 305-312.

REFERENCES

1. Agranovich, A. V. (2009): Foreign neuropsychological methods for children’s assessment. In: Neyropsihologiya detskovo vozrasta. M.: 234-241.

2. Wassermann, L. I. Shereshevskiy G. (2006): Contemporary batteries for children’s neuropsychological diagnostics, implemented in English speaking countries, announce 2 Obozrenie psihiatriy i meditsinskoy psihologii imeni V. M. Behtereva. 1: 10-13.

3. Burgess P., Alderman, N., Forbes, C. et al. (2006): The case for the development and use of “ecologically valid” measures of executive function in experimental and clinical neuropsychology. Journal of the International Neuropsychological Society. 12, . 194-209.

4. Kaufman, A. S. and Kaufman, N. L. (2009): Theoretical and research foundations of modern neuropsychological assessment. Essentials of Neuropsychological Assessment (2 ed.). New Jerscy, USA.

5. Nussbaum, N. L., Bunner, M. R. (2009): Halstead-Reitan Neuropsychological Test Batteries for Children. In: Handbook of Clinical Child Neuropsychology (3rd ed.) C. R. Reynolds and E. Fletcher-Janzen (Eds.), . 247-266.

6. Rabin, L. A., Burton, L. A., Barr, W. B. (2007). Utilization rates of ecologically oriented instruments among clinical neuropsychologists. The Clinical Neuropsychologists. Vol. 21(5), . 727-43.

7. Reitan, R. M., Wolfson, D. (2004). Use of the Progressive Figures Test in evaluating brain-damaged children, children with academic problems, and normal controls. Archives of Clinical Neuropsychology. 19, . 305-312.

, . -

vasnel@abv.bg „ . ”

520

.

ON THE INFLUENCE OF VERBAL TEXT OVER SOME MUSIC

FORM-MAKING PRINCIPLES

Nikolay M. Andriyanov ABSTRACT: Some music form-making principles of a lower order are discussed in this

report (operating on a local level in the organization of the form), which have a direct connection with a speech act. It is a way to reveal the existence of the deep ties between music and speech, and the manner of their interaction.

KEYWORDS: musical, form-making principles, a principle of repetition, a principle of

external connection, a principle of a question and an answer, a principle of symmetry

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REFERENCES

1. Andriyanov, N. M. (2011): Music Analysis. Shumen: Universitetsko izdatelstvo Episkop Konstantin Preslavski.

2. Gyulchev, N. i kolektiv. (2007): Preschool education teacher’s book: 1st, 2nd, and 3rd grade. Fine Arts. Music, Physical Education. Veliko Tarnovo: Slovo, pp. 25-27.

3. Mazely, L. A.(1972): On Classical Harmony. Moskva: Muzyka.

, . . - andriyanov@abv.bg

„ “

527

-

DYNAMICS OF SOCIO-ECONOMIC FACTORS AND THE IMPOVERISHMENT OF THE BULGARIAN NATION

Nikolay Nikolov

ABSTRACT: Impoverishment of the population as a consequence of growing

differentiation among social groups has to do with: extremely critical socio economic changes, political confrontation and obscure strategies, relating to realization of the transition.

KEYWORDS: Impoverishment, socio economic changes, transformation

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REFERENCES 1. Bulgaria Report 1995. Human Development. Sofia. 2. Nesterov, L. (1997): Inequality in ownership and its impact on the level of

impoverishment – V: Labor Issues, ed. 2.

533

3. Stoyanova, K. (1993): Impoverishment and social protection for the poor. – V: Ikonomicheska misal, br. 5.

4. Stoyanova, K. (1995): Social protection for particular groups with labor market disatvantages. Sofia.

5. Todorova, S. (1998): Dynamics of impoverishment and the challenges on social policies. – V: Godishnik na VSU.

, . -

nikolai_s@abv.bg „ ”,

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534

EDUCATION BASED ON PARENTS’ EXPECTATIONS OR QUALITY OF FACULTY

Nina Nikolovska

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INTRODUCTION University education in Macedonia today is characterized by a high rate of

enrollment executive of students completed high school and 98 % have successfully completed compulsory secondary education. This may indicate a negative level of dissatisfaction of the students offered university study programs who elect future young scholars because their city has no option of university education, and his/her parents can not financially allow academic career at another higherin form and choice of university degree programs.

With education reform which perform the Government to allow each pupil/student who/and successfully completed/completed secondary education can afford a degree. To have a better picture of the current situation for these young scholars, we must know that the Government of Macedonia suggests and implements media campaign that desire and preference of each pupil/student to be his personal view of the future university education that will give the same results if based on technical sciences fill it with a technical degree. But the percentage of subscribers, and thus graduate studenti.od this educational area remains at a low level. A significant proportion of graduated students, a poor choice for future higher education thanks to the

535

parent's wish or desire his affected family. We objectively point out here that in their choice and desire plays a dominant role and the period of transition and migration of young students. This supports the fact that they choose a university without knowing what actually needs to work, not a known type of profession where you pretend, but the aspirations they receive at home is that parents should not be disappointed, that isthey are happy at the expense of personal future professional career and later leads to disappointment as initial expectations of parents and young students.

Many young students decide and choose to study at higher education institutions without their own awareness of what the program is that higher education, which is the basic training and what it takes to reach desired profession ietheir know-how can parcialno to explain the disappointment of failure of young students. This situation can explain the situation that some faculty leaving also a significant number of young people have delayed completion of higher education and anything that does not have a working morality, not to mention motivation. So, some are unhappy with the selection, others have the pleasure of their choice, but in every generation higher education of young students (15-18%) have respect and follow the advice of parents. But we must be careful because alarming is the fact that everyone strives akademec subjectively consider the protection of their parents, but de facto if they could choose, I would like to change faculty or university.

The practice shows that if there is inadequate or incorrect choice is the desire of the young student iea collision between choices – desire, his talent in the profession to educate not fully reflected.

FACULTY OF YOUTH Reality is real orientation1 - each student faculty powder in accordance with the

interests and expectations of the capabilities of the individual. Each student must have his perspective, considerations and guidelines for the faculty to continue their education. Here the full expression comes accumulation orientation with high educational program supported by educational practice provided that active because it will allow emphasizing the ability of students to solve the problem of their future profession by choosing the right university that will be compatible with theirattitudes, interests. However orientation is not just intervening when making a decision on the choice of the university, but at that point you have to keep an eye on the educational process of gradual but sigiuren educational evolutionary development aimed at professional success, fueled by different services (from attending attend high school, through undergraduate to postgraduate studies).

Some of the methodologies used in the guidance may be the ones that come with access to developmental psychology, vocational , based on „personal plan of life/work“ (Activation du Developpement Vocational et Personnel). The subject of this theory is organizing the personal project of life and work on the basis of its development, which allows obtaining professional maturity to make a synthesis of different experiences evulutivni, ie. is capable of perceiving the image of yourself in professional conditions (Nicoli, 2008).

1 orientation – a set of activities aimed at building and strengthening the capacity of pupils and students to learn about themselves, the environment in which they live

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Evolutionary development that comes today in the scientific field that isin education is a concern for better teaching and the quality of faculty, and therefore the university. Today's concern for ensuring the quality of the faculty as an educational institution receives various definitions (Harvey & Green, 1993), but certainly counter views on these given definitions. Some are aimed to equate quality with the „value“ of the institution that was established to realize the needs of young students, the quality that is identified as „teaching“ (Nuzzaci, 2011a), supported by claims that must beencourage changing student perceptions regarding the acquisition of skills in terms of obtaining practical knowledge of current life through „shaping“ the role of the teaching composition or resource in the educational institution (Biggs, 1999).

Quality faculty, quality educational institution, it must necessarily be equated with selected quality teaching staff here speak of the established criteria for employment in the higher education institution. Here it is and the extent of the relationship between student – teacher, Professor – research fellow student – Research Associate Professor – Administration Administration – student, on the basis of satisfactory quality between these relationships vary in terms of vertical and horizontal, inbased on the hierarchy level of different groups of stakeholders involved in the implementation of specific needs. Higher education in the country today are fighting for every future „recipient – listener“ because every prospective student expected to get its perception as ideal terms by the teaching resource, and the administrative staff, depending on who and what has the task (Owlia & Aspinwall, 1996). This required each young student hope to get quality practice and the opportunity to meet with what is decided/and in the future to work, but at first the first thoughts of young students just want to commit university enrollment orto reach the student index, but imagine that later educational evolution itself will come by itself in developed form, on all of the features of quality scientific knowledge. Until all this can come only if „quality faculty“ is direction receiver – practitioners of all levels possible to feel the same consumer knowledge you will get the opportunity in each case will allow meeting the desired mission, gaining efficiency of undertaken activities and use of all methods and the expected educational institution to learn and apply in the higher education institution (internal quality) and external – when everything stated above will be accomplished by another group of individuals that are not directly relatedinvolved with the activities of the higher education institution. So it is a fact that any changes may affect the structure of the faculty, the issues that are important for gaining or giving knowledge correlates of professors and students. In that moment arises dominant question: „What do we do to eliminate brakes that do not allow progress on interactive science and teaching process because it improperly taken political procedural and institutional priorities“ ?

To ensure quality faculty must achieve a better understanding of the objectives and policies set by the Bologna process in order to improve performance, and in that sense, to take measures for the procedures for monitoring and evaluation of educational planning, timedata collection and resources, tools used, providing assessment, reviewed by the positive or negative impact on the product with mandatory presumption.

Therefore, faculty must be reformed in various aspects, must first overcome the impersonal style in the center of educational performance and strives to adapt to the reports and paths, recognition, and the full development of talents. Second, you have to

537

overcome the traditional separation of culture and discipline to continue to contextualize and connect. And finally to give importance to the skills that are delivered with knowledge.

This proposal requires sustainable and effective faculty, who must be a community of educational opportunities that will engage youth in active form and will offer effective training. The task of education and training must involve the community to overcome the formal curriculum and pedagogy of selecting realnoto. Faculty should focus explicitly on the professional development of young people, knowing that he organize his personal life project – based work the image has in itself in different stages of their development.

An important aspect of the task of the Faculty is also moral education of young people, the disposition to try and do good .Proper moral education can bring positive results for youth, especially increasing confidence in himself.

Higher education has a role in preparing education professionals and these professionals reflect minimum acceptable professional ethics that is similar to moral conscience or ideas of moral character. Although some universities established policies on professional ethics for students and academics such as on scientific plagiarism, in the mission statements or information regarding the curriculum of many universities, moral education or character education or character development does not exist (Reetz and Jacobs 1999).

THE EVALUATION OF QUALITY Now to be a quality faculty must have „evaluation“ – refers to the scientific

research used to determine the credit or the value of the object (Stufflebeam & Shinkfield, 1985), based on a series of pre-determined criteria (scriven, 1996) example, it can be agreed with the students the importance of service orientation, fast and does not create problems or errors, such that only these two general criteria, it is possible to evaluate the quality of various service elements and options and came to the conclusion that one is better than the other.

At this stage, critics noted the debate on the procedures for evaluating the quality of constructive type over the years have pushed the interpretation to two components: „seriousness“ and „authenticity“ (I lose and Lincoln, 1989), whereas researchevaluation as an area of social construction which validity depends on negotiations and agreement between raters, the scientific community and the recipients of the program (Nuzzaci, 2006, 2007) political dimension and values in question (Cronbach et al., 1980) have led to an understanding of the importance negotiation and approval process analysis as it happens in the field of research evaluation education. Because should be quite flexible to suit the needs of organizations responsible and streamline research opportunities especially in university context, which constantly change (Conner, Altman, and Jackson, 1984). Participatory and reactive approach actually seems to be the most suitable to show the interest of the people involved in learning and using the results of the evaluation (Patton, 1994, 1997) top, the appraiser can not be said to possess unquestionable „truth“ that should be accepted by others, even though he/she is always and in every case the service of the interests of certain items. Therefore important to calm down methodological quality criteria obligation to clarify and respond to their perspectives, uncertainties and needs. In the sense that, Chen (1988, 1990) proposed a

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synthesis of criteria for assessing the quality of traditional methodological aspect and critics appeared at various levels between experts evaluation, identifying four areas of parameters:

1. objectivity , which can be compared with the criteria of reliability or confirmation (lack of bias and subjectivity ) able to promote inter-subjective consensus (scriven, 1991);

2. trust, which means that the evidence provided by the assessment is persuasive and confident in its use by those who have an interest in it;

3. generalizability, which requires that the evaluation results can be applied to future circumstances or issues of interest to users;

4. The answer , which means that the assessment is important and useful to the needs and interests of each type of recipient to produce actions and changes that lead to visible improvements within the community of reference, in terms of timeliness, relevance andscope of the consequences.

CONCLUSION The school must then aim for a successful project in the students personal, clarify

skills and personal skills that they have, and objective perspective of active learning and effective ..So given the current situation, as a number of iterations and course changes , and guidance counselor recommended as a figure to work with teachers and psychologists who are able to understand the market trends , to offer guidance counseling koedoagja in the form of a helping relationship that seeks to promote individual self-knowledge, discovering their talents, skills, interests and motivations to define a professional project for students and identify the mode and means of its implementation.

Scientific meetings on character education should be organized frequently, yet so as to attract students the titles of such gatherings could be understandable and interesting; for instance „While starting life“, „For post-university“, „Why higher education?“, and „University within life“. The number of social, cultural, and sports activities could be increased and some may be organized at weekends both in and out of campus. The frequency could be raised and also, the variety of such events may be aimed at. Artists, actors and sportspeople might be invited to universities.

REFERENCES

1. Biggs, J. B. (1999): Teaching for quality learning in University. Buckingham: Society for Research in Higher Education and Open University Press.

2. Nuzzaci, A. (2006): Per la costruzione di una banca dati italiana dei progetti di ricerca internazionali (For the building of an international research projects Italian database). In C. Laneve and C. Gemma (Eds.), La Ricerca Pedagogica in Europa. Modelli e Temi a Confronto (Educational Research in Europe. Models and Themes to Comparison). Lecce pp. 375-387.

3. Scriven, M. (1983): Evaluation ideologies. In G. F. Madaus, M. Scriven, and D. L. Stufflebeam (Eds.), Evaluation Models, pp. 229-260. Boston: Kluwer-Nijhoff.

4. Scriven, M. (1991): Beyond formative and summative evaluation. In G. W. McLaughlin and D. C. Philips (Eds.), Evaluation and Education: At Quarter Century. Chicago: University of Chicago Press.

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5. Scriven, M. (1996): Types of evaluation and types of evaluators. Evaluation Practice, 17(2), 151-161.

6. Scriven, M. (1998): Minimalist theory: The least theory that practice requires. American Journal of Evaluation, 19(1), 57-70.

7. Smith, N. L., & Hauer, W. J. (1990): The applicability of selected evaluation models to evolving investigative designs. Studies in Educational Evaluation, 16(3), 489-500.

8. Sonnichsen, R. C. (2000): High impact internal evaluation: A practitioner's guide to evaluating and consulting inside organizations. Thousand Oaks: Sage. St. Pierre, R. G. (1982). Follow through: A case study in meta-evaluation research. Educational Evaluation and Policy Analysis, 4 (1), 47-55.

9. Cronbach, L. J., Ambron, S. R., Dornsbusch, S. M., Hess, R. D., Hornik, R. C., Phillips, D. C., Weiner, S. S. (1980): Toward reform of program evaluation. San Francisco: Jossey-Bass.

10. Davies, J., Douglas, A., & Douglas, J. (2007): The effect of academic culture on the implementation of the EFQM excellence model in UK universities. Quality Assurance in Education, 15(4), 382-401.

11. Douglas, J., & Douglas, A. (2006): Evaluating teaching quality. Quality in Higher Education, 12(2), 3-13.

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DECORATIVE ARTS DURING THE BRANCOVAN PERIOD

Ovidiu Felipov

During the last quarter of the 17th century we can already identify a unitary,

connected style in all fields of art. Liturgical objects that will decorate the churches, pieces of decor and of everyday use in the princely palaces, manuscripts, and printed books from monastic scriptoriums and printing houses, disclose the same stylistic universe and the same ornamental repertoire touched by the Renaissance and Baroque influence, inserted on a Byzantine background.

That is why the Brancovan artistic refinement was marked, like many other moments of our civilization, by interpenetration between the Orient and the Occident. The sumptuous ceremonies of the Court, the corteges, and the feasts which surprised the foreign travellers and guests, dedicates of churches, officiated with a specific ecclesiastical ceremony by the Patriarchs and the Metropolites from the Orthodox Orient were all occasions for displaying an imperial representation which still preserve the Byzantine echoes. Brusa or Damask textiles, tapestries from Minor Asia. Iznik ceramics and pottery which joined French or Dutch porcelains, were part of the everyday ambiance of the life at Court, from a decor in which Oriental stylistics was enriched with elements taken

from decorative grammar of the Renaissance and Baroque. Thus, there was built both a decorative and a symbolic universe in the ornamentation of the palaces and the decoration of the churches, in the sculpture of portals and columns, in the embroideries, the furniture, the silver and the ceramics of the period. The taste for sumptuous, weighty materials, for velvet and gold, for exotic delicacy of stucco decoration, for the plasticity of image was dominated by pomp and elegance. The variety of motifs originating from the Orient and the Occident was found, in the case of all decorative arts, in an ornamental structure with a great coherence. The preference for vegetal repertoire and for traces with slight undulations, harmonious arrangement of motifs in compositions of a not rigid symmetry, a rhymed succession of several elements, disclosing a broad freedom of interpretation, form a stylistic universe rich in details, hut that never hose the ensemble, a universe that the Brancovan synthesis left inheritance to the next century.

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The Wooden carved during the Brancovan period has an intense inclination for decorative, but remains organically connected to the object it decorates. The ornamental repertoire is rich, the elements composing have an endless variety, both by form, and by the manner of combination, arrangement and treatment. Generally, they are vegetal-floral motifs (the acanthus, grape vine, opium poppy, corn cob, fig and pineapple fruit), but also geometrical and zoomorphic (real or fantastic: the bird, dolphin, lion, deer, snake, feathered dragon, scallop). There is a great liberty of combination of vegetal motifs, fruit and flowers from different species appear on the same stalk, the same motif may be differently treated, depending on the context, on the object it decorates. A decorative language due to the influence of the Renaissance and of the Western Baroque, on one side, to the observation of the nature, on the other side, give specific synthesis to wooden art during the 17th - 18th centuries. The line of the composition these motifs follow is a vivid, animated one, with a multitude of directions described by the trunk and the branches that give a continuous, flowing impression. Their setting is yet rigorous, either following a wave like line, or structuring in symmetrical compositions, on geometrical or netting like fields (as in the case of panels of entrance doors, stalls, lecterns). The order imposed to a luxurious decoration consists in the above, in the fact that all its elements are subordinated to a unique movement.

The most expressive element for the demonstration of the characteristics of Brancovan wood carved is the iconostasis, a monumental work, of a great variety in terms of technique and decoration; made of panels, friezes, small columns, tympanum, it transmits the coherence of a work. In iconostases like the ones at church of Cotroceni Monastery, Costesti-Vale church in Arges, at Filipestii de Padure (from the Cantacuzino foundations) or the ones at Arnota, the main church and the chapel at Hurezi, at Polovragi and Govora Monasteries (at the Brancovan foundations), give a dimension to the entire creation of this piece of die end of the 17th century and die beginning of the following one. They impose the style we will name the Brancovan iconostasis, in which the artists knew how to graduate, equilibrate, and adapt to the changes brought by the perspective, to foresee or provoke them through the variety of carved techniques and through the coverage of the entire surface with gold that gives brightness and unifies everything.

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Besides iconostases, there were executed many works in wood, generally eclesial furniture: doors, lecturn, candlesticks, stalls, which reveal the science of wood hewing, notching, and carved in compositions that breathe a veritable equilibrium between the aesthetics of the decoration and the functionality of the object.

The silver in Wallachia enters, in the second half of the 17th century, a new phase. Most of the pieces are made in Transylvania by transylvanian saxon craftsmen, being designated to the Romanian artistic environment and to the Orthodox cult. They are lamps of gilded silver, paten, encasements of books, kivotos, candlesticks, liturgical fans, chalices, tankards; beakers, hanaps that fully observe the requirements and the taste of the epoch, being included, from a stylistic point of view, into all artistic genres. The decorative repertoire is composed of a luxurious floral decoration in which there are predominant the tulip, the opium poppy, the peony, the pumpkin flower, associated with motifs typical for die Western art: angel heads, the Fertile Crescent, the shell, joined in known compositional schemes. Numerous pieces of silver were preserved, proving that both the voievode, for the needs of the founded churches, of the Court and palaces, and the boyars, and especially the Cantacuzino family for the palaces, the manors or the churches built, permanently commissioned to craftsmans in Brasov or Sibiu. The quality of the works was in terms of craftsmanship and technique; very loaded pieces, with rich decorations, the techniques of polishing and repousse to reproduce, besides vegetal motifs, Biblical themes or figures of saints as well. And the Transylvanian craftsmans knew how to adapt their technique and themes of the pieces made for the clients in Transylvania – Catholics, Calvinists, Lutherans - with an emphatically Baroque decoration, to the ones executed for the Prince or for Muntenias rulers, with themes and motifs typical for the art of Wallachia. Georg May II, one of the craftsmen whose work can be deemed representative for the art of the Transylvanian Saxon goldsmiths, proves an authentic knowledge and understanding the Romanian art.

1 2 3

1.The iconostasis of Saint Emperors Church of Hurezi Monastery 2.The iconostasis of Church of Surpatele Monastery 3.Fragment of the iconostasis of Saint Emperors Church of Hurezi

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In the scene of the Harrowing of Hell, reproduced on books cover of the one of Epiphany, the proportion of the body, the science of reproducing draperies, the movement and the figures gestures are inspired from the icons and mural paintings that can be met in Wallachia during that epoch. As other craftsmen, contemporaneous with him, he gives an important role to landscape and architecture, especially in compositions decorating the books cover. The compositions stand out on a rich background in which characters move naturally, the details of the landscape are realistically treated, local colour is gradually caught, Sebastian Han, another craftsman who worked a lot for Constantin Brancoveanu, is, in his turn, a subtle connoisseur of Muntenias art. Although an authentic baroque artist by the style of the works executed for Transylvania, he knew to replace strong relief by a treatment in slight relief, a discrete meplat, in which, by light and shadow effects, succeeds in representing the depth of the landscape, the surrounding atmosphere, the sky with clouds, the murmur of trees: a veritable pictorial conception which denotes the attention to details. In a book cover donated by Constantin Brancoveanu to Hurra Monastery, floral motifs similar to the ones painted in icons are delicately sculptured on the weighty Byzantine textiles worn by the Sts. Constantine and Helen.

In addition to lamps and censors with full forms and varied vegetal motifs, which decorate all the foundations of the period, in addition to the books cover worked with great precision, a highly elaborated piece is the kivotos donated by Constantin Brancoveanu to Hurezi Monastery (1692), It is a large kivotos, which reproduces the architecture of the monastery’s main church, being entirely decorated with rich vegetal motifs, stalks of acanthus leaves, birds, and flowers. Enamelled plaques with the representations of the 12 Apostles and of the imperial feast days of the liturgical year are displayed around the church. Depicted in similar attitudes, separated by beautifully decorated small columns, the Apostles are individualized by the expressivity of their figures. The plaques with the great imperial feast days are added to the common iconography of the kivotos, placed here in the inferior register. It is one of the most complex works of silver of our medieval art, the attention for details, the different techniques of execution, the chromatic harmony, refer to a workshop on the Southern Danube.

544

The Romanian medieval embroidery is one of the best represented domain in art of the entire Christian Orient. Most part of the old Romanian embroideries are pieces related to the service of the Church, each having an exact liturgical destination: epitaphios, acts, covers of chalices, podeas, priestly or hierarchical vestments. They can also be pieces of costume, princely or boyar vestments, used in laic ceremonies. With an essential role in the cult or in the life at Court, the embroideries will benefit, over the centuries, from the creation of many artists, some of them remaining anonymous, others, like Gherasim Galatianul or Despineta of Constantinople, known as authors of some works commissioned by Serban Cantacuzino and Constantin Brancoveanu for their foundations. With means typical for this art, first of all through differences of effect of points and surfaces executed with a needle and through the combination of different types of variously coloured materials, embroiderers aimed executing some pieces of great refinement. The sobriety of plastic and decorative effects, which derived from the characteristics of the materials and used technique, led to the execution of some works attached to its own way of expression; when the embroidery started to manifest a tendency of reproducing pictorial effects and ceased being consistent with its own means of expression, it entered a decadent phase. In its sought pomposity, in the stiltedness of used materials, the art of embroidery of the 17th - 18th centuries is deemed, from this point of view, a decadent period, if we were to compare it with the creation strongly indebted to the Byzantine embroidery, of up to then.

The pieces that contributed to the sumptuosity of the liturgical ceremony and to the church decoration were boyarly or princely donations made to those foundations for the purpose of replenishing their beauty. The refined brightness of Court costumes that votive paintings succeeded in transmitting so expressively was a reality of the epoch for which luxury, feast, and ornament became a component of the mentality and society of the time.

The novelty brought by the art of embroidery in the 17th century and at the beginning at the 18th century is the interest for the donors’ portraits, manifesting a treatment with obvious realist tendencies, in which the vestments details represent

1 2 3 1. Epitaphios at Doamnei Church in Bucharest, 1683 (MNAR) 2.Podea embroidered at the

Church of Cotroceni Monastery, 1681 (MNAR) 3.Iconostasis Curtain with heraldic decoration, 1696 (MNAR)

545

certainty means of suggesting expressivity. Decorative effects were also sought, in frames and rich fields there is the same inclination for ornamentation that characterizes the decorative arts during the Brancovan period. In the group of the three epitaphios commissioned by Serban Cantacuzino and his wife Maria, to Cotroceni Monastery (1860), Tismana Monastery (1861), and Biserica Doamnei Church (1683), originating from the same workshop, the figures of the donors, in costumes of ceremony, are made with great attention and accuracy of details. The podea commissioned in 1681 by Serban Cantacuzino for Cotroceni Monastery also discloses a technical virtuosity, donors in sumptuous vestments, with crowns on their heads, hold in hands a church embroidered in solid relief, and floral decoration belongs both 10 the Renaissance and Baroque, and to the Islamic world.

Hurezi Monastery was, in what regards embroidery as well, a veritable centre of artistic creation. At the founder’s initiative, numerous liturgical pieces were made: epitaphios, podeas, extremely decorated pieces, of a great punctiliousness in the treatment of details, denoting a veritable virtuosity in obtaining effects. They have rich vegetal, flora, and geometrical decoration, sewed with gold and silver staple, enriched with pearls and small gold metal butterflies, valuable works that end an period of great artistic brightness. The epitrachelion made by Despineta with the donors' portraits at the bottom is a representative piece of the Brancovan style. It has a classic iconography for this genre, which unfolds on six registries, each with two scenes. The first registry presents Deisis and the Virgin Mary with the Child on a throne, then Apostles Peter and Paul, next to Saints Constantine and Helen; in the next registry there are four hierarchs with the Gospels in their hands, blessing, followed by the four evangelists and other four saints with crosses in their hands. The last registry presents Constantine Brancoveanu and his sons, Constantine and Stefan, and Princess Maria with her sons, Radu and Matei. The characters silhouettes detach on the red silk background, the embroidered portions are richly decorated with the Brancovan repertoire typical motifs, with pearls and tinsels that increase the richness of the piece. The composition is characterized by a clear structure, symmetry and architectural organization of the space, synthesising traditions originating from Byzantine and post-Byzantine art.

The manuscript, carefully calligraphied and decorated with miniatures, has its last manifestations in the Brancovan period; an art that flowered over the centuries comes, along with the appearance of printing press, to gradually limit its production. Nevertheless, miniature art is a field as important as any other from the vast creation of the Brancovan period. It will integrate harmoniously in the common visual universe, two sources being mainly claimed: the tradition of manuscripts illustration and the ornamental vocabulary of the other decorative arts, through which formal Innovations penetrate. Book engraving (since the 17th century, calligraphied and printed books have parallel ways that sometimes intercross), silverware, and wooden carved have a great influence; generally, decorative arts influence miniature to a larger extent than mural painting does. The decorative language continues the one of the previous centuries, neither geometrical motifs, the oldest in tradition, not rope moulding or double accolade band (deemed to be one of the oldest motifs of Byzantine tradition) disappear. The entrelac motif is treated either in narrow frieze or in ample compositions, of which

546

embroidery has different traces: crossed, linked, circular. But, as in all artistic genres, in miniature, vegetal elements are the trademark of the Brancovan decor as well. The selection made by copysts and illustrators from a rich repertoire is oriented to the forms of late German and Italian Baroque, stylised in the manner of printed decoration: the acanthus flowers, lent lily with arched stamen, tulip, peony, lilly. Borrowed from the rich floral ornamentation of the art of metals, these motifs acquire, in the designed facades and miniatures, new and gracious silhouettes, seen from varied angles; frontal, side view, on three quarters. Sometimes remote from the real motif, flower cups double or triple, roll, support reciprocally, grow one into each other, in a vegetal stalk from which the difference between petals and leaves disappeared.

Comparing techniques, we can say that the decorative repertoire of manuscripts is similar to the one of silverware and book engravings, but there is a different conception of organizing the space. Compositional schemes unfold either in layers, on superposed registers, or in friezes animated by varied rhythms (meandrous, zigzaggy), or in structures starting from a central element: flower, simple bow, armorial shield.

In what regards iconography, there can be noticed the limitation of the presence

of saints figures or of Biblical scenes in the pages of service books written in the 18th century: the Four Evangelists, accompanied by their symbols, appear in a few manuscripts, and when they appear, their silhouettes are treated more schematically, but the space is invaded by vegetal decor, resulting a profileration of the ornament in front of which sacred iconography reduces.

1 2 3

1,2,3. Pages from the Book of the Divine Liturgy, 1693-1697 (MNAR)

547

The Greek liturgy book dedicated to voievode Constantin Brancoveanu, executed by Hieromonk Calinic is a sumptuous manuscript of the epoch, where illustration and decorations harmoniously blend, subordinating to the content of the book. A frame with vegetal motifs crowns almost all pages, many decorated polychrome initials and frontispieces with floral nettings appear. There are fantastic zoomorphic motifs of Oriental inspiration and Eucharistic motifs. The figures of the three authors of liturgies

(St. loan Chrysostom, St Basil the Great, Saint Gregory the Theologian), each being reproduced officiating the liturgy he wrote, which reflects a profound connection between text and image.

The activity of translation and transcription carried out at Hurezi resulted in

many manuscripts: in 1695 The Way of the Monastic, which opens with a pen and aquarelle picture illustrating the title, was transcribed in 1695, Ike Salvation of Sinners of Agapie Landos in 1696, and Barlaam and Ioasaph in 1700. The latter belong? to Iosif and Dositei, two famous transcribers from Hurezi, disciples of Archimandrite loan. The Diptych of Hurezi Monastery cannot be certainly assigned to calligraphists of the monastic scriptorium, but it is included, through a precious miniature of Saint Emperors, into the iconography and pictorial style of Constantine’ disciples, the authors of Hurezi murals. The same thing could be said about The Diptych of St, Apostles Skete, opened by a miniature of the feast day and having delicate frontispieces.

Most part of service books arc printed now, manuscripts being used in the field of theological books, canticle books (neumas for the psalmodic music will be found in 1821), of writings with literary, hagiographic, historical content. Among these, the following books from the Brancovan epoch were preserved: The Meaning of Holy Books, by Teofilact of Bulgaria, executed at Hurezi under the direct supervision of Archimandrite Ioan, The Life of Saint Niphon (1691), manuscript calligraphied at the order of Hegumen Paisie, then The Ladder of Divine Ascent (St. Ioan of the Ladder), Paterica, The Teachings of Emperor Basil to his Son, Leon, calligraphied in 1715, The Life and Teachings of St. Ephraim the Syrian

1 2 3

1.Page from the Book of the Divine Liturgy 2.Greek-Romanian panegyric and Meaning of the Gospels, 1692 3.Details of the donatory Charter given by Constantin Brancoveanu to

Hurezi Monastery in 1695 (DANIC, Suluri 9)

548

(1686). In addition to the aforesaid, there have been preserved many diptyches, rules for the organization of monasteries, panegyrics (eulogistic speeches addressed to the voievode) or chancellery decorated documents, like the donatory charter for Hurezi Monastery (1695). If during previous centuries they benefited only from simple ornamentation, they now have a very rich one, or are even illustrated. There are two trends in illustration: one that reproduces traditional iconographic types, treated in the Occidental Baroque spirit, which penetrates through book engraving, and the second one, visible especially in manuscripts with a historical- fantastic content has its roots in the illustration of Oriental manuscripts, with remote Persian or Hindu sources, to which elements taken from nature are also added. Decorative arts had an impressive evolution in the Brancovan period: the Court sumptuousness and ceremony reached an unrivalled brilliance, the solemnity of services demanded a proportional contribution of sumptuary arts. The prodigious activity of workshops and craftsmen satisfied this need of pomposity and representation, a unitary and brilliant creation resulting.

REFERENCES

1. Vasile Dragu . (1982): Romanian Arts. Bucharest: Ed.Meridiane. 2. Vasile Dragu . (1971): Brancovan Art. Bucharest: Ed. Meridiane. 3. Vasile Dragu . (1982): Romanian Art. Prehistory. Antiquity. Middle Ages. Baroque.

Bucharest: Vol. I. 4. Stefan Ionescu. (1981): Brancovan Epoque. Cluj-Napoca: Ed. Dacia. 5. Vasile Dragut. (2000): Enciclopedic Dictionary of Medieval Romanian Art.

Bucharest: Ed. Vremea. 6. Marin Nicolau. (1970): History of Arts. Bucharest: Vol. I, Ed. Didactica i

Pedagogica. 7. Marin Nicolau. (1970): History of Arts. Bucharest: Vol. II, Ed. Didactica i

Pedagogica. 8. Vasile Dragu . (1976): Gothic Arts in Romania. Bucharest. 9. Cristina Anton Manea. (2003): Structure and restructuring of Romanian boyars in

the country at the beginning of the sixteenth century to the middle of the seventeenth century. Bucharest.

10. Dana Mihai. (2001): Methods and research contributions to the study of archaeological monuments of architecture in the Romanian Country. Sixteenth and seventeenth centuries. Bucharest.

11. Paul de Alep. (1836): The Travels of Macarius, Patriarch of Antioch (Safrat al-Batriyark Makaniyus al-Halabi). translate from arabic language by F.C.Belfour i A.M.Oxon, 2 vol., Londra (online).

12. R zvan Teodorescu. (1987): Romanian civilization between medieval and modern. Image Horizon (1550-1800). Bucharest: vol. I, Editura Meridiane.

13. R zvan Teodorescu. (1992): Romanian civilization between medieval and modern. Image Horizon (1550-1800). Bucharest: vol. II, Editura Meridiane.

14. Bal Stefan. (1968): Brancovan Court from Potlogi. Bucharest. 15. Bolliac Cezar. (1863): Monasteries of Romania, (Monastirile zise Brâncovene ti).

Bucharest,

549

16. Br tulescu Victor. (1939): Miniatures and manuscripts from the religious arts museum. Bucharest.

17. Ionescu Grigore. (1965): Architecture history of Romania, II. Bucharest. 18. Iorga Nicolae. (1902): About Cantacuzino. Bucharest. 19. https://ro.wikipedia.org

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550

5.-7.

.

RISK AND PROTECTIVE FACTORS FOR ALCOHOOL AND

TABACOO USE AMONG STUDENTS FROM THE 5th TO THE 7th GRADES

Penka P. Kozhuharova

ABSTRACT: The subject of the study is the dependence between risk factors and protective factors with regard to the use of drugs among students in the context of development of a school-based program for prevention of the use of psychoactive substances. The study was conducted by means of questionnaires among 1161 students from the 5th to the 7th grade. The following were adopted as indicators of the evaluation of the use of tobacco and alcohol. The risk factors and the preventive factors related to the role of the family and the friends, the individual and personal characteristics of the students and the pedagogical aspects of the implementation of a school-based program for prevention of the use of psychoactive substances.

KEYWORDS: health education, school-based prevention of drug use, risk factors, protective

factors

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. REFERENCES

1. Arthur, M. W., Pollard, J. A., Hawkins, J., Catalano, R. F., & Baglioni, A. J. (2002): Measuring risk and protective factors for substance use, delinquency, and other adolescent problem behaviors. The Communities That Care Youth Survey. Evaluation Review, 26.

2. Dishion, T.; McCord, J.; and Poulin, F. (1999): When interventions harm: Peer groups and problem behavior. American Psychologist 54.

3. Hawkins, J.D., Catalano, R.F., & Miller, J.Y. (1992): Risk and protective factors for alcohol and otherdrug problems in adolescence and early adulthood: implications for substance abuse prevention. Psychol Bull, 112 (1).

4. Ialongo, N.; Poduska, J.; Werthamer, L.; and Kellam, S. (2001): The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders 9.

5. Kandel, D.B., Yamaguchi, K. & Chen, K. (1992): Stages of progression in drug involvement from adolescence to adulthood: further evidence for the gateway theory. Journal of Studies on Alcohol, 53.

6. National Institute on Drug Abuse, (2003): Preventing Drug Use among Children and Adolescents, a Research-Based Cuide for Parents, Educators and Community Leaders.

7. Ripple, C.H. & Luthar, S.S. (1996): Familial factors in illicit drug abuse: an interdisciplinary perspective. American Journal of Drug and Alcohol Abuse.

8. Sloboda, Z., Glantz, M., Tarter, R., (2012): Concepts of Risk and Protective Factors for Understanding the Etiology and Development of Substance Use and Substance Use Disorders: Implications for Prevention. Substance Use & Misuse., Vol. 47 Issue 8/9.

9. Stattin, H. & Kerr, M. (2000): Parental monitoring: A reinterpretation. Child Development 71 Dishion, T.; McCord, J.; and Poulin, F. When interventions harm: Peer groups and problem behavior. American Psychologist 54.

10. Wills, T., McNamara, G., Vaccaro, D., Hirky, A. (1996): Escalated substance use: A longitudinal grouping analysis from early to middle adolescence. Journal of Abnormal Psychology 105.

.

p_kozhuharova@abv.bg „ . ”

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INNOVATIVE APPROACH IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS, VIA INTERACTIVE MULTI

SENSOR SYSTEM

Petya I. Hristanova, Biserka N. Dochevska ABSTRACT: Children with various kinds of disorders are encountered more commonly in

today’s society. They require specialized intervention in their learning process, which aim is to improve their general condition, better adaptation and social integration. Many questions arise and must be solved in connection with integration of children with special educational needs (SEN) in mainstream schools, so are challenges to the teachers which must be overcome adequately. Practice shows that for successful implementation of the integration process, teachers need both information and concrete tools in their work with "special children".

The interactive multi sensor system covered by this report is designed to help untraditionally the education and integration of children with SEN through use of innovative information technologies for individual learning and development monitoring.

KEYWORDS: interactive education, children with SEN, innovational multi sensor system

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REFERENCES

1. http://www.minedu.government.bg/ 2. Tan, T., W. Cheung (2008): Effects of computer collaborative group work on peer

acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD), Computers & Education, Vol. 50, 725 – 741, U.S.

3. Chunzhenq X., R. Reid, A. Steckelberg (2002): Technology applications for children with ADHD: assessing the empirical support. Education & Treatment of Children. West Virginia University Press.

4. Armstrong, . (1999): ADD/ADHD Alternatives in the Classroom. 5. http://sci-gems.math.bas.bg:8080/jspui/bitstream/10525/1824/1/adis-may-2012-273p-

282p.pdf

a, petqhristanova@yahoo.com

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bisserka1971@mail.bg

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565

: -

.

IMPLEMENTATION OF CHIILD PROTECTION: A LASTING

PROJECT FOR BETTER LIVING

Plamen K. Ivanov

ABSTRACT: When a child has lost their family or has been separated from it due to inadequate prevention of abandonment, civil servants, the judiciary, the institutions and/or organizations operating in civil society need to plan his/her childhood.

The long term project should be done only in the interest of the child. KEYWORDS: child protection, durable design, children deprived of parental care

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3.07.1991 . REFERENCES

1. Convention on the Rights of the Child. Adopted by the UN General Assembly on 20.11.1989, ratified by resolution of the Grand National Assembly of 11.04.1991 - SG, iss. 32 of 23.04.1991 on Effective 3.07.1991.

, . -

plamen_kirov2001@abv.bg „ “

569

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PECULIARITIES OF SEMANTIC DIFFERENTIATION AND NAMING

IN CHILDREN WITH DEVELOPMENTAL DYSPHASIA

Plamen Stefanov Petkov, Galina Stancheva Georgieva

ABSTRACT: The results of an enquiry of semantic differentiation and naming in children with developmental dysphasia are presented within the article. Fifteen children with developmental dysphasia are examined. They are five-year-olds. The exploration ranges differentiation between similar and opposite actions and verbs, understanding of adjectives and naming. The examined children have some difficulties in distinguishing between verbs which express similar but not equal meanings. They understand the meanings of the adjectives correctly. When naming objects, they use circumlocutory phrases and substitutions which are not synonyms according to the stimuli presented by the explorers.

KEYWORDS: dysphasia, conceptions, naming, representation, semantic differentiation,

language skills

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REFERENCES

1. Chomsky, N. (1975): Reflection on language. Glasgow: Fontana Collins. 2. Cook, V., J. ( 1988) Chomsky’s Universal Grammar. Oxford. 3. Gray, Shelley. (2003): Word-Learning by Preschoolers With Specific Language

Impairment: What Predicts Success? // Journal of Speech, Language, and Hearing Research; American Speech-Language-Hearing Association; Vol. 46. p. 56- 67.

4. Hume, D. (1977): An Enquiry Concerning Human Understanding. Indianapolis. 5. Leonard, Laurence B., Carol A. Miller, Leila Rauf, Monique Charest, Robert Kurtz.

(2003): Surface Forms and Grammatical Functions; Past Tense and Passive Participle Use by Children with Specific Language Impairment. // Journal of Speech, Language, and Hearing Research; American Speech-Language-Hearing Association; Vol. 46, p. 43-55.

6. McGregor, Karla K., Robyn M. Newman, Renee M. Reilly, Nina C. Capone. (2002): Semantic Representation and Naming in Childrenwith Specific Language Impairment. // Journal of Speech, Language, and Hearing Research; American Speech-Language-Hearing Association; Vol. 45, p. 998-1014.

7. Owen, Amanda, J. Laurence, B. Leonard.(2002): Lexical Diversity in the Spontaneous Speech of Children Specific Language Impairment: Application of D // Journal of Speech, Language, and Hearing Research; American Speech-Language-Hearing Association; Vol. 45, p. 927-937.

8. Owens, Robert, Dale Metz, Adelaide Haas, (2000). Introduction to communication disorders. New York: A Life Span Perspective, Allyn and Bacon.

, . .

plamendes@abv.bg „ “

gali57@abv.bg " ", .

576

.

OPTIONS MEANS OF INCREASING PHYSICAL ACTIVITY OF CHILDREN FROM PREPARATORY GROUP SCHOOL

Rosen Kostadinov Aleksiev

ABSTRACT: In pre-school children the means of education programs and training are

inadequate and was formed effect on motor activity. Skillful and correct implementation of new engine terms saturated musical games, mobile games and gaming exercises and sports-preparatory games stimulate the development of motor skills of children from the preparatory group for the school.

KEYWORDS: Physical activity, physical activity, motor vehicles

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REFERENCES

1. Aleksiev, R. (2005): Dvigatelnata deinost v detskata gradina (Locomotor activity in kindergarten). Shumen: June Express.

2. Bazelkov, S., T. Ignatova. (2013): Proushvane na mnenieto na roditelite otnosno zanimaniata na detshata ot predushilishtna vuzrast s bulgarski narodni tantsni. Inovatshii v obrazovanieto. (Survey of parents about the activities of preschool children with Bulgarian folk dances. Innovations in education). Shumen: Sb. Inovatsii v obrazovanieto, p. 289.

582

3. Buyukliev, P. (1992): Podvignite igri v detskata gradina (Mobile Games in kindergarten). Sofia: Meditsina I Fizkultura.

4. Vitanova, N., M.Yankova. (1991): Igrata na detshata ot predushilishtna v zrast (Children's play preschool vazrast). – Sofia: Prosveta.

5. Vitanova N.I al. (1994): Aktivnostta na detsata v detskata gradina (Activity for children in kindergarten). Sofia, s. 24.

6. Garkova, D. (1997): Muzikalno podvijnite igri za 5-6 godishnite detsha (Musical mobile games for 5-6 year olds). – In: Preduchilishtno vazpitanie, kn. 5-6.

7. Gurov, D., I. Koleva al. (2003): Programna sistema za podgotvitelna grupa v detskata gradina I uchilishte (Software system for preparatory group in kindergarten and at school). Sofia: Prosveta.

8. Yordanova, N. (2002): Podvijni I sportno-podgotvitelni igri (Mobile and sports preparatory games). Shumen: UI.

9. Panaiotova, I. (1997): Fizisheskata podgotovka v podgotvitelnata grupa (Physical training in the preparatory group). – In: Preduchilishtno vazpitanie, kn. 2.

10. Rachev, K. (1984): Fizisheska podgotovka na detsnata ot predushilishtna vuzrast (Physical training of preschool children). Sofia: Meditsina I Fizkultura.

11. Sotirov C. (2012): Sotshialno-pedagofisheski aspekti na dvigatelnata gotovnost za ushilishte pri 6-7 godishnite detsha (Socio-pedagogical aspects of physical readiness for school at 6-7 year olds). Shumen,.

, . - r.alexiev@abv.bg

„ “

583

I II

.

STUDY THE INFLUENCE OF ENVIRONMENTAL EDUCATION TO

IMPROVE PSYCHOPHYSICAL GROWTH AND HEALTH OF STUDENTS FROM I AND II CLASS MIXED CLASSES

Rosen K. Aleksiev

ABSTRACT: In the new social, economic and environmental realities observed deficit of

physical activity. This upsets the balance of biological needs and actual physical activity of children. Participation of students in first and second grade in environmentally movement forms will improve their psychological and physical development and health.

KEYWORDS: environmental education, mental and physical development, health, physical

activity

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REFERENCES 1. Aleksiev, R. (2005): Dvigatelnata deinost v detskata gradina (Locomotor activity

in kindergarten). Shumen: June Express.

588

2. Buyukliev, P. (1992): Podvignite igri v detskata gradina (Mobile Games in kindergarten). Sofia: Meditsina I Fizkultura.

3. Vitanova, N., M.Yankova. (1991): Igrata na detshata ot predushilishtna v zrast (Children's play preschool vazrast). – Sofia: Prosveta.

4. Vitanova N.I al. (1994): Aktivnostta na detsata v detskata gradina (Activity for children in kindergarten). Sofia, s. 24.

5. Galcheva, K. (1993): Za ekologishnoto vuzpitanie na deteto (For environmental education of the child). Sofia.

6. Gurov, D., I. Koleva al. (2003): Programna sistema za podgotvitelna grupa v detskata gradina I uchilishte (Software system for preparatory group in kindergarten and at school). – Sofia: Prosveta.

7. Gurov, D. (1999): Pedagogika na vzaimodeistvieto dete-sreda (Pedagogy of child-environment interaction). Sofia.

8. Yordanova, N. Yordanova, N. (2002): Podvijni I sportno-podgotvitelni igri (Mobile and sports preparatory games). Shumen: UI..

9. Kostov, K. (1997): Optimizirane na dvigatelnata aktivnost na ushenitshite ot nashalna ushilishtna vuzrast (Optimization of physical activity of students of primary school age). Blagoevgrad.

10. Prodanov, G. (2004): Higiena I zdravoslovno vuzpitanie (Hygiene and health education). Veliko Turnovo: UI.

11. Rachev, K. (1984): Fizisheska podgotovka na detsnata ot predushilishtna vuzrast (Physical training of preschool children). Sofia: Meditsina I Fizkultura.

, . -

r.alexiev@abv.bg „ “

589

–

.

JUVENILE DELINQUENCY AND VICTIMIZATION

Rositsa Ts. Tsoneva

ABSTRACT: It is a widely voiced notion that juvenile delinquency and victimization co-occur

extensively in the youth population, in particular because delinquent youth engage in risky activities. But theory from bullying and traumatic stress sources suggests that there may be additional pathways by which delinquency and victimization are connected.

KEYWORDS: bully-victim; abuse; Juvenile Victimization, delinquency

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REFERENCES

1. Agnew, R. (1997). Stability and change in crime over the life course: A strain theory explanation. In T. P. Thornberry (Ed.), Developmental theories of crime and delinquency (pp. 101-132). New Brunswick, NJ: Transaction Publishers.

2. Briere, J. Woo, R., McRae, B., Foltz, J., & Sitzman, R. (1997). Lifetime victimization history, demographics, and clinical status in female psychiatric emergency room patients. Journal of Nervous and Mental Disease, 185, 95-101.

3. Chemtob, C. M., Roitblat, H. L., Hamada, R. S., Carlson, J. G., & Twentyman, C. T. (1988). A cognitive action theory of post-traumatic stress disorder. Journal of Anxiety Disorders, 2, 253-275.

4. Clark, D. B., Lesnick, L., & Hegedus, A. M. (1997). Traumas and other adverse life events in adolescents with alcohol abuse and dependence. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 1744-1751.

5. Lauritsen, J. L., Laub, J. H., & Sampson, R. J. (1992). Conventional and delinquent activities: Implications for the prevention of violent victimization among adolescents. Violence and Victims, 7, 91-108

6. Lauritsen, J. L., Sampson, R. J., & Laub, J. H. (1991). The link between offending and victimization among adolescents. Criminology, 29, 265-292.

7. Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Oxford, UK: Hemisphere.

8. Singer, S. I. (1986). Victims of serious violence and their criminal behavior: Subcultural theory and beyond. Victims and Violence, 1, 61-70.

,

rtsoneva@uni-ruse.bg „ “

593

: 1890

.

PILGRIMAGE IN IMAGES: AN 1890 “IEROSOLYMITIKO” FROM SHUMEN

Rostislava G. Todorova

ABSTRACT: Present paper is dedicated to the pilgrimage tradition of the “ierosolymitika” –

icon images that had been brought from Jerusalem by wealthy pilgrims when they got back from the Holy Land. The emphasis is placed on a specific pilgrimage icon from 1890, donated to the “St. Three Hierarchs” Church at Shumen. Discussion is about the iconographical scheme and specific elements of the icon, as well as on the historical data about it and its supposed owner.

KEYWORDS: Bulgarian National Revival, Shumen, iconography, “ierosolymitika”,

pilgrimage

-10-575/04.04.2014 . „ “ „ . “

I.

(loca sancta) .[1]

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REFERENCES

1. Weitzmann, K. (1974): “Loca Sancta” and the Representational Arts of Palestine. // Dumbarton Oaks Papers, 28, p. 35.

2. Dimitrov, I. (1998): Poklonenie I poklonnichestvo. Istoriko-ekzegeticheski pogled. (Worship and Pilgrimage: Historical and Exegetical Approach) // Duhovna kultura, 5, pp. 19-20.

3. Argiratos, V., Fragkaki, F. (2006): IEROSOLYMITIKA: Ena diaforetiko eidos foritis eikonas apo tous Agious Topous. Istorika stoiheia, Ylika kataskeuis, Katastasi diatirisis kai Syntirisi. (Ierosolymitika: a different type of portable icons from the Holy Land) // Paper given at the International Meeting Icons: Approaches to Research, Conservation and Ethical Issues, Athens, Benaki Museum, In: http://www.icon-network.org/Approaches-to-Conservation.html?var_recherche=fragkaki

4. Rubin, R. (2004): Iconography as Cartography: Two Cartographic Icons of the holy City and its Environments, In: Eastern Mediterranean Cartography, Athens, 347-378

5. Todorova, R. (2014): Orthodox Cosmology and Cosmography: Iconographic Mandorla as Imago Mundi. // Collection of Scientific Works XI, NIS AND BYZANTIUM, Nis: NKC, pp. 87-98.

6. Petkanova, D. (1982): Stara balgarska literature. Apokrifi (Old Bulgarian Literature. Apocrypha), In: http://www.promacedonia.org/bg_ap/dp_27.html#5

7. Lisovoy, N. (2012): Podvoriya Imperatorskogo Pravoslavnogo Palestinskogo Obshtestva v Yerusalime. (Bildings of the Imperial Orthodox Society of Palestine in Jerusalem). Moskva: Indrik.

8. Angelova, R. (2006): Stopansko razvitie na Shumen 1878-1944. (Economical Development of Shumen 1878-1944). V. Tarnovo: Faber, 2006, p. 127.

9. Boneva, V. (2002): Balgarskoto Vazrazhdane v Shumen I Shumensko (Bulgarian Revival period in Shumen and Shumen Region). V. Tarnovo: Faber, pp. 58-59.

, . -

rostislava@shu-bg.net „ “

600

.

PUBLIC COMMUNICATION AS A METHOD OF MANAGEMENT OF

AN ORGANIZATION IN TIMES OF CRISIS

Rumyana Milkova ABSTRACT: The dynamics of modern day society and life presents ongoing and new

challenges in front of the business organisations. Those challenges require prompt and appropriate responses. They also demand flexibility in the process of adaptation of the organisation within the environment it operates.The so called 'invisible/unseen values' acquire a key importance in the process of survival of the modern day companies. Such values can be the corporate culture and identity as well as developing a positive corporate image. These values are amalgamated and exist effectively due to successful communication

KEYWORDS: communication, organisation, management, crisis, organisational culture,

anti-crisis programme

-10-574/04.04.2014 . „ “ „ . “

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Sons, London, 2010. 6. Hatch, M. The Dynamics of Organizational Culture. The Academy of Management

Review, Vol. 18, N 4, 1993.

608

REFERENCES

1. Draganov . (2002): Nova istoricheska raznovidnost na obshtestvenoto mnenie. Sofia.

2. Ivanov, G. (2010): Vrazki s obshtestvenostta I izgrazhdane a doverie. Sofia. 3. Raykov, Z. (2012): Publichna komunikatsiya. Sofiya. 4. Cornelissen, J. Corporate Communications: A Guide for Theory and Practice. New

York, 2008. 5. Denison, D. Corporate culture and Organizational ffectiveness. John Willey and

Sons, London, 2010. 6. Hatch, M. The Dynamics of Organizational Culture. The Academy of Management

Review, Vol. 18, N 4, 1993.

, . - „ . ”

609

.

SELF EVALUATION AND THE LEVELS OF EXPECTATION

OBSERVED IN PEOPLE’S PERSONALITY

Rumyana B. Milkova ABSTRACT: Self evaluation is a process by which a personality reflects on its own feelings,

self worth and respect as well as self acceptance despite any obvious deficiencies. Self evaluation is a feeling of competency and personal values that people link to 'Self-concept'.

KEYWORDS: self evaluation, levels of expectation, personality, self acceptance

-10-574/04.04.2014 . „ “ „ . “

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REFERENCES

1. Georgieva, I. (2005): IIzsledvane na samootsenkata chrez sapostavyane na idealniya I realniya ”Az” na uchenitsite v yunosheska vazrast. – In: Pedagogika, kn. 8.

2. Georgieva, I. (2005): Polova spetsifika I vazrastova dinamika na yunosheskata samootsenka pri dva nachina za neynoto operatsionalizirane. – In: Psihologicheski izsledvaniya, kn. 2.

3. Georgieva, I. (2006): Samootsenka I konformnost na lichnostta. – In: Psihologicheski izsledvaniya, kn. 2.

4. Entsiklopediya Psihologicheski testove: Mnogostranno izsledvane na lichnostta. (2001) Veliko Tarnovo: Faber.

5. Keleral, Zh. and al. (2003): Vazpitatelniyat stil na roditelite I samootsenkata na podrastvashtite.. – In: Otvoreno obrazovanie, kn. 1.

6. Malka entsiklopediya na psihologicheskite testove. (2000) Sast. . Aleksandrov. Sofia: Labirint: Homo Futurus.

7. Stamatov, R., B. Minchev. (2003): Psihologiya na choveka. Plovdiv: Hermes.

619

.

RECOMMENDATIONS FOR WORKING WITH BILINGUAL CHILDREN

Rumyana V. Vaneva

ABSTRACT: In contemporary society bilingualism and multilingualism are common

phenomena. Bilingual children are a very heterogeneous group and working with them can be a challenge.

KEY WORDS: bilingualism, speech and language pathology, spoken and written speech,

preschool and primary school age.

-10-581/04.04.2014 . „ “ „ . “

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4. http://www.linguistics.ualberta.ca/en/CHESL_Centre/~/media/linguistics/Media/CHESL/Documents/WorkingWithBilingualChildren-May2011.pdf The Department of Linguistics at the University of Alberta, Recommendations for working with bilingual children (Updated May 2011).

REFERENCES

1. Arnaudov, D. (2009): Metodicheski osnovi na obuchenieto po istoriya I tsivilizatsiya (Methodology of teaching History and Civilization). Sofia: ET ”Palitra-Anko Rusev”.

2. Kyuchukov, Hr. (1997): Lingvodidakticheski problemi na obuchenieto pri ranen bilingvizam (Didactic problems in language training for young bilinguals). Sofia.

3. http://www.diuu.bg/ispisanie/broi21/21kt/21kt1.2.htm Elena Antonova, PGI “Aleko Konstantinov” Kardzhali, i-prodaljavashto obrazovanie,”broy 21.

4. http://www.linguistics.ualberta.ca/en/CHESL_Centre/~/media/linguistics/Media/CHESL/Documents/WorkingWithBilingualChildren-May2011.pdf The Department of Linguistics at the University of Alberta, Recommendations for working with bilingual children (Updated May 2011).

. rumy_vn@abv.bg

„ “

623

-

.

FORMING SENSORY ANALYTICAL CULTURE IN PRESCHOOLERS BY BUILDING A GRAPHICAL MODEL

OF AN KNOWN OBJECT

Svetla Chr. Petcova ABSTRACT: Forming a sensory analytical culture is closely linked to the sensory upbringing

and degree of development of skill of survey and exploration of the objects from the world around before their reproduction. It is the result of upbringing of sensations and perceptions of mastery of ways and means of analysis of objects through quartering their design of parts and the technology in developing to their separate interrelated operations in the technical activities of preschool children.

KEYWORDS: perception, sensory education, graphic pattern, sensory and analytical culture

-10-580/04.04.2014 . „ “ „ . “

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REFERENCES 1. Delcheva, T. (1979): Trudovo obuchenie I technichesko vaspitanie (Job training and

technical education) // Sofia: Public Education 2. Zaporogets, A., T. Markov. (1984): Osnovi na preduchilishtna pedagogika (Basics of

preschool education) // Sofia. 3. Konakchieva. P.(2003): Modelite I modeliraneto pri orientiraneto v sveta. (Models

and modeling when navigating around) //. Sp. Preduchilishtno vaspitanie, kn. 3. 4. Poddiakov, N. N. (1960): Osolenosti orientirovochnoi deiatelnost u doshkolnikov pri

formirovanii I avtomatizatsii prakticheskich deistvii. (Features orienting activity in preschoolers in the formation and automation action) // Sofia: Voprosi psihologii.

5. Poddiakov, N. N. (1968): Senzornota vaspitanie na deteto v protsesa na konstruktivnata deinost. (Sensory education of the child in the process of constructive activity). // Sbornik Teoria I praktika na senzornoto laspitanie v detskite gradini, Sofia.

6. Stamatov, P.(2003): Detska psihologia. (Child psychology) // Plovdiv: Publishing house "Hermes"

, . . -

svetla_1958.1958@abv.bg „ “

631

.

EDUCATIONAL MARKET IN BULGARIA

Svetlozar P. Vatsov

ABSTRACT: The aim of the report is to evaluate the condition of the educational market in

our country and to make recommendations for the imrpovement of education management, aiming at better quality of the educational services and succesfull realisation of the educational product.

KEYWORDS: ducational market, teacher’s labours market, young specialists’ labour

market

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6. , . (1996): . : , . 74. 7. . : Info Class, 2008, . 26.

REFERENCES

1. NSI: Osnovni rezultati ot nablyudenieto na rabotnata sila prez 2008 g. (NSI: Main results of the labor force in 2008), http://www.nsi.bg.

2. Obrazovanie i pazar na truda – iziskvaniyata na rabotodatelite (Education and labor market - employers' requirements). http://www.econ.bg.

3. Obrazovatelnata sistema v Balgariya – problemi i neobhodimi reformi (Educational system in Bulgaria – problems and necessary reforms). http://www.esc.bg.

4. Otchet za stepenta na izpalnenie na utvardenite politiki i programi na MTSP za 2008 godina (Report on the implementation status of the approved policies and programs MLSP 2008). http://www.mlsp.government.bg.

5. Prodanov, N. (2006): Darzhavno regulirane na obrazovanieto, naukata i kulturata (Government regulation of education, science and culture). Shumen: UI "Ep. Konstantin Preslavski", p. 19.

6. Stiglits, D. (1996): Ikonomika na darzhavniya sektor (Economics of the public sector). Sofia: Stopanstvo, p. 74.

7. Chastnoto obrazovanie i obuchenie (Private education and training). Sofia: Info Class, 2008, p. 26.

, . -

sv.vacov@abv.bg „ “

637

.

NEW ASPECTS IN THE EVALUATION OF PEDAGOGICAL STAFF IN THE US

Svetlozar P. Vatsov

ABSTRACT: The report examines the traditional and the new ways of evaluating the teachers

in USA, emphasizing that the problem of the evaluation of the teacher cannot be solved only through developing and introduction of the appropriate tools and methods. Modern procedures for evaluation of the teachers are being elaborated in the frameworks of different concepts for the development of the school and they must, as a first aim, to ease this development. The professional development of teachers is their own duty and it is an inseparable part of their activities.

KEYWORDS: evaluation, attestation, development of the school, professional development of

the teacher

-10-583/04.04.2014 . „ “ „ . “

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. REFERENCES

1. Glass, G. V. (1990): Using student test scoresto evaluate teachers // Millman J., DarlingHammodL. ( ds.). The new hanbook oftacher evaluation. Newbury Park, CA: SAGE Publications, . 229-240.

2. Good T.L., Mulryan C. (1990): Teacher rating:A call for teacher conrol and selfevaluation// Millman J., DarlingHammondL. (eds.)The new handbook of teacher evaluation. Newbury Park, CA: SAGE Publications, . 191-215.

3. McLauglin M.W., Pfeifer R.S. (1988): Teacherevaluation: Improvement, accountability and effe tive learning. N.Y.: Teachers College Press.

, . - sv.vacov@abv.bg

„ “

643

TRANSLATING PREPOSITIONS

Cecilia-Iuliana Vârlan

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Towards the end of the 19th century, Titu Maiorescu - a famous Romanian

literary critic - decided to introduce Arthur Schopenhauer, the great German philosopher, to Romanian readers by translating his most successful work, Aphorismen zur Lebensweisheit [Eng. Aphorisms on the Wisdom of life]. He published his translation in the monthly Romanian literary magazine Convorbiri literare in Ia i, from April 1876 through March 1877. In 1890, T. Maiorescu revised his own translation and published it in a volume, at a publishing house in Bucharest. The revision implied bestowing greater attention to stylistic particularities of Romanian language, which he initially neglected in favour of remaining true to the German text, as the translator himself admitted in the preface of his published volume.

Initially, Titu Maiorescu translated the original German title Aphorismen zur Lebensweisheit into Romanian as „Aforisme pentru în elepciunea în via ”. Later, in 1890, he slightly changed the title, by using another preposition: „Aforisme asupra în elepciunii în via ”. The latter version remained as yet definitive.

Thus, our discussion shall regard to the two Romanian versions, hereinafter referred to as:

A76: „Aforisme pentru în elepciunea în via ” and A90: „Aforisme asupra în elepciunii în via ”. When comparing the two versions A76 and A90, one can easily notice that the

transposition into Romanian language of the original German title raised a series of syntactic, semantic, and pragmatic questions that we shall further discuss.

The first difference to be noticed between A76 and A90 consists in the preposition used for the German lexical unit zur, which is placed between the two nouns of the original title and which represents a contraction of a preposition (zu) and an article (der). According to German syntax, zu requires the dative case for its complement, Lebensweisheit. The realization of the dative in this specific situation is marked by the proclitic feminine article, der.

In order to translate the lexeme zur, Titu Maiorescu chose the Romanian preposition „pentru” in A76, while in A90 he replaced it with „asupra”. This very fact

644

proves, on one hand, that the German preposition zu is polysemic and, on the other hand, that prepositions in general are highly difficult to translate. Nevertheless, this seemingly minor change in prepositional selection modifies not only the case of the corresponding noun, but also the semantics of the title.

Before discussing the emerging semantic alteration, we should notice that the Romanian translation, in both its versions, follows the syntactic structure of the original title, i.e. that of a nominal group which has a prepositional group included. The centre of the nominal group is the plural noun „aforisme”, an exact correspondent of the German Aphorismen in the original title. Both nouns came in their respective languages from Latin („aphorismus”), and here from Old Greek („aphorismos”). In German language, this word was borrowed as a direct loan from Latin, whereas in Romanian the noun was phonetically adapted via French language. The two lexemes are “one-to-one” equivalents and therefore raised no translation problems.

The original German title includes two nouns, one of them being a compound (Lebensweisheit). Both Romanian versions use three nouns each, with two of them („în elepciunea”/”în elepciunii” and „via ”) accounting for the German compound. The ratio 2:3 in terms of number of nouns in the original title and in its Romanian translation reflects the impossibility of perfect rendering - in most languages, Romanian included - of the most important means of internal enriching for German vocabulary: the compounding by juxtaposition, here realised by two nouns (das Leben + die Weisheit) put together and united by a linking s. The total transposition of the German compound is impossible, yet it is usually solved in Romanian by decomposing it into its constituents and recomposing them into a nominal group.

For example: (1) Germ.: der Zimmerschlüssel – Rom.: „cheia camerei” [Eng.: ”room key”] (2) Germ.: das Hotelzimmer – Rom.: „camer de hotel” [Eng.: ”hotel room”] The examples above clearly show that a Romanian decomposition result in a

nominal group with two nouns. The first one is the group centre, though it semantically corresponds to the second noun of the German compound, whereas the second - corresponding to the first German noun - is the subordinate element within the nominal group. The subordination may be realized by means of genitive, as in example (1) above, or by including it in a prepositional group, as in example (2). Sometimes, the two nouns may occur as coordinated (see, for instance, „copil-minune” [Eng.: “wonder child”, “prodigy”] for the German compound Wunderkind), but these situations are not very relevant to our discussion.

In both A76 and A90, Titu Maiorescu chose to translate Lebensweisheit using the included prepositional group and selected the preposition „în” [Eng.: “in”] as its regent. Yet, the very first words of the text published in 1890 surprisingly reveal that the translator turned to decomposing the German compound by using the genitive: „In elepciunea vie ii o iau aici in in elesul obicinuit […]” (underlining ours).

What seems here to be an inconstancy in translation is, in fact, determined by the stylistics of the Romanian sentence. The translator was compelled to resort to genitival subordination in order to avoid repetition, since the preposition „în” occurs once again in the sentence at a very short distance. The relative instability of the subordinate element (which may occur as a genitive or as a prepositional group) is due to the fact that there is no unique principle in Romanian language for translating German

645

compounds and much less some prescribed preposition to be used for the recomposing into a prepositional group. The only requirement, linguistically speaking, is for the last noun of the German compound - the so-called ‘determiner’ - to become the centre of the Romanian nominal group. Hence, the Romanian equivalent of a German compound is not equal to the sum of its translated constituents, but it demands a far more complex syntactic structure than the mere juxtaposition of the nouns which build the respective compound in the source-language. When translators choose a prepositional group and select a preposition as its regent, they should activate both their linguistic competence in the target-language and their creativity, since the preposition itself is absent from the source-language correspondent.

Returning to our discussion about the lexeme zur, it should be here specified that in German language the preposition zu may be spatial, temporal, or causative; yet, the context it occurs in excludes both spatial and temporal aspects. Semantically speaking, zu belongs to the same paradigm as the German preposition für (Rom. „pentru”, Eng. “for”) and is being used when causality is expressed through abstract nouns, in our case, the feminine noun Lebensweisheit.

The connector „pentru”, used in A76 version,, is a lexical preposition, which requires the accusative case for the articulated noun „în elepciunea” [Eng.: “wisdom”] and assigns the role of beneficiary to it. One can accordingly infer that the respective aphorisms might have a purpose, in other words that one becomes wiser through or by reading them. In A90, the use of the Romanian preposition “asupra” implies that the reader shall discover some dicta about wisdom in life, some memorable and concise sayings on the respective topic. Yet, the style of Schopenhauer’s writing is nowise sententious and concise, but elaborate, with long sentences which are sometimes even difficult to understand.

Therefore, although A90 is the version that remained as yet definitive as far as the work title is concerned, the translation in A76 seems to be more adequate in our opinion, since the original author intended to offer his reader advice on how to live wisely, which, according to the German philosopher, would lead to happiness and contentment in life. Our opinion is endorsed by the fact that Schopenhauer’s Aphorisms are rather an explanatory philosophical handbook that combines – in a relatively accessible style - theory (the axiology of the most important aspects of human life) and practice (A. Schopenhauer very practically illustrated his philosophical thoughts with examples available to anyone) and has an explicit purpose (living wisely and becoming as happy and as content as possible), which has been often expressed throughout the text by the author himself.

In conclusion, a preposition defines and refines the relationship between two nouns, being thus extremely important for the proper comprehension of the text intentionality. Moreover, it is our strong belief that selecting the most adequate preposition in a specific translating situation is connected to a deep understanding of the context it occurs in and of the text as a whole.

Acknowledgement: This work was supported by the project "Sustainable performance in doctoral and

post-doctoral research - PERFORM" co-funded from the European Social Fund through the Development of Human Resources Operational Programme 2007-2013, contract no. POSDRU/159/1.5/S/138963.

646

Abbreviations: Eng. – English language. Germ. – German Language. Rom. – Romanian language. REFERENCES

1. Engel, Ulrich. (1993): Kontrastive Grammatik deutsch-rumänisch, Heidelberg: Julius Groos Verlag.

2. Koller, Werner. (1992): Einführung in die Übersetzungswissenschaft, 4., völlig neu bearb. Aufl., Heidelberg, Wiesbaden: Quelle und Meyer.

3. Panå Dindelegan, Gabriela (coord.). (201): Gramatica de baz a limbii române, Bucure ti: Editura Univers Enciclopedic Gold.

4. Ribot, Th. (1993): Filosofia lui Schopenhauer. Translated from French by Cornel Sterian. Bucure ti: Editura Tehnic .

5. Safranski, Rüdiger. (1998): Schopenhauer i anii s lbatici ai filozofiei. O Biografie. Translated from German by Daniel Nec a. Bucure ti: Humanitas.

6. Schopenhauer, Arthur. (1890): Aforisme asupra în elepciunii în via . Translated by Titu Maiorescu. Bucure ti: Editura Libr riei Socecu & Comp.

7. Schopenhauer, Arthur. „Aphorismen zur Lebensweisheit”, in: Frauenstädt, Julius (Hrsg.). (1891): Arthur Schopenhauer’s Sämmtliche Werke. 2. aufl. Neue ausg. Fünfter Band. Leipzig: F. A. Brockhaus, pp. 331 – 530.

8. Schopenhauer, Arthur. (1978): Gesammelte Briefe, Bonn: A. Hübscher.

Cecilia-Iuliana VÂRLAN, Teaching Assistant and Ph.D. at the Faculty of Letters of the Ovidius University,

Constanta, Romania ( - , . - ,

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Paper abstract: TRANSLATING PREPOSITIONS, forwarded to the Conference

…in 2014 by Cecilia-Iuliana VÂRLAN, Teaching Assistant and Ph.D. at the Faculty of Letters of the “Ovidius” University in Constan a

647

e

APPLICATION OF SOME OF THE TECHNIQUES FROM THE

MARTIAL SECTION JUDO IN SELF-DEFENSE ON THE STREET

Silvia Nikolaeva Ivanova ABSTRACT: In this brief report will suggest some techniques from a wide array of judo and

combat judo section, that will help you to get out safely in an emergency. Keyword: self-defense, judo, tehniques

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2. ., , . (2008): 3. . (2009): II . REFERENCES 1. Putin V. (2009): Da uchim dzhudo s Vladimir Putin, Izd. OLMA-PRES Moskva 2. Georgi P., Petrov, T. (2008): Lichna Zashtita na policiyata 3. Botev B. (2009): Umenieto da se zashtitim II Izd. NITON

. . s.nikolaeva@judosport-sv.com

„ . . “, .

651

GROUP TRAINING IN PRIMARY SCHOOL

Snezhana Lazarova

ABSTRACT: Constant changes in society require changes in education. They are related to the use of new educational technologies to create flexible and dynamic organization of learning. One way to meet the current requirements is the inclusion of group training in the educational process.

KEYWORDS: education, primary school, group training

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4. http://tom-rschool.edu.tomsk.ru/files/File/Shabalina_EV/met_jurnal/met_jurgrup.doc. REFERENCES

1. Minkova, S. (1987): Grupovata deynost v uroka – usloviya za vazpitavane na kolektivizam (Group activities in the lesson - conditions for education of collectivism) //Nachalno obrazovanie, 3, . 8-14.

2. Mircheva, I. (2004): Problemi na didaktikata na rodinoznanieto i prirodoznanieto. (Problems of Didactics of homeland and natural history) Sofia: Veda Slovena – ZhG.

3. Radev, R. (1996): Grupova rabota na uchenitsite v uchebno-vazpitatelnya protses. (Group work of students in the educational process). //Nachalno obrazovanie, 8,

. 16-25. 4. http://tom-rschool.edu.tomsk.ru/files/File/Shabalina_EV/met_jurnal/met_jurgrup.doc.

, . . - sn_lazarova@abv.bg

„ “

658

. , .

SUPPORTIVE ENVIRONMENT FOR CHILDREN WITH SPECIAL

EDUCATIONAL NEEDS

Snezhana H. Nikolova, Chavdar G. Sotirov

ABSTRACT: Most children with special educational needs are educated congruently with

children in nursery schools. The legislation in Bulgaria provides the opportunity to work with them in conjunction with groups consisting of other children in regular classes and individually in a resource room, equipped with the necessary technical equipment and didactic tools or in the office of a rehabilitator or speech therapist. In order for the education to be effective, these children need a supportive environment, which includes several components. The subject of this text is provoked by the recent years’ circumstances, which show an increasing number of children with special educational needs. These results in a number of questions related to the new functions of preschools, one of which is establishment of supportive environment.

KEYWORDS: children with special educational needs, preschool age, integrated

environment, supportive environment, individual education programs

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REFERENCES

1. Baeva, M. (2009): Pedagogika na priobshtavaneto – vklyuchvashto obrazovanie (Pedagogy of inclusion - inclusive education). Sofia: UI „Sv. Kliment Ohridski”.

2. Natsionalna strategiya za zakrila i sotsialna integratsiya na detsa s uvrezhdaniya. (National Strategy for Protection and Social Integration of Children with Disabilities) http://sacp.government.bg/programi-dokladi/strategii-programi-planove /deca-uvrejdania/

3. Stubbs, S., (2005): Priobshtavashto obrazovanie (Inclusive education). Sofia: Tsentar za nezavisim zhivot.

, . -

snikolova63@abv.bg

, . . - sotir1965@abv.bg

„ “

666

- -

. PHILOSOPHICAL ANTHROPOLOGY OF JOSE ORTEGA –Y-

GASSET

Sonya K. Babeva

ABSTRACT: Called his philosophy "philosophy of life", which consists of long ago hidden beginnings in pragmatic metaphysics with common method of realist phenomenology that serves both its protoekzistentsialma and realistic his historicism.

KEYWORDS: person, freedom, philosophy

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REFERENCES Lichev, A. (1992): Filosofite. Kratak rechnik. Sofia.

, . -

„ ”

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670

–

.

LEADERSHIP IN THE CURRICULUM OF PHYSICAL EDUCATION

IN HIGH SCHOOLS

Spaska G. Andonova

ABSTRACT: Sports games provide an opportunity for display of ingenuity and Self-initiative, but also help significantly the development of agility, speed and endurance. The study covers the number of participants, the sports curriculum of general and special physical training. Was studied exercise and physical fitness of the students.

KEY WORDS: sport animation, sports and entertainment executives, sports activities, tourist

centers

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677

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.

RACING AT THE UNIVERSITY “Prof. dr. ASEN ZLATAROV”-

BURGAS

Spaska G. Andonova

ABSTRACT: The study covers the sport activity at the University “Prof. Dr. Asen Zlatarov” - Burgas. Through various diagrams are presented: the number of participants, the number of competitions in sport, performance, training process. The results obtained are shown by different tables, figures, charts and graphs.

KEY WORDS: sport animation, sports and entertainment executives, sports activities, tourist

centers

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„ . . ” . „ . . ”-

682

–

,

PATIENTS’ BEHAVIOR DURING HOSPITALIZATION

Stanislava Pavlova, Veselin Valkov

ABSTRACT: Patients model their behavior during hospitalization under the influence of biological and social factors. Patients’ adjustment in the ward is bilateral – according to their ilness and to the hospital environment. Once admitted, a patient is no longer considered a voluntary recipient of medical services. Previously a mere subject of intervention, the patient at this time becomes a partner of the medical team. Thus, proper behavior of the patient can affect the success of the healing process.

KEYWORDS: atient, illness, behavior, hospitalization, hospital

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Registered Nurses of British Columbia, Copyright CRNBC. 14. Roper, K., Logan W., Tiemy A. (1996): The elements of nursing. A model of nursing

based on a model of living. – CHUREHILL livingstoneq. 15. Shattell, M. (2004): Nurse-patient interaction: A review of the literature. In: Journal

of Clinical Nursing, 13, p. 714-722. REFERENCES:

1. Achkova, . (1992): Prilozhna psihologiya v meditsinata i zdravnite grizhi (Applied Psychology in medicine and health care). Sofia.

2. Balkanska, P. (2009): Psihologichni podhodi v zdravniya menidzhmant (Psychological problems in health management). Sofia.

3. Grancharova, G., S. leksandrova, . Velkova. (2001): Medithinska etika (Medical ethics). Pleven.

4. Grancharova, G. (2005): Upravlenie na zdravnite grizhi, s modul zdravni proekti (Care Management. Module health projects). Pleven.

5. Gyurov, D. (2006): Pedagogichesko vzaimodeystvie (Pedagogical interaction). Sofia.

6. chilova, ., . ihaylova, S. utryanska. (2010): Na fokus – patsient-rientirana ditsina (Focus on – patient-oriented medicine) // Sestrinsko delo, 42,

1, pp 30-32. 7. uhina, S. ., I. I. rnovskaya. (2006): retichni osnovi na sestrinskite grizhi

(Theoretical basics of nursing). Pleven. 8. Popova, S. (2010): Sotsiyalna meditsina (Social Medicine). Varna. 9. Stambulova. I. (2010): Strahat na patsienta i meditsinskata sestra. (The fear of

patient and nurse) // Zdravni grizhi , 4, pp 5-7. 10. Authier, P. (2010): Enabling Effective Nurse Comunications.

www.avaya.com/healthcare 11. Barnum B. S. (1990): Nursing theory, Analysis, Application, Evaluation. NY: UAS. 12. Mok, E., Chiu, P. C. (2004): Nurse–patient relationships in palliative care. – In:

Journal of Advanced Nursing, 48(5), p. 475-483. 13. Nurse-Client Relationship, (practice support). (2006) Vancouver: College of

Registered Nurses of British Columbia, Copyright CRNBC.

687

14. Roper, K., Logan W., Tiemy A. (1996): The elements of nursing. A model of nursing based on a model of living. – CHUREHILL livingstoneq.

15. Shattell, M. (2004): Nurse-patient interaction: A review of the literature. In: Journal of Clinical Nursing, 13, p. 714-722.

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TEAMWORK IN REHABILITATION OF STUDENTS WITH HEARING

DISABILITIES

Stanka Iv. Angelova ABSTRACT: Teachers, speech therapists, families, doctors – all recognize the importance of

support and teamwork so that children with hearing impairments can acquire proper education, communication and socialization skills. Within resource support conditions, the requirements to the speech therapists become higher.

KEYWORDS: multidisciplinary team, children with hearing impairments, rehabilitation,

resource center, hearing progress

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1. Balkanska, N. (2009): Cochlear implants and youngsters. Sofia: Paradigma. 2. Saeva, S. (2009): Deafness in the family. Sofia: Aeropres.

692

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SIMPLE EDITING AUDIO INFORMATION

Stefan P. Ruskov ABSTRACT: The article reveals only one step of a comprehensive technology for the

realization of digital arrangement made by means of an audio project. I have also defined the operations related to installation and simple editing.

KEYWORDS: digital arrangement, audio information, simple editing

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1. Apasov, A. (2011): Razvitie muzikalnogo mishleniya studentov v procese raboti nad semplernoi kompozicii (Development of musical thinking of students in processing sampler compositions). Art Education, 2.

2. Ruskov, St. (2014): Semplerna tehnologiya I digitalen aranjiment (Sampler technology and digital arrangement). Veliko Tarnovo: Second International Scientific and Technical Conference "technique. Technologies. Education. Security.

3. http://www.cakewalk.com/

, . . - ruskov@gbg.bg

„ “

697

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ON EDITING AUDIO FREQUENCY

Stefan P. Ruskov ABSTRACT: The article argues and reveals important algorithmic steps in the creation of

digital arrangement made by means of an audio project. Read about operations and entities that apply to complex editing – frequency editing using the tools of Cakewalk Sonar.

KEYWORDS: digital arrangement, audio information, complex editing, frequency editing, Cakewalk Sonar

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2. Owsinski, B. (2009): The Mixing Engineer’s Handbook. Boston, USA 3. http://www.burinstrument.ru/?p=3318 4. http://www.cakewalk.com/ 5. http://www.recordingeq.com

REFERENCES

1. Vasilev, D. Zvukova obrabotka v savremennite sistemi za zvukozapis (Sound processing in modern recording systems). http://www.nbu.bg/PUBLIC/IMAGES/File/departments/music/2010/zvukova_obrabotka_dim_vasilev.pdf

2. Owsinski, B. (2009): The Mixing Engineer’s Handbook. Boston, USA 3. http://www.burinstrument.ru/?p=3318 4. http://www.cakewalk.com/ 5. http://www.recordingeq.com

, . . - ruskov@gbg.bg

„ “

704

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MORPHO-FUNCTIONAL CHANGES AS EVALUATION CRITERIA ENGINE TRAINING FIRST GRADERS

Stefan H. Bazelkov

ABSTRACT: This paper examines the dynamics of physical development and physical

activity of students in the first grade. A characteristic of functional training for first-graders is one academic year. Expert assessment provides an analysis of the work done to solve educational problems in physical education and sport.

KEYWORDS: physical development, a physical capability, functional preparation

morphological development, volume, intensity, physical education, sport

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. : . REFERENCES

1. Atseva, G. (1984): Optimizirane na fizicheskata deesposobnost na uchenichkite s nadnormeno teglo (Optimization of physical activity of overweight schoolgirls. Sofia: sp. Vuprosi na fizicheskata kultura.

2. Balabanski, L. (1990): Hranene i obmenni zabolyavaniya (Eating and metabolic diseases). Sofia.

3. Boeva, B. (2010.): Teoriya i metodika na fizicheskoto vazpitanie. (Theory and methods of physical education). Stara Zagora.

4. B chvarov, M. (2003): Sportologiya (Sportology). Sofia. 5. Dzhambazova, E. (2002): Kniga za uchitelya po fizichesko vazpitanie i sport za 1.

klas. (Teacher’s book of physical education and sport for the 1st grade) Sofia. 6. Margaritova, V. (2008): Statisticheska obrabotka na danni ot sporta s EXCELL

(Statistical processing of sports data in MS Excell). Plovdiv 7. Kirov, A. (1984): Fizicheskoto razvitie i fizicheska deesposobnost na uchenitsi s

nadnormeno teglo. (Physical development and physical abilities of overweight students). Sofia: sp. Vuprosi na fizicheskata kultura.

, . -

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709

A.

SOCIAL PARTNERSHIP IN EDUCATION

Tatyana A. Kostyukova

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REFERENCES

1. Weber, M. (1990): Basic sociological concepts/M. Weber. Chosen works. – Moskva, pp.625-630.

2. Denikayeva, O. V. (2005): Of a contradiction of formation of social partnership in modern education: regional aspect: Dis. ... edging. the sociological sciences: 22.00.06 Yekaterinburg,. - 161 pages.

3. Kostyukova, T.A., Simakova, T.P. (2014): Of feature of activity on activization of a subject position of a family in modern education//the Messenger of the Kyrgyz-Russian Slavic university, 1. - Volume 14. – p. 17-22.

714

4. Petrov, V. N. (1998): Social partnership in modern conditions, problems and permis-sion ways. Dis. ... edging. the economic sciences: 08.00.07 Moscow, – 175 pages.

5. Tedeev, E. K. (1998): Social partnership in modern Russia (Conditions and the eco-nomic mechanism). Dis. ... edging. the economic sciences: 08.00.01, - 137 pages.

6. Yakimets, V. N. (2004): Intersector social partnership. – Moscow – 387 p.

, . - . . kostykova@inbox.ru

715

. , .

HISTORY OF AEROMODELISM IN THE REGION OF SHUMEN

eodora Zh. Ignatova, Nikolay Y. Nikolov ABSTRACT: People had a dream to fly like birds since the beginning of mankind. It came

true only in the early 20th century. The magic of creating objects heavier than air is still considered interesting and has been satisfying the need of inventing new models of airplanes since the first one was build more than a century ago. Aeromodelling, acrobatic motor flying, paragliding, deltagliding, hang gliding, rocketmodelling and helicopters are types or air sports. In many countries and all continents aeromodelling is widely popular.

KEYWORDS: aeromodelling, sports, history

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REFERENCES

1. Nikolov, N. Istoriya na aviomodelizma v Balgariya (History of aeromodelism in the Bulgaria). Sofia.

2. Tsvetkov, Tsv. (2005): Upravlenie na sporta (Sport management ) 3. http://www.cmditg.com/index.php?option=com 4. http://bg.wikipedia.org/ 5. https://www.facebook.com/permalink.php?id=104885342966893

, . . -

tediignatova@abv.bg „ “,

nikitransit@hotmail.com

719

.

METHODICAL ASPECTS OF PREPARATION IN PHYSICAL EDUCATION AND SPORT FOR STUDENTS OF PRIMARY SCHOOL EDUCATION, PRESCHOOL AND PRIMARY SCHOOL EDUCATION

eodora Zh. Ignatova

ABSTRACT: This study aims to establish the level of qualification in methodological

training for students to conduct a lesson in physical education in elementary school. KEYWORDS: students, physical education and sports lesson

-10-576/04.04.2014 . „ “ „ . “

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REFERENCES

1. Davidov, D. (2009): Metodicheska podgotovka po gimnastika na studenti ot specialnost Pedagogika na obuchenie po fizichesko wazpitanie, (Methodological training in gymnastics for students of Pedagogy of physical education). Veliko Tarnovo: NK 25 years Faculty of Education, , p. 487

2. Naydenova, V. (2004): Profesionalniyat oblik na savremenniyat uchitel (A professional look of the modern teacher). Sofia.

3. Tsonkova, D. (2006): Profesionalna kompetentnost na sportniya pedagog, (Professional competence of the sports teacher). Modern aspects of sports education, Veliko Turnovo.

, . . -

tediignatova@abv.bg „ “

723

5 „ ” – 125 .

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LATINKA KINDERGARTEN. 125th ANNIVERSARY OF PRE-SCHOOL EDUCATION IN SHUMEN

Teodora L. Sotirova, Jana B. Zhecheva

ABSTRACT: Organized pre-school education in the city of Shumen marked its 125 years’

anniversary. Kindergarten 5 has always been one of the leaders in the social life of our city.. Here is a description of the most prominent events organized by our kindergarten.

KEYWORDS: innovation in pre-school education

-10-574/04.04.2014 . „ “ „ . “

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. // , 2. REFERENCES

1. Gyurov, D. (2007): 125 godini preduchilishtno obrazovanie v Bulgaria –pedagogicheski traditsii i savremenni inovatsii. (125 years pre-school education in Bulgaria and pedagogical traditions and modern innovations). // Preduchilishtno vazpitanie, br.6.

2. Kolev, Y. (1999): Istoria na preduchilishtnoto vazpitanie v Bulgaria (History of preschool education in Bulgaria). Sofia.

3. Slavova, R. (1982): Badeshteto zavisi ot minaloto i nastoyashteto. Skrizhalite na preduchilishtnoto vazpitanie. (The future depends on the past and present. Tables of pre-school education). // Pedagogika, knizhka 2.

tedisotirova@abv.bg

dlatinka@abv.bg

5 „ ”, .

728

. , .

PROMOTION AND DEVELOPMENT OF RUGBY AMONG YOUNG

PEOPLE IN VARNA

Teodora N. Simeonova, Ventsislav S. Kolev ABSTRACT: Sports for adolescent in our country are in a crisis as a result of the

unsuccessful transition to a market economy that lasted very long and negligence on behalf of the Government to promote sport at school. In result, there is growing number of overweight children and adolescents in Bulgaria. The purpose of this report is to present the challenges in rediscovering a sport in Varna that has been very popular in Europe and worldwide, namely rugby.

KEYWORDS: rugby, adolescents, promotion

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. REFERENCES

1. Zlatarski, N., I. Ivanov, A. Atanasova, B. Stoyanov.(2006): Sportat ragbi – dostapen v modulnoto obuchenie v progimnazialna stepen (Sport Rugby – available in modular training in junior high school). Varna: IV Natsionalna nauchnoprakticheska konferentsiya “FVSU”, pp 128 -132.

2. 2. Ivanov, I., N. Zlatarski. (2008): Magiata na rygby tehnika I taktika (The magic of rugby: techniques and tactics) Varna: izdatelska kyshta “Morski svyat”.

3. Marinkin, G., (2003): Ragbi za uchenitsi. Pravila, obuchenie. (Rugby for youngsters. Rules and training). Sofia: BOLID – INS.

, . . -

biala_roza2000@abv.bg ” . ”

“ ”

. vilitsata@abv.bg

” . ”

732

–

.

MODEL FOR DETERMINING THE INFLUENCE OF EVENT SPORT TOURISM ON LOYALTY TO DESTINATION – CHARACTERISTICS

AND MAIN CONSTRUCTS

Filip Kr. Shabanski

ABSTRACT: For some tourist destinations sporting events become a central element of their long-term strategies, while others use the potential of the sport event tourism as a tool for positioning or repositioning of the brand. The very desire for the organization of sports events by governments and local authorities in many countries shows that the latter assess the potential of the sport events sport to attract tourists and create loyal customers. The purpose of this paper is to present the nature and key constructs of a model for evaluating the impact of the sport events on tourists’ destination loyalty.

KEYWORDS: model, event sport tourism, constructs, destination

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, . . fshabanski@yahoo.com

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740

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THE LOYAL CONSUMER AND SPORTS TOURISM

Filip Kr. Shabanski

ABSTRACT: Loyal consumer is one of the main marketing concepts. A number of researchers and businesses believe that loyalty can be built on targeted efforts. According to other surveys, however, the idea of loyal consumers contradicts the very essence of travel where people strive for diversity. The purpose of this paper is to summarize the concept of loyal consumers in tourism and to propose a model for the measurement of loyalty to destination in sports tourism.

KEYWORDS: loyal consumer, sports tourism, destination, consumer behavior

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REFERENCES 1. uropean Travel Commission, Tourism trends in Europe,

Tourism_Trends_For_Europe_09-2006_ENG_PDF 2. Think Tank Enthusiastically Reaches Consensus on Frameworks for Tourism

Destination Success, Madrid, UNWTO, 2002.

, . . fshabanski@yahoo.com

„ . “

746

, „ ”

.

BALANCE BETWEEN MONITORING, SUPPORT AND FREEDOM IN

PEDAGOGICAL INTERACTIONS WITH "DIFFICULT YOUTHS"

Hristina Hr. Grigorova

ABSTRACT: The article examines ways of identifying adolescents with emotional and behavioral problems and possible strategies applied by educators to support the "difficult youths” in a fundamental phase of their personal development. Emphasis is placed on pedagogical interactions with adolescents with challenging behavior and some useful guidelines are provided on how to deal with critical situations.

KEYWORDS: Adolescents, "difficult youths”, challenging behavior, defiant behavior,

pedagogical interaction

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. : ? REFERENCES

1. Adelman, H. S., and L. Taylor. (2005): Classroom climate. In Encyclopedia of school psychology, ed. S. W. Lee, P. A. Lowe, and E. Robinson, 88–90. Thousand Oaks, CA: Sage,

2. Bernard, B. (1992): The foundations of resiliency paradigm. UCLA Center for Mental Health in Schools’ technical assistance sampler on protective factors/resiliency. Available at http://smhp.psych.ucla.edu.

3. Catalano, R., K. Haggerty, S. Oesterle, C. Fleming, and D. Hawkins. (2004): The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of SchoolHealth.

4. Emmer, E., and C. Evertson. (2009): Classroom management for middle and high school teachers, 8th ed. Upper Saddle River, NJ: Pearson.

5. Guetzloe, E. Depression and disability in children and adolescents, 2003. (Report No. ED482340 2003–08-00.)

6. Klem, A., and J. Connell. (2004): Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health.

7. Koplewicz, H. S. (2002): More than moody: Recognizing and treating adolescent depression. New York: G. P. Putnam’s Sons.

8. LaRusso,M.D., D. Romer, and R. L. Selman. (2008): Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence.

9. Margolis,H., and P. P. McCabe. (2004): Self-efficacy: A key to improving the motivation of struggling learners. The ClearingHouse.

10. O’Regan,F. (2006): Challenging behaviours pocketbook, Hampshire. 11. Sugai, G., R. Horner, and F. Gresham. Behaviorally effective school environments.

In Interventions for academic and behavior problems, ed. M. R. Shinn, H. M. Walker, and G. Stoner, 315–50.

12. Bethesda, MD: National Association of School Psychologists, 2002. 13. UCLACenter forMental Health in Schools. Enhancing school staff understanding of

mental health and psychosocial concerns, 2009. Available at http://smhp.psych.ucla.edu.

,

tinagrigorova@gmail.com

„ ”

754

. , .

INNOVATIVE VOCATIONAL TRAINING CONCEPT FOR PUBLIC

SECTOR EMPLOYEES

Tsvetelina Petrova, Irena Rashkova ABSTRACT: The paper presents an innovative vocational training concept designed for

employees entering the labor market at the age of 30- and employees with extensive professional experience at the age of 45+ in the public sector. A special focus is laid on the structure, aims, methods, work load and topics of the blocks: ICT, Business English, Communication and Intergenerational Cooperation and Simulation Game.

KEYWORDS: vocational training concept for public sector, key competences,

intergenerational cooperation

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Фиг. 1. Индивидуални обучителни пътеки

Обучението по Компютърни умения представя по достъпен начин един

популярен приложен пакет. Спецификата на работа в публичните институции води до това, че по-голяма част от служителите не познават общите правила на функциониране на приложните пакети, които използват всеки ден, тъй като, за да изпълнят задълженията си, те използват само някои приложения, разработени от ИТ специалистите. Този подход ограничава познанията за индивидуалните програми и често служителите не знаят възможностите за автоматизиране на различните дейности. Добър пример са електронните таблици – те се използват като калкулатор, а не за анализиране на данни, представяне в графичен формат или извършване на симулации.

Въз основа на идентифицираните обучителни нужди и липсващи умения беше взето решение обучението на индивидуалните групи да стане в рамките на 20 учебни единици, всяка по 45 минути, и да включва следните програми/инструменти:

1. Възрастова група 30-: ниво: напреднало Програми/инструменти:

• Excel • Power Point • Microsoft Word.

2. Възрастова 45+: ниво: средно Програми/инструменти:

• Интернет (уеб браузъри) • Microsoft Word • Excel.

Обучението може да се проведе под формата на интензивен курс или уъркшопове в зависимост от преподавателя и нуждите на обучаемите.

ИНДИВИДУАЛНА ПЪТЕКА

ИНДИВИДУАЛНА ПЪТЕКАИНДИВИДУАЛНА ПЪТЕКАЗАЕДНО В СИМУЛАЦИОННАТА

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REFERENCES 1. Official Journal of the European Union 8th March 2012, Retrieved from http://eur-

lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:070:0009:0018:PL:PDF on 30th March 2013

, . .

petrova.tsvetelina@yahoo.com – ,

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760

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SOCIAL PEDAGOGICAL PROBLEMS IN INTEGRATED

TRAINING

Chavdar G. Sotirov, Snezhana H. Nikolova

ABSTRACT: Since the beginning of integrated education in Bulgaria Ten years have passed, yet there are unresolved issues. Our study focuses on the current challenges in the integration process of children with special educational needs. In sum, there are new responsibilitiesfor teachers in school as mediators and moderators.

KEYWORDS: integrated education, special educational needs, key competences,

mediator, moderator, education system

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konvencii/konvencia-pravata-deteto/ 4. http://www.diuu.bg/normativni_dokumenti/strategii/plan_spec_potrebnosti.pdf 5. http://sacp.government.bg/normativna-uredba/mejdunarodni-

konvencii/evropeiska-socialna-harta/ REFERENCES

1. Lyutskanova, E. (2005): Nyakolko dumi za integriranoto obuchenie (A few words about integrated education). Tempo, Sofia. 2005, . 227.

2. Shosheva, V., i kol. (2013): Pomagalo za uchiteli. Obuchenie na pedagogicheski spetsialisti ot detski gradini i uchilishta za rabota s detsa i uchenitsi sas spetsialni obrazovatelni potrebnosti (Handbook for teachers. Training of pedagogical specialists from kindergartens and schools to work with children with special educational needs.). Sofia.

766

3. http://sacp.government.bg/normativna-uredba/mejdunarodni-konvencii/konvencia-pravata-deteto/

4. http://www.diuu.bg/normativni_dokumenti/strategii/plan_spec_potrebnosti.pdf 5. http://sacp.government.bg/normativna-uredba/mejdunarodni-

konvencii/evropeiska-socialna-harta/

, . . - sotir1965@abv.bg

, . -

„ “

767

.

ESSENCE AND STAGES OF DEVELOPMENT OF THE CIVIL

SOCIETY

Chavdar Milkov

ABSTRACT: The term 'civil society' reflects on a certain developmental stage of the society as a whole. What characterises 'civil society' is the presence of a new level of relationships between the personalities that make it. During the process of development and evolution people have managed to organise themselves by establishing countries simultaneously with developing a bourgeois society, which is considered by many as an initial form of civil society

KEYWORDS: civil society, stages, social structure, development, citizen

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REFERENCES

1. Prodanov, V. (2003): Grazhdanskoto obshtestvo I globalniyat kapitalzam (Civil Society and Global Capitalism). Sofia.

2. Seligman, . (1995): Ideyata za grazhdansko obshtestvo (The Concept of Civil Society). Sofia.

3. Stoyanov, Zh. (2012): Globalizatsiya I grazhdansko obshtestvo (Golobalisation and Civil Society). Sofia.

4. Dicken, P. (2004): Global Shift. New York-London. 5. Drucker, P. Post-Capitalist Society, New York, 2005. 6. Etzioni, A. (2003): The Spirit of Community Rights, Responsibilities and The

Communitarian Agenda. New York. 7. Giddens, A. (2006): Beyond Left and Right, The Future of Radical Politics.

Cambridge. 8. Giddens, A. (2004): The Third Way and the Critics. Cambridge. 9. Inglehart, R. (1998): Culture Shift in Advanced Industrial Society. New York. 10. Kean, J. (2003): Civil Society: Old Images. Cambridge. 11. Kean, J. (Eds.) (1988): Civil Society and the State. London. 12. Rifkin, P. (1999): The End of Work, The Decline of the Global Labour Force

and the Dawn of the Post-Market Era. New York. 13. Saunders, F. (1999): The Cultural Cold War: The CIA and the World of Arts

and Letters. New York. 14. Shaw, M. (1998): Global Society and International Relations. Cambridge.

775

.

FUNCTION OF THE CIVIL SOSIETY

Chavdar L. Milkov ABSTRACT: The civil society has three main functions - structural, qualitative and

functional. The qualitative one is linked to the support and protection offered to the citizens by finding a way to supply information and use that information properly and lawfully

KEYWORDS: civil society, functions, structure of the society

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. REFERENCES

1. Prodanov, V. (2003): Grazhdanskoto obshtestvo I globalniyat kapitalzam (Civil Society and Global Capitalism). Sofia.

2. Seligman, . (1995): Ideyata za grazhdansko obshtestvo (The Concept of Civil Society). Sofia.

3. Stoyanov, Zh. (2012): Globalizatsiya I grazhdansko obshtestvo (Golobalisation and Civil Society). Sofia.

4. Dicken, P. (2004): Global Shift. New York-London. 5. Drucker, P. Post-Capitalist Society, New York, 2005. 6. Etzioni, A. (2003): The Spirit of Community Rights, Responsibilities and The

Communitarian Agenda. New York. 7. Giddens, A. (2006): Beyond Left and Right, The Future of Radical Politics.

Cambridge. 8. Giddens, A. (2004): The Third Way and the Critics. Cambridge. 9. Inglehart, R. (1998): Culture Shift in Advanced Industrial Society. New York. 10. Kean, J. (2003): Civil Society: Old Images. Cambridge. 11. Kean, J. (Eds.) (1988): Civil Society and the State. London. 12. Rifkin, P. (1999): The End of Work, The Decline of the Global Labour Force

and the Dawn of the Post-Market Era. New York. 13. Saunders, F. (1999): The Cultural Cold War: The CIA and the World of Arts

and Letters. New York. 14. Shaw, M. (1998): Global Society and International Relations. Cambridge.

784

-

.

CONDUCTING COMPETENCIES FOR MASTERMINDING MUSICAL AND CREATIVE SPACE

Yuliyana G. Panova

ABSTRACT: Space for music education is defined as a conversion means, the music

pedagogic reality in which it operates, the communication between the teacher, student and musical work whose nature is dialogue, openness, variability of boundary and volume. Musical creativity, artistic communication between teacher and students and organized their musical and technical object environment are the components of the space for music education.

KEYWORDS: pedagogical space, art space, conducting competency, competence,

conducting gesture

-10-584/04.04.2014 . „ “ „ . “

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REFERENCES

1. Lyudmila V. Serdyukova (2002): Formirovanie cennostnogo otnoshenia k musikalynomu proizvedeniju u budushtih uchiteley muziku. Voronezh.

2. Galina B. Dvoinina (2004): Formirovanie gotovnosti uchitelya muziki k oeganitsacii prostranstva hudozhestvennago vospitaniya uchashihsya. Volgograd.

3. Margarita V. Krevsun (2003): Modernizatsiya dirizhorsko-horovoy podgotovki uchitelya muziki v sisteme profesionalynago obrazovaniya, Taganrog: Izd-vo TGPI.

788

4. Anatoliy S. Petelin, Elene A. Petelina (2004): Lodely profesionlyno lichnistnogo stanovleniya uchiyelya muziki. Voronezh: Federalynoe agendtvo po obrazovaniyu, UDK 378, BBK 74.58, P29

5. Larry Gross (1995): Art and Artists on the Margins. 6. Harold Faberman (1973): Conducting a Choir. New York: Oxford United Press. 7. Anu Konttinen (1973–1993): Conducting gestures. Institutional and Educational

Construction of Conductorship in Finland, Academic Dissertation.

juliana_panova1960@abv.bg

“ . ”

789

.

ON THE ACADEMIES AND ACADEMISM

Yakim N. Deykov

ABSTRACT: This article contains brief historical notes, an analysis of the special features and some extremes typical for the academic teaching of (fine) arts.

KEYWORDS: academy, conservative, composition, tradition, innovation, irrelevance,

creative work.

- : , , 1583 .; „ . ”, ,1593 .;

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. 6. , . (2010): , . .

REFERENCES

1. Bammes Gottfried. (2000): Choveshka anatomiya (Drawing the Human Body). Sofia.

2. Gombrich E. (1988): Izkustvo i ilyuziya (Art and Illusion). Sofia. 3. Mircea Eliade. (2001): Mit i realnost. Mitove na elita (Myth and Reality). Sofia. 4. Clark Kenneth. (1980): Tsivilizatsiyata (Civilisation). Sofia. 5. Campbell Joseph. (2007): Tvorcheska mitologiya. Demokratsiyata i terorat

(Creative Mythology). Sofia. 6. Papazov B. (2010): (Fine art. Methodological formulations). Shumen.

, . .

ydeykov_far@uacg.bg ,

795

-

.

ON VOCATIONAL TRAINING OF FUTURE MUSIC TEACHERS AND THEIR ATTITUDE TOWARDS MUSIC PEDAGOGICAL ACTIVITY

Yanna P. Ruskova

ABSTRACT: The paper reflects on a survey of attitudes of students – future music teachers to

music teaching business. Cited here is a new methodology to identify the attitudes and professional orientation by revealing the qualities of future music educators. I have presented and analyzed the results, conclusions and directions for improvement of the work of professional music teachers.

KEYWORDS: musical-pedagogical activity, criteria and indicators for establishing a

relationship, qualitative characteristics, future music teachers

-10-584/04.04.2014 . „ “ „ . “

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REFERENCES

1. Aleksandrova, A. (2009): Testirane w obrazovanieto (Tests in Education). Plovdiv 2. Kuzmina, N., Rean A. (1993): Profesionalizm pedagogicheskoi deyatelnosti

(Professionalism of teaching activities). SP. 3. Petrovskii, A., M. Yaroshevskii (1990): Psihologia: Rechnik (Psychology:

dictionary). oskva. 4. Petrushin, V. (2008): Muzikalnaya psichologiya. (Music Psychology) M.:

Akademicheskii proekt; Triksta. 5. Pupisheva, E. (2005): Professionalnaya kompetentnost budushtego uchitelya.

Vtoraya mejdunarodnaya konferenciya. (Professional competence of future teachers

803

as a general condition of professionally significant personal qualities. Innovative trends in higher and secondary education: Proceedings of the Second International extramural scientific-practical conference). Saratov.

6. Ruskov, S. (2013): Ocenyavaneto na MIDI-proekt na studentite ot specialnost Pedagogika na obuchenieto po muzika (Evaluation of MIDI-project students of "Pedagogy of music"). Dissertation

7. Ruskova, Y. (2013): Profesionalno samoopredelenie na studentite – budeshti uchiteli po muzika (Professional self-determination of students - future music teachers). Dissertation

8. Sizova, E. (2007): Professionalnaya kompetentnost specialista-muzikanta (Professional competence of a specialist musician: structure, content, metodyrazvitiya). Higher education, 11.

9. Yakovlev, V. (2009): Formirovanie muzikalno-ispolnitelskoi kompetentnosti budushtego uchitelya muziki (Formation of musical competence ispolnitelskoy future teacher of music in the conditions of the level of training at the university). Scientists note. Electronic scientific journal Kursk State University.

, . . -

yannaruskova@gmail.com „ “

804

–

.

SELF-ASSESSMENT OF PERSONALITY TRAITS FOR FUTURE

MUSIC EDUCATORS

Yanna P. Ruskova

ABSTRACT: The article reveals the essence of self-assessment for the development of professionals in the preparation stage of vocational education. To justify our findings, a self-assessment list of personal traits is provided for future music educators - results, analysis, conclusions, guidelines which determine their success at this stage of career development.

KEYWORDS: personal significant characteristics, self-assessment, future music teachers

-10-584/04.04.2014 . „ “ „ . “

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REFERENCES 1. Alekseev, N., O. Guselnikova, Molokova V. (2000): Metodika izucheniya

professionalnyh orientaciy (Methodology for studying professional orientation). Tyumen: TGKPPT.

2. Desev, L. (2006): Pedagogicheska psihologiya (Educational Psychology). Sofia. 3. Craig, G., D. Baucum (2001): Psihologiya razvitiya (Human Development). SP,

Piter. 4. Korduell, M. (2002): Psihologiya ot A do Ya. Slovary spravochnik (Psychology: AZ:

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, . . - yannaruskova@gmail.com

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