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TRAINING PROGRAM TO IMPROVE TEACHER’S EMOTIONAL INTELLIGENCE .................................................................................................... 25

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-USE OF SENSORY ROOM IN WORKING WITH CHILDREN WITH HEARING IMPAIRMENT .......................................................................... 32

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-SIGN COMMUNICATION AND COCHLEAR IMPLANTATION ....................... 38

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EDUCATION METHODS IN FINE ARTS IN 19th CENTURY WESTERN EUROPE ............................................................................................ 44

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UNIVERSITY ART GALLERY – A ZONE FOR SHARING AND EXCHANGE OF ARTISTIC PRACTICES IN THE FINE ART TEACHING PROCESS: PRESENT AND PERSPECTIVES ....................................................... 49

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Violeta Iv. Kyurkchiyska EDUCATIONAL VALUE OF THE SOFTWARE PRODUCTS FOR THE AIMS OF THE EDUCATION IN BULGARIAN LANGUAGE AND LITERATURE .............................................................................................. 77

...................................................................................... 84 Violeta K. Atanasova STIMULATION AND PUNISHMENT IN BULGARIAN MIDDLE AGES AND RENAISSANCE RELIGIOUS SCHOOLS .................................................... 84

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....................................... 89 Vladimir V. Lechev A SOCIALIZATION THROUGH PLAYING MUSIC IN PRIMARY SCHOOL ....................................................................................... 89

............. 95 Vladimira S. Angelova OPTIONS FOR LOGICAL REASONING IN PRIMARY EDUCATION IN MATHEMATICS ................................................................................................... 95

.............................................. 101 Gabriela N. Kirova WORD PROBLEMS IN THE CONTEMPORARY MATH TEXTBOOKS IN SOME COUNTRIES AROUND THE WORLD .............................................. 101

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............................................................... 110 Darina G. Vasileva TOWARD THE PROBLEM OF STRUCTURAL-SEMANTIC CHARACTERISTICS OF THE SYMBOL ........................................................... 110

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Elena K. Kovacheva, Dorieta Z. Chakarova TEACHING PORTFOLIOS. ONLINE VERSIONS .............................................. 175

......................................................................................................... 181 Zhaneta D. Katsarova ACTIVATION OF THE MUSICAL MEMORY AT THE PIANO EDUCATION ............................................................................ 181

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Jivka E. Voenkinova FOSTER CARE .................................................................................................... 186

............................................ 192 Jivka E. Voenkinova, Nikolina Y. Sabeva PREPARATION OF SOCIAL MANAGERS ........................................................ 192

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...................................................... 198 Zhivko D. Zhekov ABOUT THE DISORDERS OF ARTICULATION AND THE PATHOLOGY OF TEETH AND JAW ................................................................ 198

...................................................................................................... 204 Zeynur M.Mustafa, Ekaterina L. Lyuzkanova, Chavdar G. Sotirov TRENDS AND STANDARDS OF CARE FOR THE ELDERLY IN BULGARIA ................................................................................................... 204

................................. 208 Zora G. Yanakieva ORGANIZATION OF WORKSHOPS TEACHING METHODOLOGY CLASSES IN FINE ART ....................................................... 208

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Kalina Iv. Aleksieva MULTISENSORY TEACHING FOR CHILDREN WITH LEARNING DISABILIIES ....................................................................................................... 281

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Keranka G. Velcheva GRAPHIC ARTS – BASIC ELEMENT MODEL OF THE SYMBOLIC-ANALYTICAL CULTURE OF STUDENTS .................... 287

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.............................................................. 294 Keranka G. Velcheva PLACE AND IMPORTANCE OF SYMBOLIC-ANALYTICAL CULTURE SYSTEM IN EDUCATION ............................................................... 294

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Liliya Tsv. Lozanova PEDAGOGICAL ASPECTS OF THE ATTITUDE OF THE STUDENTS IN UPPER SCHOOL AGE TO TELEVISION ...................................................... 299

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SOCIAL ADMINISTRATION’S INTERDISCIPLINARY FOUNDATIONS ....... 304

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ADMINISTRATIVE DEFORMATIONS AND OVERCOMING CORRUPTION PHENOMENA ............................................................................ 312

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Nikolay S. Nikolov SOCIOLOGY OF PERSONALITY IN PRACTICE: CASEWORK ...................... 430

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USING A SYSTEM OF MONITORING COGNITIVE ACTIVITY OF PRESCHOOLERS .. .............................................................................................. 435

............... 442 Penka P. Kozhuharova RISK FACTORS FOR DRUG USE BY THE STUDENTS IN THE SECONDARY EDUCHATION .............................................................. 442

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METHODOLOGY FOR RELIEVE PAIN AND MUSCLE GUARD TREATED AFTER SURGICAL FRACTURE ELBOW ......................................................... 451

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Plamen K. Ivanov SOCIAL WORK WITH UNEMPLOYED ............................................................ 456

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Plamen K. Ivanov FOSTER CARE AND ADOPTION: TWO ALTERNATIVES IN THE DEINSTITUTIONARECOMMENDATIONS ...................................................................................... 462

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Plamen St. Petkov MECHANISMS OF DEVELOPMENTAL DYSPHASIA .................................... 470

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Radoslava Deleva RECOVERY PROCEDURE FOR MUSCULAR IMBALANCES AND OVERALL ENGINE SYNERGISM IN SHOULDER GIRDLE AFTER FRACTURES OF THE PROXIMAL HUMERUS ............................................... 477

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Temenuzhka M. Koycheva

RELATIONSHIP BETWEEN PSYCHOMOTORACTIVITY AND PHYSICAL FITNESS OF HIGH SCHOOL STUDENTS ..................................... 482

) ............................ 489 Rositsa Ts. Tsoneva JUVENILE CRIME AND SOCIAL BACKGROUNG VICTIMISATION

EMS) ...................................................................... 489

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Rostislava G. Todorova FINE ARTS TRAINING AND PERSPECTIVE TEACHING IN THE EUROPEAN ARTISTIC AND EDUCATIONAL PRACTICE: HISTORICAL DATA .............. 495

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Rostislava G. Todorova, Gergana K. Petrova FINE ARTS TRAINING AND TEACHING OF PERSPECTIVE IN BULGARIAN SCHOOLS DURING THE PERIOD OF BULGARIAN NATIONAL REVIVAL ....................................................................................... 502

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SOCIAL WORKER’S ORGANIZATIONAL CULTURE ..................................... 507

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SOCIAL WORKER’S CAREER DEVELOPMENT ............................................. 515

- .................. 524 Svetla H HARNESSING THE STAGES OF THE PROCESS OF EDUCATION IN INITIAL

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Svetlozar P. Vatsov THE IMPERATIVE OF INCLUSIVE EDUCATION ........................................... 531

......................................................................................................... 537 Svetlozar P. Vatsov USING THE EDUCATIONAL OPPURTUNITIES OF THE INTERNET ............ 537

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PERSONAL DEVELOPMENT ............................................................................ 543

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Stefan P. Ruskov THEORETICAL BACKGROUND OF THE PROBLEM FOR IMPLEMENTATION OF DIGITAL ARRANGEMENTS ............................ 576

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Stefan P. Ruskov FOR THE DIGITAL COMPETENCE OF MUSIC TEACHER ............................. 582

................... 588 Stefan Hr. Bazelkov A SURVEY ON THE VIEWS AND ATTITUDES OF STUDENTS IN BASIC ALPINE SKIING TRAINING .................................................................. 588

................................................................................................... 593 Stefka P. Mindova PROBATION HARDWARE MUSCLE TESTING IN PRACTICE ...................... 593

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............................................................. 599 Stoyko V. Ivanov PERSONAL-PROFESSIONAL QUALITIES AND SKILLS OF THE GUIDANCE COUNSELOR ................................................................... 599

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SOCIAL ECOLOGY AND HEAVY METALS –METHODS FOR ANALYSIS IN SOILS AND PLANTS ..................... 603

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Tatyana A. Kostyukova CURRENT EDUCATION STRATEGIES AND THE PROBLEM OF MORAL EDUCATION .................................................................................. 609 Tatiana D. Dubovitskaya VERBAL INTELLIGENCE IN THE STRUCTURE OF COMPETENCE OF PSYCHOLOGISTS ....................................................................................... 618

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Zeynur M. Mustafa KINDERGARTEN – A PREREQUISITE FOR A SMOOTH TRANSITION TO PRIMARY SCHOOL ..................................................................................... 622

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SURVEY FOR STUDENTS FROM 9th GRADE ON TRAINING IN HANDBALL ........................................................................................................ 626

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Teresa Giza PEDAGOGY OF TALENTS: SOCIAL ASPECTS ............................................... 632

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PREVENTION OF PREMATURE AGING BY MEANS OF MUSICAL RHYTHMIC GYMNASTICS ............................................................................... 637

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ABSTRACT: In Bulgaria, emotional intelligence is still a relatively new and unknown concept. Derived as a subject of an independent study from the theory of the four types of intelligence (mental, emotional, social and physical), emotional intelligence provides a solution to many problems of modern society associated with fast living, growing levels of stress, introduction of new communication means, and many other factors placing us in new situations every day. The training on emotional intelligence provides knowledge and develops skills and competencies improving personal effectiveness. It is appropriate and helpful for people from different circles and professional spheres; however, it is especially appropriate for specialists (including teachers) who need to improve their self-control over their emotions.

KEYWORDS: Emotions, emotional intelligence, emotional competence, self-knowledge, self-

control, motivation, empathy, social skills, emotional education.

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REFERENCES:

EQ Emotsionalna inteligentnost za vseki EQ EmotionalIntelligence for everyone

Nova teoriya za inteligentnostta–

Emotsionalnata inteligentnost

Emotsionalnata inteligentnost Iztok-

Trenirane na uspeshni roditeli

Osnovi na profesionalno-pedagogicheskoto obshtuvane

7 stapki kam emotsionalnata inteligentnost

Izkustvoto da rakovodish sebe si. Ovladey emotsionalnata si inteligentnost

R Gruppovaya psihoterapiya

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10. Uud, R., H. Toli. (2007): Profesionalni testove za emotsionalna inteligentnost (Professional tests of emotional intelligence). Sofia: Lokus Pablishing.

11. Fopely, K. (1999): Psihologicheskie grupy – rabochie materialy dlya vedushtego (Psychological groups. Working Paper for the lead). Moskow.

12. Tsvetanska, S. (2001): Razvitie na umeniya za rabota v ekip chrez treningovi tehniki – edin primer ot praktikata (Development of skills for teamwork through a training techniques – a case study). Sofia: Perspektivi pred sotsialnata rabota.

13. Shapiro, L. (1999): Kak da vazpitavame dete s visok emotsionalen koefitsient (How to educate a child with a high emotional quotient). IK “Zhar-Zhanet Argirova”.

14. www.inteligencia-emocional.org

e-mail: alex_vel@abv.bg

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ABSTRACT: Deaf children grow up in an environment of sensory deprivation. That reflects on their overall cognitive, mental and motor development: they slow down. The opportunities offered by the sensory room can greatly affect child's skills. The article presents the specifics of the use of sensory rooms for children with hearing impairment. The guidelines of the work are the theoretically exposed. Ideas for games are provided.

KEYWORDS: Hearing impairment, special education, sensory room

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ABSTRACT: Cochlear implantation in Bulgaria is almost an equivalent of oral communication. However, there are many situations in which the visual modality remains necessary for patients with CI. The article presents the relationship between cochlear implantation and sign communication. The principles of their compatibility are based on various studies.

KEYWORDS: Cochlear implantation, sign language, speech therapy

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REFERENCES Kochlearni impantace u deti s vicecetnym postizenim

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2. Archbold, S., M. Tait (1994): Rehabilitation & A practical Approach. In McCormick, et.all. CI for Young Deaf Children. London: Whurr.

3. Balkanska, N. (2009): Kohlearnata implantatsiya v detska vazrast (Cochlear Implants at young age). Sofia.

4. Balkanska, N., A. Trosheva (2010): Kohlearnata implantatsiya – informiranost i ochakvaniya na roditelite (Cochlear implant – awareness and expectations of parents). Sofia: Nacionalna nauchno-prakticheska konferentsiya za rehabilitatsiya na detsa s uvreden sluh "Ti chuvash".

5. Balkanska, N., A. Trosheva (2011): Otnoshenie na roditeli i specialisti kam manualnite sredstva za komunikatsiya i terapiya pri detsa s uvreden sluh i chuvashti detsa (Parents and professionals’ attitude to manual communication with deaf children and hearing children). Sofia: Sbornik dokladi ot konferentsiya "Ranno detsko razvitie" na OTTs Pempelina.

6. Children’s Hospital Boston (2003, 2010): Children with Cochlear Implants who Sign: Guidelines for Transitioning to Oral Education or a Mainstream Setting.

7. Gruvur, D. (2011): Naukata za rannoto detsko razvitie: ot znanieto do deystvieto (The Sciense of early childhood – from knowledge to action). Unicef, Sofia: Natsionalna konferentsiya za ranno detsko razvitie i zdrave.

8. Harrisson, J. (2002): CI and Sign Language. GU Laureat Clerc National Center, Proceedings.

9. Leigh, I., J. Christiansen (2002): Psychosocial Aspects of Cochlear Implantation. National conference Cochlear Implants and Sign Language, Washington, April.

10. Nussbaum, D. (2008): Your Child Has a Cochlear Implant: Why Include Sign Language. The Endeavor, spring.

11. O’Neill, C. (2001): . Proceedings of a Conference on Health Technology Assessment, Queens Medical Centre, Nottingham, UK.

12. Potmesil, M. (2004): . PdF -

104. 13. Potmesil, M. (2004): . E

-94 14. Robbins, A. (2002): How Does Total Communication Affect Cochlear Implant

Performance in Children. 4th ACFOS International Conference The Impact of Scientific on the Education of Deaf Children, November, Paris, France.

15. Spencer, P. (2009): Research to Practice. National conference Cochlear Implants and Sign Language. Washington.

16. Trosheva, A. (2008): Zakonomernosti v ovladiavaneto na zhestovia ezik ot detsata s uvreden sluh (Regularity in the acquisition of sign language from the deaf children),

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trosheva@mail.bg

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ABSTRACT: In the 19 century in Western Europe education was carried out using two

methods – “copying” and “natural”. The two basic characteristics of the two methods are discussed, opinions and views of pedagogues and painters are given about the effects of their use.

KEYWORDS: method, education, painting, pedagogues.

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ABSTRACT: The University Art Gallery project is a fact. In 2013 the ground floor space of the Pedagogical Faculty has been transformed into an art area for visual arts. The Department of Fine Arts proposed the establishment of the gallery space as a necessary place for showing the results of the teaching process of its students. Realization of the Visual Arts Gallery at the University aims to foster student’s artistic practices through group and solo exhibitions. The main function of the Gallery is to be a platform for artistic presentations and a place that generates ideas and motivates students' creativity.

KEYWORDS: art, gallery, student, creativity, platform

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ABSTRACT: One of the unexplored applied aspects of piano works for children by K. Miletkov is a reception in the program content of the Music educational field in kindergarten and at school. This paper sets a specific purpose: a study of its presence as part of the repertoire of Music educational field in the course. It outlines the role and place of piano pieces from the collection "Music Box", the authors include E. Andreeva and A. Boshnakova’s books for children for different age groups.

KEYWORDS: Krasimir Miletkov, Music education pedagogy, School music education

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REFERENCES: 1. k zh

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ABSTRACT: The report highlights the problem of the practical application of the original piano accompaniment tracks of the collection "Carousel" (Songs for Children, 1998) Krasimir Miletkov. Highlight the specific approach of composer to the accompaniment and load it with artistic features. Highlighting the opportunities and advantages for the use of copyright piano accompaniment in the training of students - future teachers of music.

KEYWORDS: Krasimir Miletkov, Piano accompaniment, Pedagogy of music.

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REFERENCES:

1. Andreeva, C. (2010): Metodika na muzikalno-izpalnitelskoto obuchenie. Obshta chast (Methods of teaching music and performing. Basics). Plovdiv: , Vesela, pp.41-42.

2. Arabov, P., S. Karagenov. (2009): Tehnologiya na klavirniya suprovod (Teaching piano accompaniment). Plovdiv: AMTI, pp.7-8.

3. Atanasova-Vuk Muzikalnoto vazpitanie v detskata gradina (Musical education in kindergartens). Blagoevgrad: YUZU „Neofit Rilski”, p.86.

4. Buleva, M. (1996): Instrumentalnite saprovodi v balgarskite detski i uchilishtni pesni (Cappella in Bulgarian children and school songs). Veliko Turnovo: UI „Sv. Sv. Kiril i Metodiy”, pp.8, 40.

: Vartelezhka – Pesni za deca (Carousel – Songs for children). Sofia: Anubis, p.72.

6. Miletkov, K. (1994): Detski i uchilishtni pesni – avtorski pesni i klavirni saprovodi kam narodni pesni za nachalen i sreden kurs. (Children and school songs – songs and piano accompaniment to folk songs for primary and secondary). Sofia: CIIU, p. 3.

7. Mincheva, P. (1998): Muzikalnoto vazpitanie v obshtoobrazovatelnoto uchilishte (Musical education in mainstream schools). Sofia: Prosveta, p. 91.

8. Stoyanova, G., S. Krasteva, D. Kusheva. (1994): . (Music th grade. Teacher's Book). Sofia: -8.

,

v_djambazova@mail.bg

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ABSTRACT: Interactive learning environment is one through which the culture of communication at the "learner-learner" and "learner-learner" increases. In connection with the modernization of education, the gradual introduction of the new standards in teacher education technology training can choose a program suitable for professional skills, personal characteristics, psychological and educational abilities of the class. To create an interactive learning environment in technology education in each of the subjects included in the curriculum we should apply interactive forms and methods of training.

KEYWORDS Interactive learning environment, the modernization of education,

technological education

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2003 Modernizatsiyata na obrazovanieto I predizvikatelstvata pred uchitelsksts ptofesiya

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2004 Obuchenieto po tehnika i tehnologii ot 6 do 16… teoriya i metodika

Interaktivnostta v uchebniya protses

Novye informatsionnye tehnologii v sisteme obrazovaniya Pod red. na E. S. Polat 2000

2000 Efektivnost na ekipnata organizatsiya na uchebnata deynost

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ABSTRACT: Cognitive efficiency in teaching Home Technologies and Economy for the 5th

grade by application of interactive methods in the curriculum is examined using several methods. The most appropriate method for diagnosing cognitive performance of pupils is the testing method. For the purposes of this study we developed and approved tests whose criteria and indicators are presented in this report.

KEYWORDS: criteria and indicators for reporting results, Cognitive efficiency, teaching

Home Technologies and Economy, 5thclass

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Otsehyavaneto v uchilishte v

Teoriya I metodika na didakticheskite testove

Produktivni strategii na obuchenie po tehnika I tehnologii v nachalnite klasove na SOU

– Handbook on Formative and Summative

Evaluation of Student Learning ew Y -

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ABSTRACT: The effective use of modern IT and network technologies for upgrading the quality of the education is connected with building a brand new place for studying. The main thing about it are the software products. They must have an educational value so that they can cater for the needs of the educational process, to be related to the school content. During their development it is necessary for some requirements to be observed as their author present them in this paperwork.

KEY WORDS: information technologies, educational software product, Bulgarian

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4. Kearsley, Greg. (1997): Learning with software: pedagogies and practice, Kemmis. http://keele.ac.uk/depts/cs/Stephen_Bostock/docs/atcbttyp.htm

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ABSTRACT: The research presents the educational practice in Middle Ages religious

schools, organized by the Church. The issue emphasizes on discipline and punishment as a main method of upbringing. The different types of punishments are presented and the means for their application.

KEYWORDS: religious school, discipline, punishment

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REFERENCES:

Uchilishte i uchilishtni deytsi v Sevlievo. Ot 1818 do 1918 godSevlievo School and Sevlievo School functionaries . – -

: 100 godini – Istoriya na Trevnenskoto uchilishte TryavnaSchool History

: Telesnite nakazaniya v nashite uchilishta – -

Uchilishtnoto nakazanie ili za vlastite na/v institutsiyata Schoolor on Authorities –

- Hristomatiya po istoriya na obrazovanieto i pedagogicheskata misal v Balgariya

. - , e-mail: atanasova_vk@abv.bg

89

-

ABSTRACT: Playing music helps individuals socialize better. It shows the value of music as well as it helps the person to integrate himself in his own way. While listening to different musical compositions you get interested and inspired. Education gives an opportunity to form a moral, creative and self-existing personality, which is capable of being completely fulfilled. The harmonic and its place in the educational process in Bulgaria is still unknown.

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

mundharmonica, play, respiration

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Muzikalno vazpitanie v detskata gradina

Enciklopedichen rechnik po sociologiya

(2000): psihologiya. Nauka na badeshteto

Enciklopedichen rechnik po psihologia (Enc

Muzikalna psihologia Encyclopedia of the Harmonica Profession: Enseignant de langue

Histori de la musique.

e-mail: vvlbg@abv.bg

95

ABSTACT: The aim of the following article is to present some options for logical reasoning in mathematics education in primary school by applying different kinds of demonstrations.

KEYWORDS: demonstrations; propaedeutic; primary school

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1, 2, 3 k

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-

-

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98

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REFERENCES:

(1996 Zanimatelynaya logika ( ) (1988 Matematichesko otkritie ( ) (2000 Obuchenie matematicheskim dokazatelystvam v shkole

( ) M

- e-mail:

101

ABSTRACT: The article is devoted to the classification and analysis of the stories of 2 102 word problems in contemporary math textbooks in Germany, Italy, USA, Greece and Serbia. We have made conclusions about practices and trends in the thematic variety of word problems in math textbooks for primary schools in these countries.

KEYWORDS: word problems, mathematics, primary school education, classification,

stories, thematic variety, context

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– –

REFERENCES:

1. (2002): My Mathematics – ( ). : .

2. (2002): My Mathematics – ( ). : .

3. (2002): My Mathematics – ( ). : .

4. (2002): My Mathematics – book for fourth grade ( ). : .

5. eta. (1998): . :

6. (1990): . FRASCATI, p.131.

7. . (2002): – - :

. 8. . (2002): –

-Wurttemberg 2. : .

9. . (2002): – -Wurttemberg 3. :

. 10. . (2002): –

-Wurttemberg (Mathematik im) 4. : .

11. (2001): . : .

12. (2001): . e: .

13. . (1998): . :

109

14. Palazzolo, M., M. Grillo. (1999): Matematica per la classe 3a (COSTRUIRE a cura di Alfio Zoi). Milano: Editrice la scuola.

15. Palazzolo, M., M. Grillo. (1999): Matematica per la classe 4a (COSTRUIRE a cura di Alfio Zoi). Milano: Editrice la scuola.

16. Popov, N. (1994): Primary Education in Europe s. 48. 17. (2002):

. Belgrade: . 18. (2002): of

. Belgrade: . 19. Thoburn, T., J. Forbes, R. Bechtel. (2000): – A. :

Macmillan Publishing Company. 20. Thoburn, T., J. Forbes, R. Bechtel. (2000): – B. :

Macmillan Publishing Company. 21. Thoburn, T., J. Forbes, R. Bechtel. (2001): – C. :

Macmillan Publishing Company. 22. Thoburn, T., J. Forbes, R. Bechtel. (2001): – D. :

Macmillan Publishing Company.

110

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TOWARD OF

- S

ABSTRACT: Analysis of the work of art in the context of symbolic issues is hampered by

terminological overproduction in our time. This article is devoted to the problem of the structural-semantic characteristic of the symbol. KEYWORDS: symbol, reading, structure, semantic

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1:115]

4

:8]

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–3:11-12]

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-

REFERENCES:

Averintsev (1972 Analiticheskaya psihologiya K.-G. Yunga zakonomernosti i tvorcheskoy fantazii - :

(1976 Istoria na muzikata (1995 Problema simvola i realisticheskoe iskusstvo

) (1951 Erläuterungen zu Hölderlins Gediht

- lns_varna@abv.bg

113

ABSTRACT: An image of art is created for pure contemplation. On a work of art as an

object of contemplation we can speak only in abstract plan because any real historical artwork is not only purely artistic phenomenon.

KEYWORDS: Symbol, image of art, autonomous contemplative value

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Dehumanizatsiyata na izkustvoto

Ese za choveka Problema simvola i realisticheskoe iskusstvo

Stradanie i velichie na Rihard Vagner

Istotia na muzikata Chast 4 Mify narodov mira a Besedy na „Shestodnev“. Tvorenie izhe vo svyatyh nashego Vasiliya Velikago

Liturgiynoto vreme v pravoslavnata bogoslovska i evharistichna traditsiya

- lns_varna@abv.bg

118

ABSTRACT: The article reviews different approaches to reducing violence among the youngest of students. A therapeutic story is featured, which could help children in overcoming stress and fear, as well as inspire positive behavior. The article presents methods of forming social skills for the youngest students.

KEY WORDS: violence, school, children, game, story

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Detsa i semeystva prez pogleda na sotsialniya pedagog

Semeistvoto – edin ot faktorite za formirane na agresivno povedenie u detsata –

Detsa v opasnost Kak da formirame sotsialni umeniya u malkite uchenitsi

Metodika na vazpitatelnata deynost

deskonita@abv.bg

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INTEGRATIVE

ABSTRACT: The successful implementation of integrative education for children with

special educational needs, requires significantly increase the level of information and activity of parents of these children. This will allow a proper choice of the form of training and supporting the development of interests and abilities of children. Targeted communication between parents with educational institutions and professionals will improve the quality of special education services for children with disabilities.

KEYWORDS: integrated education, information level, children with special educational

needs, parents of children with special educational needs, resource teacher

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Osobenosti na integriranoto obuchenie (

Zakon za integratsiya na horata s uvrezhdaniya

130

3. Karagyozov, Iv. (2003): Integriranoto obuchenie I obrazovanieto na detsata sas spetsialni obrazovatelni potrebnosti (Integrative education and training of children with special education needs). sp. „Pedagogika”, XIII, kn.10.

4. Kisimova, P. (2011): Holistichen podhod pri formirane na polozhitelni naglasi spryamo detsata sas spetsialni obrazovatelni potrebnosti (Hollistic approach to creating a postivie view on children with special education needs). sp. Spetsialna pedagogika, 1.

5. Kostadinov, D. (1996): Vazmozhnosti za profesionalna realizatsiya na umstveno uvredenite detsa (Career opportunities for mentally challenged youngsters). sp. Spetsialna pedagogika, 2, 79-83.

6. Kostadinov, D., Iv. Karagyozov. (2013): Informiranostta na roditelite za integriranoto obuchenie na detsa sas spetsialni obrazovatelni potrebnosti (What parents need to know about integrative education for children with special education needs). sp. Pedagogika, V

7. Naredba 6 ot 2002 na MON. 8. Natsionalen plan za integrirane na detsata sas SOP i/ili s hronichni zabolyavaniya v

sistemata na Narodnata prosveta, 2003. 9. Nikolova, G. (2012): Podhodi v rabotata s roditelite I rolyata na semeystvoto v

protsesa na integrirane na detsa sas spetsialni obrazovatelni potrebnosti (Methods inworking with parents and the role of families in integrating children with special education needs). „Pedagogika”, 3.

10. Pravilnik za deynostta na resursnite tsentrove na MOMN, 2006. 11. Radulov, Vl. (1996): Detsata sas spetsialni pedagogicheski nuzhdi v uchilishtata i

obshtestvoto (Schoolchildren with special education needs and society). Burgas. 12. Radulov, Vl. (1995): Integriranoto obuchenie i spetsialnite uchilishta (Integrative

education and special schools). 13. Radulov, Vl. (2004): Pedagogika na zritelno zatrudnenite (Pedagogy of visual

deficiency). Sofia. 14. Tsvetkova, S. (2006): Aktualni problemi v obrazovanieto i grizhata za detsa s

narusheniya v usloviyata na integriranoto obuchenie (Current education issues and the care for children with deficiencies placed in an integrative curriculum). sp. „Nachalno obrazovanie”, kn.1.

15. http://www.fccps.org/specialed/index.html

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ABSTRACT: Art Therapy is an easy and pleasant method for child’s help, wherethrough it

gets new skills and abilities, it gets power and confidence to handle specific problems. Art Activity is a preferred occupation for most of the children and it’s a predominant type of

children’s creativity. By observing such activities, one can obtain useful information about the child whereas such

details can be hardly noticed under different conditions. In this direction children’s Art Activity can also be used as Art Therapy.

KEYWORDS: Art Therapy, Child’s Art Activity

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Risunkite I psihologicheskoto izsledvane na lichnostta

Otkrivane i stimulirane na detsa s izobrazitelno-tvorcheski sposobnosti

Razvitie na artterapiyata v sotsialno-pedagogicheskata sfera -

– - Vaobrazhenie i tvorchestvo na deteto

Detska psihologiya Psihologiya na detskoto razvitie

Vasheto dete risuva . Izobrazitelnoto izkustvo kato terapiya

Psihologiya intelekta

Inteligentnost. Psihologiya na poznanieto

- balkanski.d@abv.bg

136

ABSTRACT: Modern artists attitude towards objective nature, which their predecessors used to obey to, as well as their pointed individualism and subjectivism dictated by a strive for originality and personal freedom, have understandably led to an artistic and aesthetic transformation of reality.

The ideal of the Renaissance aesthetics, by means of the credible image and rationalism of traditional art, does at a later stage go through different forms of modern art so as to reach a possible reality mixing different techniques thanks to the advancement of digital technologies over the last decades. The opportunity to create a new artistic reality on the basis of nature is the logical evolution the modern art is experiencing.

KEYWORDS: nature, abstract art, digital reality

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ACADEMI

ABSTRACT: The text is on the book by Umberto Eco "How to write a thesis". The book is an invaluable resource indeed. The text makes also the relationship between historiography and bibliographic references and highlight the history and development of bibliographic references.

KEYWORDS: Author, bibliographic references, historiography, university teaching, writing manuals.

[1].

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Anthony Grafton The Footnote: A Curious History p viii

: I W Mabbett Writing History pp -I W Mabbett Writing History pp

- -

Jeremy Black and Donald M MacRaild Studying History pp- Ann Curthoys and Ann McGrath Haw to Write History that People Want to

Read pp -

145

REFERENCES:

1. Bachvarova, B., B. Georgiev, V. Ignatov. (2008): Ezikova kultura. Kak da pishem uspeshno po pravilata (Linguistics. How to write successfully according to grammar rules). Sofia: Nov balgarski universitet (vtoro korigirano izdanie).

2. Gof, Zhak Lyo. (1993): Intelektualtsite prez Srednovekovieto (Intellectuals in the Middle Ages). Sofia: UI “Sv. Kl. Ohridski”.

3. Eko, Umberto. (1999): Kak se pishe diplomna rabota (How to write a Thesis). Sofia: IK Aleksandar Panov.

4. Carr, Edward Halett. (2002): Shto e istoriya? (What is History?). Sofia: SONM. 5. Makniyli, Ian F., L. Ulvartan. (2012): Ot Aleksandriya do internet: da preotkriesh

znanieto (Reinventing Knowledge: From Alexandria to the Internet). Sofia: Iztok-Zapad.

6. Black, Jeremy and Donald M. McRaild. (2007): Studying History. Basingstoke: Palgrave Macmillan.

7. Curthoys, Ann and Ann McGrath. (2011): How to Write History that People Want to Read. Basingstoke: Palgrave Macmillan.

8. Grafton, Anthony. (1999): The Footnote: A Curious History. Cambridge, Massachusetts: Harvard University Press.

9. Mabbett, I. W. (2007): Whiting History Essays, Basingstoke: Palgrave Macmillan.

dimo_georgiew@abv.bg

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ABSTRACT: The Language Portfolio (LP) was developed to support the development of

learner autonomy, plurilingualism and intercultural awareness and competence. The LP encourages learners to take responsibility for their learning, to allow users to record their language learning achievements and their experience of learning and using languages. The LP helps students to make progress visible and increases learner satisfaction, responsibility and autonomy.

KEYWORDS: motivation, autonomy, self-assessment, evaluation, learning approaches,

recording language learning, reflective self-management.

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REFERENCES:

Galisson oste Daniel (1976): Dictionnaire de didactique des langues

(2001): Common European Framework of reference for Languages

Little European language portfolio

Quebec français -

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150

ABSTRACT: This article analyzes the emergence of several new forms of public speaking and the trends of its ‘theatralization’ and ‘humanization’ in a world of digital technologies.

KEYWORDS: public speaking, infotainment, cultural jamming, faction.

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- Kulturno zaglushavane

- evg ivanova@abv bg

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ABSTRACT: In this article are examined and compared the subjective happiness of young adults (average age=25) and older adults (average age=65). The selected samples are from the town of Shumen, Bulgaria. There is no significant statistical difference between the average level of happiness within the two groups.

KEYWORDS: old age, young people, old people, happiness, well-being, life satisfaction

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8. Gary, J., M. Lohan. (2011): Mispredicting Happiness Across the Adult Lifespan:Implications for the Risky Health Behaviour of Young People//J Happiness Stud, p. 41-49.

9. Lacey, H., D. Smith, P. Ubel. (2006): Hope I die before I get old: Mispredicting happiness across the adult lifespan//Journal of Happiness Studies, vol.7, p. 167-182.

10. Martikainen, L. (2009): The Many Faces of Life Satisfaction among Finnish Young Adults’//J Happiness Stud, vol. 10, p. 721–737.

11. Nakahara,J. (2013): Effects of Social Activities outside the Home on Life Satisfaction among Elderly People Living Alone// International Journal of Psychological Studies, Vol. 5, No.1.

12. Sotgiu, I., D. Galati, M. Manzano, E. Rognoni (2011): Happiness Components and their Attainment in Old Age:A Cross-Cultural Comparison Between Italy and Cuba//J. Happiness Stud.

13. Warner, R., K. Vroman (2011): Happiness Including behaviors in everyday life: an empirical assessment of “the how happiness”//Journal of happiness studies, p. 1063-1082.

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ABSTRACT: The membership of Bulgaria in the European Union focuses on the importance of the tolerance and the acceptance of the cultural diversity. This report aims to prove the contribution of project activity in leisure time of adolescents for successful intercultural education based on real-conducted experiment.

KEYWORDS: intercultural education, project based activities; leisure time; tolerance;

cultural diversity.

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169

ITA

ABSTRACT: The widespread use of information technology in daily life increases the

challenges to teachers as well. To meet the increasing demands of students, teachers need to acquire new digital skills and transform the classroom into a modern and contemporary place. This publication offers a teacher training system focused on using information technology in lesson preparation and implementation.

KEYWORDS: teacher training system, ICT in education, digital competences.

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REFERENCES:

Sistema za obuchenie na uchiteli za izpolzvane na interaktivna byala daska. Savremenni informacionni tehnologii v pomosht na uchitelia

- Teoretichen model na pedagogicheskoto umenie za

sistematizatsiya na uchebniya material

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175

ABSTRACT: Teaching portfolios capture evidence of one’s entire teaching career from a variety of sources and provides context for that evidence. The process of selecting and organizing material for a portfolio can help one reflect on and improve one’s teaching. Portfolios are a step toward a more public, professional view of teaching as a scholarly activity. They can offer a look at development over time, helping one see teaching as an ongoing process of inquiry, experimentation, and reflection.

KEYWORDS: reflection, aims, feedback, teaching process, teaching career, professional

development, share teaching successes, cooperation, evaluation

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REFERENCES:

180

1. Goupil G.: Les enseignants et les étudiants en sciences de l'éducation devraient-ils eux aussi réaliser un portfolio http://www.caslt.org/Print/portfolio3p.htmAssociation canadienne des professeurs de langues secondes.

2. Goupil G.: Le portfolio: vers une pratique réflexive de l'enseignement http://pages.infinit.net/cltr/gp6.html.

3. Geltner, B. B. (1993): Integrating Formative Portfolio Assessment, Reflexive Practice, and Cognitive Coaching into Preservice Preparation. Houston (TC): Paper presented at the Annual Convention of the University Council for Educational Administration. Document ERIC ED 365 702.http://pages.infinit.net/cltr/gp6.html.

4. Cole, D. J. (1992): The Developing Professional: Process and Product Portfolio. San Antonio (TX): Paper presented at the Annual Meeting of the American Association of Colleges for Teachers. Document ERIC ED 342 731.

5. Wolf, P. (1991): Teaching Portfolios: Synthesis of Research and Annotated Bibliography, Washington (DC), Office of Educational Research and Improvement (ERIC Document Reproduction Service no ED 343 890).

6. www.skydrive.com 7. www.facebook.com 8. www.google.com 9. www.365.com 10. www.prezi.com 11. www.popplet.com 12. www.wix.com

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ACTIVATI

Zhan

ABSTRACT: According to Andrei Stoyanov the literature for piano requires extraordinary demands on the pianist - much more significant and far more complex than the literature of any other instrument. Central role in the construction of the musician - performer / by several pianists and pedagogues / takes the development of musical memory. The problem of musical memory is inseparably connected with playing by heart in public. This requires studying the mechanisms of memory so as to ensure a positive presentation in front of the audience.

KEYWORDS: musical memory, piano, pianist, audience

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Pianist i ego rabota . Dialogi. Izbrani statii

Psihologiya muzikalnyh sposobnostey

Igra naizust Individualnaya fortepiannaya tehnika na osnove

zvukotvorcheskoy voli ,

< jeaneta@abv.bg>

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FOSTER CARE

Jivka E Voenkinova

ABSTRACT: The report discusses the possibilities of foster care as a modern alternative for the relocation of children from institutions into foster family. Particular cases have been accounted for where the child can be placed in the care of foster parents, as well as the legal grounds to do so.

KEY WORDS: child, foster care, foster family, social worker.

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Frustrirane na deteto v semeystvoto kato uslovie za provokirane na agresivno povedenie

Metodika za usloviyata i nacina na predostavyane na sotsialnata usluga “Priemna grizha”

- Nyakoi podhodi I pohvati za po-efektivno semeyno vazpitanie

- Humanistichnoto teoretichno napravlenie v izsledvaneto na

semeynoto vazpitanie

- - Lek spad v broya na izostavenite detsa do 3-god. vazrast

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6. http://www.priemime.bg/ Stanovishte na natshionalnata mrezha na detsata po otnoshenie na otvorenoto pismo na NAPG (Statement of the national network of children in relation to the open letter of NAPG).

7. Kakvo predstavlyava priemnata grizha (What

8. http://www.priemime.bg/

9. Nastanyavane v priemno semeystvo, myarka za zakrila na deteto (

10. Natshionalna (National

11. .bg. Sotsialni grizhi. (Social

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ABSTRACT: The report examines the problems associated with the need to prepare social managers. It further presents the tasks that a manager performs and the necessary additional qualifications they must acquire in order to advance in their career. Professional fields have altered rapidly and therefore education sector must respond just as rapidly.

KEY WORDS Social manager, supervisor, university, educational policy.

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Rolyata na neuspeha i uspeha .

Podgotovka i usuvurshenstvane na pedagogicheski kadri kato obrazovatelni menidzhuri

3. Rolyata na obraszovatelnata sistema za povishavane na inovatsionniya kapatsitet na natsiyata

.4.

informatshionnoto obshtestvo .-

Formirane na kritichno mislene v obuchenieto.

a

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cognitive activity of the personality in vocational education). Sofia: 5.

7. Samoregulirane na studentskoto uchene – -regulation of the student learning: on its value and various related issues). Sofia:

8.

. Sofia:

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ABSTRACT: The pathology of teeth and jaw can evoke many hindrances which frustrate the normal process of formation of children’s personality. As a result of that the disorders of articulation are manifested in many different forms which provoke inexact and incorrect formation of children’s speech.

KEYWORDS: /constitutional/ disorders of articulation, pathology of teeth and jaw

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ABSTRACT: Retirement severely affects the health, vitality and mentality of the people. This is natural, since labor is the source of longevity and is one of the most important conditions for maintaining good health. The way of life is determined by how they conduct their leisure time and what opportunities they create for this community. Actively dealing with the public, the elderly make their lives more fulfilling.

KEYWORDS: Age, isolation, institutionalization, inclusion

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Propedevtika na socialnite deynosti -

Predostavyane na obshtestveni uslugi ot vanshni dostavchitsi po dogovor s mestnite vlasti

NSORB-AKTIV -

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ABSRACT: The article examines the current state of the conduct of the exercise workshops teaching methodology in fine art at the Academy of music, dance and fine arts – Plovdiv. Presented is a system of exercises, forming part of the overall training course. Highlighted are the goal, objectives and expected results of the training.

KEYWORDS: methodology, workshops, fine art

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Kak da razglezhdame proizvedeniya na izkustvoto

Metodi v obuchenieto po izobrazitelno izkustvo

Izobrazitelno izkustvo. Metodka

Pedagogicheskata praktika po izobrazitelno izkustvovav vissheto uchilishte

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ABSTRACT: The article examines the current state of the problem of motivation by Bulgarian and Roma origin in art education at the secondary stage in modern general education school. The observations in the artistic-pedagogical practice stand out as negative phenomena in learning, as well as incentives to increase the motivation of students: their desires, interests and needs. Comparative analysis of this problem among students of Bulgarian and Roma origin, outlines the General and specific features of manifestation in the academic activity.

KEYWORDS: motivation, training, fine arts

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1. Damyanov, B. (2004): Metodi v obuchenieto po izobrazitelno izkustvo (Methods in teaching of fine art). Sofia.

2. Dimchev, V. (1993): Izobrazitelno izkustvo. Metodka (Fine art. Methodology). Sofia. 3. Zankov, O. (1996): Rolyata na motivatsiyata v obuchenieto po izobrazitelno izkustvo

v nachalnoto uchilishte (The role of motivation in teaching art in elementary school). Sofia: Nachalno obrazovanie, vol. 5, p. 61-67.

4. Hristova, O. (1992): Rolyata na motivatsiyata v obuchenieto po izobrazitelno izkustvo i hudozhestveno-esteticheskoto vazpitanie na uchenitsite (The role of motivation in teaching art and artistic-aesthetic education of the students). Sofia: Obrazovanie, vol. 5, p. 39-45.

5. Tshvetkova, Y. (2001): Motivatsionna i kognitivna regulatsiya na ucheneto (Motivational and cognitive regulation of learning). Sofia.

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ABSTRACT: This article is an upgrowth of the article "Some aspects of the use of information technology and educational software in training", presented at a scientific conference in Varna (Proceedings of Shumen University "Ep. Konstantin Preslavski" from 2010) where the study was focused on the advantages and disadvantages of using existing versus author decisions related to their use in education. Due to the large volume of information in this study, the focus here will be directed to specific observations of the application of such software in the course Information Technology in Education and Multimedia.

KEYWORDS: e-education, multimedia education, educational software, interactive

education

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Buro Prilozhenie na multimediyna softuerna sreda za obuchenie i control na znaniyata pri diferentsiatsiyata v obuchenieto

Burov Multimediyna interaktivna sreda za obuchenie, igrovi test I sazdavane na igrovi stsenarii

Burov Programni produkti za elektronno obuchenie

Burov Nyakoi aspekti pri prilozhenieto na informatsionni tehnologii i obrazovatelen softuer v obuchenieto

Burov 11 Brief Structure of the Process of Information Technology Training for Teachers, EDEN Open Classroom

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ABSTRACT: The report presents different management models of inclusive processes at school. The main focus is on the British "Index inclusion" by Tony Booth.

KEYWORDS: Inclusive Education Management, Inclusive School, Index for inclusion

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1. Barton, Len. (2005) Priobshtavashtoto obrazovanie i obuchenieto na uchiteli –osnovanie za nadezhda ili porednata ilyuziya (Inclusive education and training of teachers – grounds for hope or another illusion). Sofia.

2. Booth, Tony et all. (2011) (

in schools). <www.eenet.org.uk/resources/docs/Index%20Bulgarian.pdf>

3. Stabbs, Syu. (2002) –(Inclusive education – when resources are not reaching). Sofia.

.pdf

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4. Bubpha, S., P. Erawan, P.Saihong. (2012) Model Development for Inclusive Education Management: Practical Guidelines for Inclusive Schools. // Journal of Education and Practice, Vol 3, No.8.

5. National seminar on management of inclusive education (2004). New Delhi. 6. Zimba, Z. (2011) Managing an Inclusive School: A case study of a pilot school in

Swaziland. - ,

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ABSTRACT: In the article are presented the basic principles of inclusive education in schools.

KEYWORDS: Inclusive Education, Inclusive School, Inclusion

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1. Angelova, Liliya. (2007) Ide li kachestvenoto obrazovanie za vsichki deca? (Quality education for children on its way?) <http://www.cil.bg> userfiles/ nabliudatelnitsa/Ide_li_kachestvenoto_obrazovanie.pdf

2. Barton, Len. (2005) Priobshtavashtoto obrazovanie i obuchenieto na uchiteli – osnovanie za nadezhda ili porednata ilyuziya (Inclusive education and training of teachers – grounds for hope or another illusion). Sofia.

3. Booth, Tony et all. (2011) Index za priobshtavane: da podobrim ucheneto I uchastieto v uchilishtata (Index for Inclusion: developing learning and participation in schools).

<www.eenet.org.uk/resources/docs/Index%20Bulgarian.pdf> 4. Mladenov, T. (2009) Principi na priobshtavaneto. – In: Da uchim po evropeyski:

sbornik statii za uchiteli i roditeli ili kakvo mozhem da nauchim za priobshtavanetoot britanskiya opit (Learning in Europe: Proceedings of teachers and parents, or what we can learn about the inclusion of the British experience) Sofia. http://www.cie-bg.eu/userfiles/file/Da%20uchim%20po%20evropejski.pdf

5. Priobshtavashtoto obrazovanie v Balgariya: oshte kolko ni ostava? (Inclusive education in Bulgaria: how much do we have?) (2006). Report with recommendations to "Save the Children – UK". Sofia.

6. Stabbs, Syu. (2002) Priobshtavashtoto obrazovanie – kogato resursite ne dostigat (Inclusive education – when resources are not reaching). Sofia. http://www.cil.bg/userfiles/library/otdelni/stubs_priobshtavashto_obrazovanie_2005.pdf

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ABSTRACT: The effect of continuous passive motion, combined with traditional physiotherapy management, on increasing joint range of motion and muscle strength, and reducing pain in adults following recovery, compared with standard physiotherapy.

KEYWORDS: continuous passive motion, physical therapy

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1. Zhelev, V. (2011): Fizioterapiya – parva chast (Physiotherapy – Part One). Sofia. 2. Slanchev, P., L. Bonev, St. Bankov. (1986): Rakovodstvo po kineziterapiya (A

Guide to Kinesitherapy). Sofia. 3. Salter R. B. (1994): The Physiologic Basis of Continuous Passive Motion for

Articular Cartilage and Healing. Hand Clin 10 (2): 211-9, 4. www.arthroscopy.com 5. www.kinetec.fr

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Y

ABSTRACT: The purpose of this report is to study the role of virtual communication in Bulgarian education. The article reviews the definition of communication along with its elements and “netiquette”. It presents the results of a research carried out among students and teachers. The article concludes with some propositions regarding the integration of virtual communication in the education system.

KEYWORDS: communication, education, online, virtual

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(2003): Netiquette<

Nauka za komunikatsiyata (

(2011): Elektronen biznes (E- :

(2010) Delovi kontakti ( :

(2012) Delova korespondentsiya (:

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1997): Netiquette.<

iglika.slavcheva@gmail.com

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ABSTRACT: One of the most important challenges faced by modern education is that of

making students autonomous learners who can manage and monitor their own learning process, set learning goals and carry out self-evaluation. This article seeks to present a concise description of the term “autonomous learning” in the context of higher education in Bulgaria. Some key definitions are discussed and summarized in the order to be of help for designing autonomous learning models.

KEYWORDS: autonomous learning, higher education

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2. Boud, D. (1988): Developing student autonomy in learning, 2nd edn, Kogan Page; New York: Nichols, London.

3. Dickinson, L. (1992): Learner Autonomy 2: Learner Training for Language Learning, Authentik, Dublin.

4. Dickinson, L. (1987): Self-instruction in language learning, Cambridge University Press, Cambridge Cambridgeshire; New York.

5. Holec, H. (1981): Autonomy and foreign language learning, Published for and on behalf of the Council of Europe by Pergamon Press, Oxford; New York.

6. Little, D. (2004): 'Democracy, discourse and learner autonomy in the foreign language classroom', Utbildning & Demokrati, vol. 13, no. 3, pp. 105-126.

7. Little, D. (1996): 'Freedom to Learn and Compulsion to Interact: Promoting Learner Autonomy through the Use of Information Systems and Information Technologies', in Taking Control: Autonomy in Language Learning, eds. R Pemberton, SL Edward, WWF Or & HD Pierson, Hong Kong University Press, Hong Kong, pp. 203-219.

8. Littlewood, W. (1996): "Autonomy": An anatomy and a framework', System, vol. 24, no. 4, 1996/12, pp. 427-435.

9. Wenden, A. (1991): Learner strategies for learner autonomy: planning and implementing learner training for language learners. New York: Prentice Hall.

10. Young, R. A. & Collin, A. (2004): 'Introduction: Constructivism and social constructionism in the career field', Journal of Vocational Behavior, vol. 64, no. 3, 2004/6, pp. 373-388.

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ABSTRACT: The usage of IWB is equally productive regardless of the specificity of the subject. By using the interactive white board it is easier to conduct non-standard classes such as teaching, seminars and many others. In the present paper we have tried to describe the advantages of applying it in teaching the discipline of Mathematics Part I and II.

KEYWORDS: interactive white board, teaching, teacher, technical means

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ABSTRACT: The report aims to examine the readiness attitudes and motivation of

midwives’s training for mothers of children with disabilities. Additionally, we place emphasis on the ability of AG-specialists to assist parents in making decisions. The report infers that it is necessary to create a team of health and social workers in support of families with disabled children.

KEYWORDS: midwife, a disabled child, assistance, training

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REFERENCES: 1. Karagyozov, I. (1998): Vavedenie v spetsialnata pedagogika (Introduction to

Special Education). V. Tarnovo: Faber 2. Patologichna fiziologiya (Pathophysiology). (2011), Kolektiv pod redaktsiyata na

Ts. Tsekov. Varna.

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DETERMINANTS OF THE QUALITY OF THE PSYCHOLOGICAL PREPARATION OF THE PEDAGOGICAL UNIVERSITY

Irina I. Ahtamyanova, Rimma M. Fatyhova

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KEYWO

The problem of enhancing the quality of higher education is relevant in the

contemporary socio-cultural situation in the Russian society in general, and in Russian education, in particular. The quality of higher education is, first of all, the relevance of higher education as a social system of socio-economic needs, the interests of the individual, society and the state. In connection with this the question arises about the determinants and criteria of quality of higher pedagogical education.

Key tasks for improving the quality of education are: the formation of the competence of a future teacher, study of the content of professional-pedagogical activity of the teacher in our country and abroad, the evaluation of the professional-pedagogical skills of teachers of the highest qualification. All the components of the quality of higher education is very important and should be considered together.

Competence is formed in the activities and always manifests itself in a harmonic unity with the values of the person, so as soon as provided valuable relation to the activities of the personal interest of achieving high professional results.

Value-target-orientation of vocational training in the system of raising the qualification is to promote integrated personal characteristics, which serve as direct indicators of the professional development of a person.

In modern conditions formation of professional competence of teachers in the system of raising the level of skills is one of the fundamental basic components of their training and is a synthesis of professional knowledge (epistemological component), the value of the relationship (value-semantic component) and special skills (activity component).

Cognitive training component includes knowledge: theoretical and methodological bases of science; history and philosophy of science; pedagogical foundations of modern

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school; modern information technologies; requirements for a modern teacher; normative documents, concerning to teacher training, as well as broad and deep additional knowledge.

Values and semantic (personal) component is readiness for the manifestation of personal initiative; value attitude to the profession; the willingness to work in a group (for example, research); personal attitude to events, to people, to myself – the image of «I'm a teacher and researcher».

The activity component includes the following skills: gnostic, analytical, engineering, communication, design, creative, evaluation, information.

Professional competence of the key concept for the characterization of academic work, which determines the level of educational preparedness activities, is a factor in maintaining orientation activities. The backbone component of professional competence is a personal component, which brought to the forefront of quality, ensuring the solution of educational problems at the level of social and moral responsibility, and the priority in the structure of the basic components are the psychological, educational, social and cultural knowledge of the teacher.

Vladimir D. Shadrikov notes that "improving the quality of teachers is associated with several problems. First of all, you need to change the subject-matter of the content of education. The second determinant – change the content of psycho-pedagogical training. The third component – the modernization of methods of training students" [8].

The result of training should be the acquisition of skills related to the solution of key problems of educational activity at school. Therefore, the learning process should be organized so that the teacher graduating high school should have practical competence, as well as knowledge of how to teach.

In the professional standard of the teacher, which for the first time developed in the Russian education, there is a list of psychological and pedagogical skills, the teacher should possess [5]. Here are some of them that are directly related to the psychological component formed competencies:

ability to monitor the dynamics of development of the child; ability to protect those in the children's team did not take; knowledge of the general laws of development of the individual and the

manifestation of personality traits, psychological laws of periodization and the crises of development of age-students;

ability to use psychological approaches in the practice of their work: cultural-historical, activity and developing;

ability to design a psychologically safe and comfortable learning environment, to know and be able to carry out prevention of various forms of violence at schools;

ability (in collaboration with the psychologist and other professionals) to psycho-pedagogical support of the educational programs of primary and secondary education, including programs for further education;

possession elementary methods of psycho-diagnostics of personality characteristics and age characteristics of the students, the implementation together with a psychologist monitoring the personal characteristics of a child;

ability (in collaboration with the psychologist and other specialists) to make psychological and educational characteristics (portrait) of a student;

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ability to develop and implement individual development programs taking into account the age and personality characteristics of students;

ability to build and develop universal learning activities, standards and values of social behavior, behavioral skills in the world of virtual reality and social networking, multi-cultural communication skills and tolerance, key competencies (by international standards), etc.;

possession of psychological and pedagogical technologies (including inclusive) necessary to work with a variety of students: gifted children, vulnerable children in difficult life situations, migrant children, orphans, children with special educational needs (autism, ADHD etc.), children with HIA children with deviations of behavior, children with addiction;

ability to shape children's and adult community, knowledge of the socio-psychological characteristics and patterns of development;

knowledge of the basic patterns of family relationships that are effective in working with the parent community.

As you can see, the content of psycho-pedagogical training of students of pedagogical high school is one of the main determinants of improving the quality of higher pedagogical education.

However, as the analysis of psychological and pedagogical literature on the psychology of teaching at pedagogical high school [1, 3, 4, 6] and our own experience of teaching psychology [4], at present there is an urgent need for a correction, as the content of the psychological preparation of future teachers and in methods of teaching.

Until recently, in the teaching of psychology knowledge paradigm predominated that did not contribute to the formation of psychological competence. But knowledge, as noted above, is one of the components to build skills – cognitive component. In this regard, we fully share the view of those scholars who strongly object to the consideration of knowledge approach as the main obstacle to the triumph of competence [6]. Reported approaches in any case can not be opposed, since one does not exist without the other. This relationship can be seen in a very precise definition of competence, which gives Aleksandr G. Asmolov: "competence – this is knowledge in action". Therefore, the organization of studying psychological disciplines and the formation of the psychological skills necessary to strengthen the values and purpose (personal) and activity components. And this is possible thanks to the wide use of different methods of active and interactive learning.

The psychology department of BSPU after M. Akmulla worked out in detail all the known methods of active learning, having spent over two years of scientific and methodological workshops for high school teachers and teachers of school, "Interactive teaching methods in the modern educational process of school and the university". Many of these methods are widely used in the educational process of the school and the university.

The content of the psychological preparation of future teachers once again become relevant in connection with the introduction of the third generation of GEF HPE, which is based on the activity and the competence-based approach [1].

It is obvious that the future of teacher education in psychology in the present conditions can not be represented as a simple set of psychological disciplines, reflecting the structure of the branch principle of the science of psychology. It must be a complete

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system of knowledge, practice-oriented education. There is no ready-psychological knowledge, adequate pedagogical goals of psychological science. It can not be obtained by a simple summation of knowledge from a variety of psychological disciplines. Psychological knowledge for the teachers should be holistic and simultaneously practice-oriented.

Currently traced significant positive changes both in the content of the science of psychology, and the methods of training future teachers. Life ceases to be one of the disciplines of information and are increasingly becoming student-centered, providing the personal interaction of the teacher and the student. These changes are the result of the restructuring of the system of higher education that began in 1990s. It was caused by the pressing needs of teaching practice, which was in need of practical psychological approaches, and these approaches are really in demand. Indicative in this respect is the fact that most of today's teachers are competent to formulate a request psychologist. The origin of Psychological service in education and further its rapid development at the second half of 80-ies of XX century also influenced the content and methods of teaching psychology at the university.

Yuriy M. Zabrodin and Vitaliy V. Rubtsov [1], [7] consider that one of the most important resources on the basis of which one can meaningfully change the system of vocational teacher education is qualitatively different in content and form of the psychological preparation of the modern teacher.

Psychological preparation – a special psychological work on the development and design activities, communication, consciousness of a future teacher. It involves the formation of motivation, the operational, self-regulatory readiness for teacher's work. The psychological content of the teacher training includes issues of self-knowledge, ways of solving the problems of professional development, the formation of psychic work on yourself, development of individual style and behavior [2].

General professional training is focused on the formation of appropriate psychological skills, which also requires new approaches to the formulation of disciplines module "Psychology".

New approaches to psychology for undergraduate education at leading universities of Moscow and St. Petersburg are developing. The basis of the new approach to psychology for undergraduate education, the proposed RSPU after A. I. Herzen, putting practice-oriented concept, which is based on the study of the field of psychological problems of future teacher [6]. Developers have proposed a new concept of content module "Psychology" new courses that focus on the formation of skills provided by the federal standard in professional base. Assessment of the quality of mental preparation, according to the authors of a new concept, is to acquire a brand new focus and capture the extent to which the graduate has the cognitive, the operational and personal competencies.

Proposed approaches developed and certification materials are already being used in some Russian pedagogical universities. In particular, the psychology department of the Bashkir State Pedagogical University after M. Akmulla training manual for undergraduate education, which Educational Teaching Union been classified by areas of Teacher Education of the Ministry of Education and Science of the Russian Federation. It is based on practice-oriented approach. The authors took into account the experience that illustrates the effectiveness of educational and professional solutions,

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professional, pedagogical tasks and practice-oriented jobs in the formation of the psychological competence of the teacher [3], [6], [9]. Subjects included in the module "Psychology", are traditional. However, the principles of their study are different. Much of the training time is devoted to the solution of pedagogical situations (cases) that are selected be the teacher together with teachers from a variety of specific facts of school life. The success of the solutions provided case studies of innovative forms of lectures and practical sessions.

The program of psychological training of future teachers should be provided educational technologies that provide for "Student Accommodation" modern methods of training. As new values and new features of professional work can not be translated by informing and playing. That's why these educational technology should be focused on interactivity, autonomy and efficiency.

To do this, in our opinion, it is necessary, first, to understand the role and place of general psychology and other disciplines in the training of teachers, and secondly, to determine how to psychologizing and pedagogizating media training teachers, and thirdly, to implement process changes of professional educational programs on the basis of the competence approach.

Thus, the determinants of the quality of psychological training in pedagogical high school are: the content of psychological knowledge (cognitive component), a practice-oriented focus of the discipline (activity component), and the formation of students' values and purpose (personal) position in relation to the studied material. They all combine to provide the formation of psychological competence of future teachers.

REFERENCES:

1. Zabrodin, YU. M., E. N. Gevorgyan. (2010): Methodological and theoretical bases of designing the basic educational programs during in the transition to the new GEF teaching areas / Psychology of education: Psychological maintenance of «New school». Moscow: FPE of Russia, pp. 88-91.

2. Isaev, E. I. (2000): Psychology and humanization of education in the XXI century. Theory and practice of psychological education teacher / Psychological journal. T.

-64. 3. Pakhomov, V. P., T. G. Gadelshina, S. P. Zhdanova. : The problem of

psychological training of teachers in the aspect of a coherent structure of the vocational education / Bulletin of Tomsk state pedagogical University, Vol. 1A Series of «Psychology», pp. 32-39.

4. Psychology (2013) Under the editorship of R. M. Fatyhova. Ufa: Publishing house of the Bashkir state pedagogical University, 212 p.

The professional standard of the teacher (the Concept and contents). http:// . / /3071/.

6. Regush, L. A. (2012): Psychological preparation of the bachelor of education: a new approach/ New in the psychological-pedagogical studies, -

7. Rubtshov, V. V. (2010): Psychological-pedagogical preparation of teachers for the «New school» / Psychology of education: Psychological maintenance of «New school» // Proceedings of the V All-Russia scientific and practical. conf. Moscow:

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8. Shadrikov, V. D. (2009): The strategy of training in the system of Russian education. http://federalbook.ru/files/FSO-SREDNEE/Soderzhanie/SO-2/IV/ Shadrikov.pdf.

9. Shteynmetsh, A. E. (2011): On the teaching of psychology future teachers / -44.

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ABSTRACT: The value aspects of pedagogical communication are contained within the

teaching and acquisition of certain social norms of attitude and behavior, within the formation of the personality in accordance with the defined socio-cultural patterns of communication and interaction. The article examines the key components of pedagogical communication in the process of technological training at elementary school according to the modern dimensions of the current educational paradigm, which focuses on “the new culture of learning.

KEYWORDS: pedagogical communication, technological training, elementary school,

cognitive activity, emotional component, behavioral component

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ABSTRACT: Applying multisensory teaching methods develops the visual, aural, kinetic and tactile infomation channelling abilities of students. The more senses involved in the learning process, the better the memory is stimulated and the more capacity students have avaliable for acquiring knowledge.

KEYWORDS: Multisensory integration, multisensory teaching, mind maps, visualization

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uchilishtna vazrast -//N

ofia

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5. Merdzhanova, Yana-Rasheva. (2005): Multisenzorniyat printsip v obuchenieto i v zhivota (Multisensory principle in education and life in general). UI ”Sv. Kl. Okhridski”, s.16-17.

6. Petrov, P. (1998): Didaktika. Sofia: VEDA SLOVENA-ZHG, s. 234. 7. Pedagogika. Blagoevgrad, s. 408. 8. Radev, P. (2000): Tematichen entsiklopedichen narachnik po sistematichna

pedagogika (Brief encyclopedia of systematic pedagogy). Plovdiv, s. 190. 9. Trashliev, R. (1975): Pamet i deinost (Memory and activity). Sofia: Nauka i

izkustvo.

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ABSTRACT: Our society lives in a world of signs and symbols. We can define modern civilization character.

KEYWORDS: model character-analytic culture

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na badeshtite uchilishte po tehnologichno obuchenie. (Design culture – a key component in the preparation of future school technology training), Shumen.

3. Tvorcheskiyat proekt v tehnologichnoto obuchenie. (Creative design in technology education), Sofia.

4. Tehnologia za formirane na grafichna kultura (Technology for forming a graphic culture), Shumen.

5. Produktivni strategii na obuchenieto po tehnika i tehnologii v nachalnite klasove na SOU (Productive strategies of teaching technique and technology in elementary school classes), Sofia.

6. Lisiyska, Zdr. ( Metodika za formirane na tvorcheski hudozhestveno-konstruktivni sposobnosti u detsa ot nachalna uchilishtna vazrast (The methodology of creative artistic design abilities in children of primary school age), Sofia.

7. Universalnite simvoli (Universal symbols), Sofia. 8. Trudat na natsiite ili kak da se podgotvim za kapitalizma na XXI

(The work of nations or how to prepare for the capitalism of the XXI), Sofia Simvolite (Symbols). Sofia.

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ABSTRACT: Symbolic culture can be seen as part of the overall work culture. Implementation of the symbolic power has led to the emergence of culture; in addition, the use of symbols provides for its preservation and development. Without characters there would be no culture, and man would not be a human being.

KEYWORDS: symbolic-analytic culture, symbol, sign

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Semiotikata prez vekovete: simvoli i znakovi sistemi

Dizaynerskata kultura – osnoven komponent v podgotovkata na badeshtite uchiteli po tehnologichno obuchenie –

Tehnologia za formirane na grafichna kultura

Produktivni strategii na obuchenieto po tehnika i tehnologii v nachalnite klasove na SOU

Metodika za formirane na tvorcheski hudozhestveno-konstruktivni sposobnosti u detsa ot nachalna uchilishtna vazrast

Universalnite simvoli . Trudat na natsiite ili kak da se podgotvim za kapitalizma na XXI

vek )

Simvolite S

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ABSTRACT: This report aims to define the scope young people’s abilities to navigate in the global media space.

The reasons are that the optimal utilization of information resources is gaining more common sense for the realization of the rising generation.

KEYWORDS: media, students

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Visual Media’s interpretations in the

field of Visual Culture Studies -

-i-radioto-v- -na- -

prehod-ad- - -

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ABSTRACT: It is necessary to look at social administration as part of public, political, legal, economic, management, information, psychological-pedagogical studies and learning disciplines.

Our country’s social administration is dominated by the leading party’s ideological and political views and its projection into decisions of state, administrative and legislative bodies.

KEYWORDS: Social administration, social activities, administrative service, administrative

specialist

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ABSTRACT: As a complex and multi-factorial social phenomenon, corruption represents negation and suppression of honest competition in all its areas of society’s life. It discourages entrepreneurship, stimulates shadowing economy’s growth and business transgression, it aggravates public services and perplexes citizen’s social burden. This is how corruption contributes towards magnifying of the difference between rich and poor within the market economy, between the power-having and ordinary community members and it becomes a real threat for democratic foundations of society.

KEYWORDS: Corruption, competition, administrative services, market economy, social

burden

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Antikoroptziya. Uchebno pomagalo

Balgarski sinonimen rechnik

Balgarski talkoven rechnik Protestantskata etika i duhat na kapitalizma

Koruptsiyata – poslednoto alibi na kabineta-

Yuridicheski rechnik - Partnyori v prestapnostta Koruptsiyata v darzhavnata administratziya i deynostta na

NSBOP po protivodeystvieto i

Corruption and Organized Crime in Transition (Octopus).

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ABSTRACT: The portfolio is an innovative educational technology built on the constructivist and humanistic philosophy for the modern school. It incorporates the self-control and self-esteem of students in their training and education and documents their achievements in learning, development, and the implementation of key European competences. These define the use of portfolios in elementary school as an alternative to traditional educational process.

KEYWORDS: portfolio, key competences, innovation, criteria for evaluation and self-

evaluation

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Ot praktikata na direktora. Portfolio na uchenika

e-mail: ljudmila_zafirova@abv.bg

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ABSTRACT: “Hobbes’ problem” includes the understanding of the country as a stop to the “everyone – against – everyone” war. The same problem occurs in the contemporary informational society.

KEYWORDS: state, war, dictatorship, informational society, fear, political sphere

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( Politicheskaya filosofiya -

Platon Zakony (Laws Stengers ): Poryadok iz haosa. Novy dialog “Cheloveka s

prirodoy” - Hobb Leviafan ( O grazhdanine ( ) Gobbes izbr

- t -

- mzheliazkova@abv.bg

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ABSTRACT: The current development reflects a novel event for the Bulgarian educational

system – the first National contest in music “The key of music”. Presented is an opinion on the implementation of the conceptual parameters of a pop quiz game, data and analysis of students performance in Shumen district.

KEYWORDS: music contest, musical education, initial stage of education

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Kniga za uchitelya po muzika za 3. klasrd

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2. Darzhavni obrazovatelni iziskvaniya za uchebno sadurzhanie po muzika (State educational requirements for learning music). (2001) Durzhaven vestnik, 48. <http://www.minedu.goverment.bg> – naredbi.

3. Kaloferova, G. i kolektiv (2004): Kniga za uchitelya po muzika za 3. klas (Music Teacher’s Book for the 3rd grade). Sofia, p. 30.

4. Kolishev, N. (2012): Kontrolno-otsenachni umeniya na uchitelite (Control-evaluation skills of teachers). Sofia.

5. Kolishev, N. (2008): Pedagogicheski umeniya na uchitelite – teoretichni modeli (Pedagogical skills of teachers – theoretical models). Sofia.

6. Mincheva, P. i kolektiv (2005): Kniga za uchitelya po muzika za 4. klas (Music Teacher’s Book for the 4th grade) Sofia, p. 4.

7. Reglament za organizirane i provezhdane na natshionalna igra “Klyuchat na muzikata” (Regulation for organizing and conducting the music show – The key of music). (2013) <http://www.minedu.goverment.bg> – olimpiadi i sastezaniya.

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Rozenb Obogatyavashto zhivota obrazovanie

V izpalnenie na strategiya „Europe 2020“. Strategiya za razvitie na vissheto obrazovanie v Balgariya

e-mail: boneva@shu-bg.net;

e-mail: goshokolev@abv.bg

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ABSTRACT: The article points out the principal reasons for the difficulties of this kind of students in the subject of Home Economy for 1-4 grades. Here we offer some practical guidelines for learning considering the specificity of this subject. A teaching technology for learning Bulgarian language through the subject of Home Economy is offered. The role of the didactic games through work activities for learning the content and communicative skills is pointed too.

KEYWORDS: Home economy, bilingual students, teaching technology, technological

practices and skills, communicative skills

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ABSTRACT: The work presented in the main indicators of the PISA assessment in

mathematical field. Below is a classification of the most popular ICT for the development of practical application of mathematical knowledge in school.

KEYWORDS: PISA, ICT, mathematics, school

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Matematicheskata gramotnost v PISA i obuchitelnite praktiki v balgarskite uchilishta 2011 (

2011) : TZKOKUO -m - Pedagogika na WEB 2.0 -

GeoGebra – barz start Dinamichna matematika s GEONET (2011 Softuerni tehnologii za sazdavane na didakticheski materiali v

obuchenieto po matematika (: U - - -

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ABSTRACT: This text discusses the issue of suffering in ethical-religious aspect. As an example of a solution to the problem of suffering Ricouer and Levinas are presented. The connection between the suffering and other ethical-religious concepts like sorrow, propitiation, moral evil (sin), crying, complaint, pain is emphasized. Also the relationship between suffering – Other is examined.

KEY WORDS: Suffering, sorrow, propitiation, moral evil (sin), crying, pain,

complaint,Other.

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Histiyanstvo i kultura Filosofiya religii,T.2 M ri ekzistentshialno-filosofski studii – zloto, stradanieto,

vazkresenieto - –S

Evil - P Prochiti S Drugoyache ot bitieto ili otvud saushtnostta

ynost (

mila60@mail.bg

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ABSTRACT: In this text the concept of the forgiveness of ethical-religious aspect is examined. Paul Ricoeur, Jacques Derrida and Vladimir Jankelevitch are presented as an example for approaching the notion of the forgiveness. The connection between forgiveness and other concepts like excuse, regret, amnesty, prescription, and the penal law, are also taken into consideration.

KEY WORDS: Forgiveness, excuse, regret, amnesty, prescription, penal law.

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Derrida: The Aporia of Forgiveness?

Prochiti S

bg

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ABSTRACT: This research proves the existence of property acoustic interval which is

a different understanding of consonance and dissonance. The author explains what is the importance of this phenomenon for construction of a harmonic vertical.

KEYWORDS: harmonic interval, consonance, dissonance, acoustic.

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1. Nedyalkov, M. (2009): Minornata tonikalnost (Minor Tonalitas). Shumen: UI “Episkop Konstantin Preslavsky.

2. Nedyalkov, M. (1996): Modalnata harmoniya v obrabotkata na balgarska narodna muzika (Modal harmony in the arrangement of Bulgarian folk music). Sofia: Muzikalni horizonti, 8-9.

3. Holopov, U. (1983): Zadaniya po go;fnii (Tasks in Harmony). Moskow. 4. Das Grosse Lexikon der Musik, Bd 4. Herder, Frieburg, Basel, Wien, 1982. 5. Keller, W. (1966): Heinrich Schenkers Harmonielehre. Beitrage zur Musictheorie

des 19 Jahrhundert. Regensburg. 6. ( 1948): The chaping forces in music. New York.

e-mail: mnedyalkov@mail.bg

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ABSTRACT: This article deals with the question of incentives and penalties of the teachers

during the times of socialism. They are based on approved by the Ministry of Education official state documents at this time.

KEYWORDS: education, incentives, penalties, behavior, discipline, order, teachers

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Didakticheski problemi na profesionalno-prakticheskata podgotovka na nachalnite uchiteli

Vremenen pravilnik za tehnikumite (paralelkite) s priem na zavarshili sredno obrazovanie

- Mladiyat uchitel

- Balgarskiyat komunizam – sotsiokulturni cherti i vlastova

traektoriya – socio-

Avtoreferat. Zhiteyski razkazi za vsekidnevieto na sotsialisticheskiya grad (po primera na grad Ruse)

< - Balgarskoto obrazovanie mezhdu savetizatsiyata i traditsiyata -

- - Obrazovan li e sotsialisticheskiyat chovek? (razvitieto

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k za vatreshniya trudov red na uchilishte.-

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15. http://minaloto.org/index.php?option=com_content&view=article&id=495%3Aqprof-znepolski-when-the-transition-will-be-completed-neverq&catid=26%3Aperiodicals-reviews-and-media&Itemid=37&lang=bg

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ABSTRACT: This article is a review of the websites of popular Shumen schools in order to

follow how new information technologies are applied to promote educational institutions and promoting relations between parents, schools and students.

KEYWORDS: website, school, IT

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ABSTRACT: Language delay is one of the most significant consequences of hearing loss. The primary goal of therapy and education is to stimulate language development through specific methods tailored to the specificities of hearing impaired children. Prepositions are one of the most abstract and complex parts of speech. The author implemented her own method for acquiring prepositions in children with hearing loss. The method could be applied in children of different age-preschool and primary school; in hearing children with language disorders and in hearing children in the first six years of their lives. The research data showed very good results for investigated children to use prepositions.

KEYWORDS: hearing impaired children; language therapy; language and deafness;

morphology and deafness.

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SOCIO-

yadzhieva

ABSTRACT: The theory and practice of implementation of the art and the education through art begins at the end of the 19-th and the first decades of the 20-th century. At the same time starts the scientific interest towards art as tool of therapy in the clinical practice and social treatment. The second half of the century the art-therapy theory and practice turns into central part of the educational system and social help and care. Socio-cultural animation is interpreted as new type, method, approach or alternative of traditional contemporary education in pedagogy.

KEYWORDS: education through art, art-therapy, socio-cultural animation, pedagogy of free

time/leisure

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400

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403

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404

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REFERENCES:

Decata i svobodnoto vreme

Pedagogicheski principi i animatsiya–

Didakticheska animatsiya v nachalnoto uchilishtno obuchenie - Vazpitanie chrez izkustvoto

Vazpitanie chrez izkustvoto v protsesa na ogramotyavane po balgarski ezik .

– - Vospitanie iskusstvom

405

9. Popova, N., N. Vitanova, N. Boiadjieva. (2013): Didakticheska animatsiya v nachalnoto uchilishtno obuchenie (Didactical animation in primary education). Shumen.

10. Radev, Pl. (2013): Entsiklopediya na naukite za obrazovanieto (Encyclopedia of educational fields). Plovdiv.

11. Vasileva, R. (2006): Animatsiya i vazpitanie (Animation and education). Sofia. 12. Vitanova, N. (2008): Didakticheska animatsiya (Didactical animation). Shumen.

406

ABSTRACT: The main task of the kindergarten work on writing is the sign character of

language comprehension and children’s orientation in the sounds of speech. The results of these studies suggest that didactic games may be used as an effective teaching

method. KEY WORDS: speech, speaking skills

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407

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408

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- -

-

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409

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410

ABSTRACT: The quick changes in the technologies and their advance in daily life request

quick adaptation to any society. An intrinsic feature of any human being in the dynamical active technosphere is dimension and may be quantified with the term functional literacy. Functional literacy is a relatively new concept that is all the more necessary in pedagogical science. This necessitates a survey of functional literacy, but it also calls for certain educational procedures.

The purpose of this paper is to present an attempt to define importance of the term functional literacy for each person.

KEYWORD: functional literacy, striving societies, education

-08-294.

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411

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412

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- -

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413

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414

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Problemi i kontseptualynye osnovy formirovaniya novogo kachestva podgotovki specialistov v sisteme srednego profesionalynogo obrazovaniya

–

- Kompetentnosty ili gramotnosty: k razrabotke

gosudarstvenogo standarta

415

3. Rechnik na chuzhdite dumu v Balgarskiya ezik (1982) (Dictionary of Foreign Words in Bulgarian). Sofia: BAN.

4. Totseva, Y. (2001): Problemi na obrazovanieto na vazrastnite (Problems of adult education). Sofia: Daniela Ubenova.

5. Gray, W. (1956). The Teaching of Reading and Writing. 6. UNESCO, Education for All. The Quality imperative. (2005) EFA Global

Monitoring Repor,.

- nelidimitrowa@yahoo.com

, ,

416

–

–

ABSTRACT: The paper views some of the new emphases in the didactic principles of the

human society history

KEY WORDS: history, anthropology

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417

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– – – – – –

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418

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419

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420

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REFERENCES:

: Didakticheski aspekti na istoricheskata antropologiya–

Tz : Za predmeta na pedagogicheskata anropologiya – pp -

: Istoricheska antropologiya. VavedenieS

- e-mail: nikolov@dobrich.net

–

421

ABSTRACT: The relation and the meaning of the basic historical concepts in Bulgarian

History education of the pedagogy majors are clarified. KEYWORDS: historical concepts, general historical concepts

-08-

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422

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423

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424

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-

REFERENCES:

Istoricheskoto poznanie v obuchenieto po istoriya Historical notions in teaching a History class . V

. : Problemat za istoricheskite ponyatiya Defining historical concepts . Istoricheski pregled

. 8 : Formirane na ponyatiya pri obuchenieto po istoriya Defining concepts when teaching a History class . Sofia.

: Etnos i etnografiya Ethnicity and ethnography . Sofia.

- e-mail: nikolov@dobrich.net

–

425

ABSTRACT: At the root of some psychological preconditions lie the following didactic

strategies for students’ motivation: trial and error, teaching methods, human relations, and rational arguments. The strategy trial and error is based on the rewarding influence of success and on the aptitude of positive transformation of failure. The strategy teaching methods is based on the interactive teaching methods which have the ability to make learning attractive. The strategy human relations is based on the teacher’s authority to build up on his/her competences and the relation model of respect and requirement among the teacher and students. The strategy rational arguments is accomplished by establishing proof of the value of knowledge and sense of study.

KEYWORDS: motivation, successes and unsuccesses, teaching methods, human relations

between the teacher and students, rational arguments of the value of knowledge.

–

-

426

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–

–

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427

–

–

–

–

.

–

–

428

.

–

-

-

.

429

–

REFERENCES: 2004 Pedagogicheskite umeniya na uchitelite. Motiviraneto

2008): Pedagogicheskite umeniya na uchitelite: teoretichni modeli

2001 Sotziologiya na lichnostta. Izbrano -R

Rechnik po psihologiya -

e-mail: colka13@abv.bg

430

ABSTRACT: Sociology of personality is directly related to social work. Study and knowledge

of the basic ideas of the sociology of personality in the practice of social work requires excellence in professional development. Interaction of sociology and social work is a study of the correlation of relationship between social status and social roles of personality.

KEYWORDS: sociology, social adaptation, social time, action social technology

-08-305.

3]:

431

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432

– – – -

-

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433

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434

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REFERENCES:

Moderniyat sotsialen konflikt Osnovi na sotsialnata rabota

Tehnologii sotsialnoy raboty

Social Time: A Methodological and Functional Analysis

-

435

ABSTRACT: This article will focus on the problem of monitoring the development of

cognitive activity in preschoolers. The purpose of monitoring is to study the dynamics of cognitive activity. Disclosed are monitoring components of cognitive activity, which include: cognitive processes (attention, perception, memory, thinking, imagination), information (achievements and experience accumulated by mankind in the way of understanding the world) view of the world (emotional response to individual objects, objects , things and events of our world.

KEYWORDS: monitoring, monitoring aspects, baby experimentation cognitive development.

-

- - - -

-

436

-

-

- -

-

-

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437

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438

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439

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-

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440

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–

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441

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REFERENCES

The problem is the holistic development of the preschool child as a subject of labor - Petersburg

Monitoring the health of the child as a means of improving the quality of the educational process in preschool

Raising a child of preschool age Preschool Pedagogy The development of thinking and mental

education The federal government requirements for the basic educational program of pre-

school education The development of cognitive abilities during preschool Establish a monitoring system as a means to

control pre-school educational institution -- -

Tool and sign in child development

442

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-

-

-

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448

- - -

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-

-

REFERENCES:

Correlates of cannabis initiation in a longitudinal sample of young women: the importance of peer influences

Measuring risk and protective factors for substance use, delinquency, and other adolescent problem behaviors

Longitudinally foretelling drug usage in adolescence: early childhood personality and environmental precursors

449

4. Botvin, G., K. W. Grifin, E. Paul and A. P. Macaula. (2003). Preventing tobacco and alcohol use among elementary school students through Life Skills Training. Journal of Child and Adolescent Substance Abuse 12.

5. Bränström, R., E. Sjöström, S. Andréasson. (2008). Individual, group and community risk and protective factors for alcohol and drug use among Swedish adolescents. European Journal of Public Health., Vol. 18 Issue 1.

6. Brown, R. T. (2002). Risk factors for substance abuse in adolescents. Pediatric Clinics of North America, 49.

7. D’Amico, E. J., D. M. McCarthy. (2006). Escalation and initiation of younger adolescents’ substanceuse: the impact of perceived peer use. Journal of Adolescent Health, 39.

8. Dick, D. M., R. Viken et all. (2007). Parental monitoring moderates the importance of genetic and environmental influences on adolescent smoking. Journal of Abnormal Psychology, 116.

9. Dingens, M. M. & E.R. Oetting. (1993). Similarity in drug use patterns between adolescents and their friends. Adolescence, 28.

10. Dobkin, P. L., R. E. Tremblay, L. C. Masse & F. Vitaro. (1995). Individual and peer characteristics inpredicting boys’ early onset of substance abuse: a seven-year longitudinal study. Child Development, 66.

11. Eggert, L. L., B. P. Randell. (2003). Drug prevention research for high-risk youth. – In: Z. Sloboda W. J. Bukoski (Eds.), Handbook of drug abuse prevention New York: Kluwer Academic.

12. Gil, A. G., E. F. Wagner, J. G. Tubman. (2004). Associations between early-adolescent substance use and subsequent young-adult substance use disorders and psychiatric disorders among a multiethnic male sample in South Florida. American Journal of Public Health 94.

13. Haine, R. A., T. S. Ayers, I. N. Sandler & S. A. Wolchik. (2008). Evidencebased practices for parentally bereaved children and their families. Professional Psychology: Research and Practice 39.

14. Hanson, C., M. Novilla, L. B.Lelinneth, D. Barnes. (2009). Eggett, McKell, Reichman, Chelsea, D. Havens, M., Using the Rural-Urban Continuum to Explore Adolescent Alcohol, Tobacco, and Other Drug Use in Montana. Journal of Child & Adolescent Substance Abuse. Vol. 18 Issue 1.

15. Johnston, L. D., P. M. O’Malley, J. G. Bachman, J. E. Schulenberg. (2006). Monitoring the future national survey results on drug use, 1975–2005: Volume I, Secondary school students (NIH Publication No. 06-5883). Bethesda, MD: National Institute on Drug Abuse.

16. Kandel, D. B., K. Yamaguchi & K. Chen. (1992). Stages of progression in drug involvement from adolescence to adulthood: further evidence for the gateway theory. Journal of Studies on Alcohol, 53.

17. Khushabi, K., S. Moradi, M. Habibi. (2012). Risk and Protective Factors of Drug Abuse in High School Students. Iranian Journal of Psychiatry & Clinical Psychology. Vol. 17 Issue 4.

18. Kim, Y. M. (2004). Impact of psychological protective and risk factors on problem drinking among American adolescents: Focused on compensatory and buffering effects of protective factors. Koran Journal of Social Welfare, 56(4).

450

19. Merikangas, K. R., B. J. Rounsaville & B. A. Pruoff. (1992). Familial factors in vulnerability to substance abuse. – In M. D. Glanz & R.W. Pickens (eds), Vulnerability to Drug Abuse, Washington, DC: American Psychological Association.

20. Oetting, E. R., F. Beauvais, R. Edwards (1989). Alcohol and Indian youth: social and psychological correlates and prevention. – In R. Wright, Jr. & T. D. Watts (Eds.), Alcohol problems of minority youth in America.

21. Parker, H. (2003). Pathology or modernity? Rethinking risk factor analyses of young drug users. Addiction Research and Theory, 11.

22. Rhodes, T., R. Lilly et all. (2003). Risk factors associated with drug use: The importance of ‘risk environment’. Drugs: Education,Prevention and Policy, 10.

23. Ripple, C. H. & S. S. Luthar. (1996). Familial factors in illicit drug abuse: an interdisciplinary perspective. American Journal of Drug and Alcohol Abuse, 22.

24. Robins, L. N. & T. R. Przybeck. (1985). Age of onset of drug use as a factor in drug and other disorders. – In C.L. Jones & R. Btakjes (eds), Ecology of Drug Use, Washington: NIDA Research Monograph, 56.

25. Simons-Morton, B., R. Chen. (2005). Latent growth curve analyses of parent influences on drinking progression among early adolescents. Journal of Studies on Alcohol, 66(1).

26. Sloboda, Z., M. Glantz, R. Tarter. (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.

27. Stattin, H. & M. Kerr. (2000). Parental monitoring: A reinterpretation. Child Development 71 (4).

28. Velleman, R. D. B., L. J. Templeton, A. G. Copello. (2005). The role of the family in preventing and intervening with substance use and misuse: a comprehensive review of family interventions, with a focus on young people. Drug and Alcohol Review, 24(2).

29. Vukši´c- Psychiatric legal decisionmaking: The child and the divorce. Social Research 6 (74).

-

p_kozhuharova@abv.bg

451

ABSTRACT: Permanent contractures of the elbow is a serious medical and social problem

due to its considerable spread among people in working age and adverse effects on the function of the entire upper limb.

The purpose of this report is to provide a method for a quick and efficient overcome of the pain, postoperative edema and muscle guard in patients with elbow joint fractures treated surgically.

This method for overcoming the above mentioned pathological factors is based on the earlier application of the therapeutic agents in accordance with the physiological characteristics of the healing of soft tissue.

Complying with the patient's symptoms and the proper application of the proposed methodology leads to overcoming post-traumatic pain and muscle guard, thus eliminating involuntary muscle contraction.

KEYWORDS: permanent contracture, pain, muscle guard

-

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454

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–

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- –

– – –

– -

REFERENCES: Indeks za kompleksna otsenka na obema na dvizhenie v lakatna

stava pri kontrakturi (I–

455

2. Cooper et all. (1993): Elbow joint restriction: effect on functional upper limb motion during performance of three feeding activities. – Arch Phys Med Rehabil, 74, p.805-809.

3. Janda V. (1993): Presentation of Physical Medicine Research Foundation. Montreal.

4. Popov N., E. Dimitrova. (2007): Kineziterapiya pri ortopedichni zabolyavaniya i travmi na gorniya kraynik (Physiotherapy in orthopedic diseases and injuries of the upper limb). Sofia.

-mail: petia75@gbg.bg

456

ABSTRACT: The transition of society towards the formation and development of market

relations presupposes the development of the labor market, which means that unemployment becomes a real social phenomenon. If countries with developed market relations job loss is a serious psychological trauma, the more severe it appears on the status of people who have not committed in thought such an opportunity this is especially true for people in middle and older population of our country.

KEYWORDS: social work, unemployment, labor market

-08-305.

-

-

457

-

- –

– –

-

458

-

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-

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--

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459

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460

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--

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461

-

–

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462

–

ABSTRACT: Protection act regulates child rights principles and measures for child protection authorities of the State and the municipalities and their interaction during activities in child protection and participation of legal entities and individuals in such activities. The State shall protect and guarantee the fundamental rights of the child in all spheres of public life for all groups of children according to age, social status, physical health and mental state, providing all appropriate economic, social and cultural environment, education, freedom of expression and security.

KEYWORDS:

-08-305.

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464

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468

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469

-

-

470

ABSTRACT: A Survey of language functions is presented within this article. Eleven cases of

developmental dysphasia are described and analyzed. The age of surveyed children with developmental dysphasia ranges from five to six years old. To establish which kind of operations are frustrated predominantly – the grammatical operations or semantic representation by words – is the main goals of this enquire. The surveyor tries to reveal and find more details about the understanding of nouns and verbs by children with specific language impairment, about the comprehension of phrases, text and especially of idioms. The connection between visual and verbal information is used to check the language and cognitive transformations. The interesting answers are given by children with developmental dysphasia when they have a task to fit the omitted word in the some sentences. The usage of inappropriate words within the specified context indicates to serious comprehensive dysfunction. When the children with specific language impairment naming some objects or show the named objects they deal successfully these tasks. Consequently they understand the meaning of the words. But they do not comprehend idioms and interpret them literally. When they fit the missing word in the sentence, they often make semantic substitutions. Sometimes the children with specific language impairment cannot connect semantically all part of the sentence to the word which they find and put in the position of the missing part of the sentence. In conclusion it seems that the children with developmental dysphasia (specific language impairment) use and understand the word’s meanings but they misunderstand the sense of phrases and have many difficulties comprehending the context.

KEYWORDS: developmental dysphasia, (specific language impairment), grammatical

functions, lexical diversity, naming, semantic representation, context, expressive language performance, impressive language performance

-08-303

.

471

–

-–

–––

472

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.

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1

2

3

4

5

6

7

8

9

1 2 3 4 5 6 7 8 9 10 11

.

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.

473

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.

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6

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.

474

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.

–

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–

– ––

475

–

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–

–

–

476

REFERENCES:

1. 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.

2. 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.

3. McGregor, Karla K., Robyn M. Newman, Renee M. Reilly, Nina C. Capone. (2002): Semantic Representation and Naming in Children with Specific Language Impairment. // Journal of Speech, Language, and Hearing Research; American Speech-Language-Hearing Association; Vol. 45. p. 998-1014.

4. 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.

plamendes@abv.bg

477

ABSTRACT: Proximal humeral fractures account for nearly 5% of all fractures and are the third most common fracture after those of the hip and distal radius. The purpose of this study is to present a method for recovery of muscle function and overall driving synergy in the shoulder girdle after fractures of the proximal humerus. Analytical treatment of the affected muscles leads to a full functional recovery of the patient’s use of the limb and restoration of residential, employment and recreational status of the patient.

KEYWORDS: physical therapy, shoulder, proximal humeral fractures

-

-

-

-

478

--

-

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–

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479

[5]

-

-

[6]

--

-

-

-

480

-

-

–

-

– -

-

REFERENCES:

Ramenen kompleks – funktsionalna diagnostika I kineziterapiya –

481

2. Kozhuharov, K. (1994): Neoperativna travmatologiya (Keyhole Traumatology). Sofia: Meditsina i fizkultura.

3. Kraev, T., N. Popov. (2009): Manualna mobilizatsiya na perifernite stavi (Manual activation of peripheral joints). Sofia: ERSID.

4. Popova, D. (2005): Kineziterapiya sled operativna stabilizatsiya na glenohumeralnata stave po metoda na Boychev (Kinesitherapy following post-operation stabilization of glenohumeral joints using Boychev’s technique). Disertatsionen trud.

5. Popov, N. (2009): Kineziologiya i patokineziologiya po oporno-dvigatelniya aparat (Kinesiology and pathokinesiology of the musculoskeletal system). Sofia: NSA Pres, pp. 137-180.

6. Popov, N. (2002): Klinichna patokineziologichna diagnostika v ortopedichnata kineziterapiya (Clinical pathokinesiological diagnostics in ortopedic kinesitherapy). Sofia.

7. Popov, N., E. Dimitrova. (2007): Kineziterapiya pri ortopedichni zabolyavaniya I travmi na gorniya kraynik (Kinesitherapy in cases of ortopedic deficiencies and upper limb traumas). Sofia: NSA Pres.

8. Cooper R: (1972): Alterations during immobilization and regeneration of skeletal muscle in cats. J Bone Joint Surg 54A:919, 1972.7.

9. Donatelli Robert A. (2004): Physical therapy of the shoulder. Copyright ©. 10. Janda V. (1983): Muscle Function Testing. 11. Sodeberg G. (1997): Kinesiology:application to pathological motion. Baltimor:

W&W. 12. Liebeson,C.( 1990): Active muscular relaxationtechniques(part II). – In: Jornal of

manipulative and Phisiological Therapeutics;13(1):2-6, 13. MacDougall JD, G. C. Elder, D. G. Sale, et al (1980.11): Effects of strength training

and immobilization on human muscle fibers. Eur J.Appl Physiol 43:25–34.

482

ABSTRACT: Physical fitness is of constant concern to experts since it indirectly reflects the

changing conditions of life and work. Good physical abilities are a guarantee for good health and increased mental cognitive activity. In this report we offer a hypothesis. Athlete students possess a stable physical abilities and health status of the sport on a regular basis. As a result of the research our hypothesis has been proven.

KEYWORDS: Activities, physical fitness, students and sport

-08-297.

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-

-

483

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4

484

1 2 3 4 5 6 7 8 9 10 11 12

485

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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1 2 3 4 5 6 7 8 9 10 11 12

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486

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10

20

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487

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488

REFERENCES:

1. Rezervi za efektizirane na uchebniya protses po fizichesko vazpitanie i sport Assets for

. // Lishnost, motivatsi 2. Dvigatelnata

aktivnost na detsata i mladezhta v Republika Bulgariya – sastoyanie i perspektivi – current ).

3. . Sravnitelen analiz na pokazatelite za fizichesko

razvitie i deesposobnost pri 6-11-godishni uchenitsi ot Tunis i NRB - -

. anc Zdrave i visoka fizicheska deesposobnost chrez „Sport za

vsichki” . i

anc Fizishesko razvitie, fizicheska deesposobnost i nervno-psihofziicheska reaktivnost na naselenieto v Bulgaria

. -NSA.

Chernev, V. Sravnitelen analiz na fizicheskata deesposobnost na uchenitsi po danni ot izsledvaniya prez 1982 i prez 2009 godina

. i

-

489

ABSTRACT: This article summarizes the factors, approaches and issues, concerning juvenile crime and victimization. It also summarises risk and protective factors in family, and neighborhood background that affect child behavior. Lastly, the report points out several important research topics that need to be studied in order to obtain a long-range scientific research data. The research topics refer to the developmental background of child delinquents, social settings, family issues, juvenile justice and human value crisis.

KEYWORDS: juvenile crime, victimization, delinquency, risk factors, anti-social behavior.

-

490

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491

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492

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494

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Antisotsialnoto povedenie – teoriya i terapiya

Sotsialno-pedagogicheskata deynost s maloletni I nepalnoletni izvarshiteli na protivoobshtestveni proyavi – penitetsiarni aspekti(Social

N Pedagogicheskite umeniya na uchitelite: teoretichni modeli( So IK

Protivoobshtestvenoto povedenie na yunoshite v savremenniya obnovyavasht se svyat (

I I Riskovi kriminogenni faktori I viktimogenni faktori pri detsata (

Entsiklopediya na naukite za obrazovanieto (

495

–

ABSTRACT: Paper aims to elucidate in broad outlines historical data about the development of the fine arts training in Europe by emphasizing on the methods of teaching of perspective in the European artistic and educational practice. The history of fine arts training has been traced out from the very beginning, when drawing had became integral discipline in the Aristotle’s Gymnasium. Then, gradual development of a coherent system of painting training during the Italian Renaissance, and creation of the first treatises that contain instructions how to teach perspective has been studied in brief. After the moment of establishment of the first European academies of fine arts, the history of methods of teaching perspective in them has been traced. Special attention is given to the nineteenth-century two major methods of perspective training, and the twentieth-century innovation in its methodology.

KEYWORDS: drawing, painting, fine arts teaching, linear perspective, methodology of teaching

-- -

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496

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497

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498

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-–

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499

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-

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-

-

500

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– -

--

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REFERENCES:

The Hippocratic Treatises “On generation”, “On the Nature of the Child”

Metodika na risuvaneto

Sbornik s nauchni trudove ot nacionalna

konferenciya s mezhdunarodno uchastie “40 godini Shumenski universitet 1971-2011”

- - Perspektiva -

501

6. Dimchev, V. (1993): Izobrazitelno izkustvo. Metodika (Fine Art. Methodology). Sofia: Prosveta, p. 24

7. Herringham, Chr. (1899): The Book of the Art of Cennino Cennini: A Contemporary Practical Treatise on Quattrocento Painting. London: George Allen & Unwin, Ltd., pp. ix-xxxviii

8. Descargues, P. (1982): Perspective: History, Evolution, Techniques. New York: Van Nostrand Reinhold Company, p. 30

9. Green, J. and Green, P. S. (1987): “Alberti’s Perspective: A Mathematical Comment”. // The Art Bulletin, vol. 69, No. 4, pp. 641-645

10. Todorova, R. Perspektiva., pp. 23-28 11. Descargues, P., Op. cit., pp. 12-13 12. Jackson, J. (1839): A Treatise on Wood Engraving, Historical and Practical.

London: Charles Knigt & Co., p. 485 13. Dimchev, V. Op. cit., p. 14 14. Lozenski, Dr. Op. cit., p. 13 15. Palashev, G. (1902): Purvonachalno obuchenie po risuvane: Rukovodstvo za

uchiteli v osnovnite I triklasnite uchilishta. Naredeno po metoda na L. Charver i I. Pillet (The Early Teaching on Drawing: A Guide for Teachers in the Primary and Three-class Schools. Made by the Methods of L. Charver and I. Pillet). Biala Slatina: Izd. Avt.

16. Brett, D. (1986): “Drawing and the Ideology of Industrialization”. // Design Issues, Vol. 3, No. 2, pp. 59-72

17. Dimchev, V. Op. cit., p. 17-18 18. Lozenski, Dr. Op. cit., p. 13-15 19. Dimchev, V. Op. cit., p. 18-20 20. Lozenski, Dr. Op. cit., p. 27 21. Day, M. and Hurwitz, A. (2011): Children and Their Art: Art Education for

Elementary and Middle Schools. Independence, KY: Cengage Learning, p. 394 22. Lozenski, Dr. Op. cit., p. 36 23. Gretler, A. (1999): “Educational Research in Europe”. // Prospects, Vol. 29, No. 3,

pp. 379-392

- rostislava@shu-bg.net

,

502

ABSTRACT: Paper aims to elucidate in brief historical data about the development of fine arts training in Bulgaria during the time of the Bulgarian National Revival. We placed special emphasis on the methods of teaching of perspective in Bulgarian educational practice. The history of the fine arts training has been traced out from the first attempts for establishment of a state fine arts school. Then, gradual development of a coherent system of painting training has been studied in brief. Special attention is given to the nineteenth- and twentieth-century methodology of teaching perspective.

KEYWORDS: drawing, painting, fine arts teaching, linear perspective, methodology of teaching

-08-299.

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506

REFERENCES:

1. Bozhkov, At. (1985): Bulgarskata ikona (The Bulgarian Icon). Sofia: Bulgarski hudozhnik.

2. Dimchev, V. (1993): Izobrazitelno izkustvo. Metodika (Fine Art. Methodology). Sofia: Prosveta, p. 24

3. Lozenski, Dr. (1965): Metodika na risuvaneto (Methodology of Drawing). Sofia: Nauka i izkustvo, pp. 40-41.

4. Bozhkov, At. (1962): Bulgarskata hudozhestvena akademiya (The Bulgarian Fine Arts Academy). Sofia: Bulgarski hudozhnik.

5. Dimchev, V. Op. cit., p. 26-27. 6. Fotinov, K. “Obozrenie Sloveno-Bolgarskaya Slovesnosti”. // Lyuboslovie, 7, p. 109 7. Dimchev, V. Op. cit., p. 24. 8. Domuschiev, S., S. Omarchevski. (2006): Risuvane i akademiya: Izsledvane na

razvitieto I tendenciite na uchebnata risunka ot parvite godini na Darzhavnoto risuvalno uchilishte I Nacionalnata hudozhestvena akademiya – 1896 do 1986 godina (Drawing and Academy: A Study of Development and Tendencies of the Academic Drawing during the First Years of the State Drawing School and the National Fine Arts Academy – 1896-1986). Sofia: NHA.

9. Lozenski, Dr. Op. cit., pp. 50-51. 10. Ibid., pp. 53-57.

-

rostislava@shu-bg.net

giorgiakkp@facebook.com

507

ABSTRACT: Knowing the typology of organizational culture has an important theoretical significance; it is also a practical necessity. It is as important to control and manage this kind of culture as it is to change it in a desired fashion.

KEYWORDS: Culture, organizational culture, general and professional culture.

-08-302.

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515

REFERENCES:

1. Ilieva, Sn. (2006): Organizatsionna kultura (Organizational Culture). Sofia: UI „Sv. Kl. Ohridski“.

2. Cameron, K., R. Quinn. (2010): Diagnosing and Changing Organizational Culture: Based on the Competing Values Framework. New York.

ABSTRACT: The process of professional realization and person’s striving towards it are largely dependant on the social structure of society, individual right to choose a profession and the ability to affirm in it, skills that require social responsibilities, one’s family and one’s professional field.

KEYWORDSS: Profession, career, social activity, social worker

-08-302.

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REFERENCES:

Organizatsionna kultura v

Organizatsionno povedenie v

Organizatsionnoe povedenie

Lichnostta i organizatsiyata

European Commission, Growth, Competitiveness, Employment, The Challenges and Ways Forward into the 21st Century

Work and family – allies or enemies?

Burnout in work organizations.

-

524

-

HAR

ABSTRACT: The methodology of teaching primary technical creative skills is of peculiar

nature, since they are intrinsically both mental and manual. It implies a rather extensive mental development, which in turn requires constant pedagogical interaction. A well-structured curriculum with a focus on teacher-students interaction will teach a pupil to solve problems independently and greatly add to their technical culture. A brilliant example of such curriculum is offered through the school subject of Construction, Technology, and Utilities.

KEYWORDS Capability; initial technical creativity; stages of the scheme to nurture the

ability for initial technical creativity; organization of the pedagogical process

-08-294.

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530

REFERENCES:

1. Bozhkov, N. et al. (1988): Teoriya i metodika na rabotata i konstruktivnata tehnicheska deynost v detskata gradina (Theory and methods of work and constructive technical activities in the kindergarten). Blagoevgrad: VPI.

2. Dimitrov, D. (1989) Tipovi igri i tehnologii za detskata gradina i nachalnoto uchilishte (Typical gaming technologies kindergarten and primary level of EASO). Blagoevgrad: VPI.

3. Rosman, D. (1930): Psihologiya na tehnicheskata deynost (Psychology Technical Creativity). Moskow: Obrazovanie.

4. Faraponova, E. (1968): Obuchenie mladshih shkolynikov planirovaniyu deystviy v raznyh usloviyah trudovoy zadachi (Training junior high school students planning actions in different circumstances setting tasks of labor). – V: Voprosy psikologii obucheniya trudu v shkole. Moskow: Prosveshtenie.

531

ABSTRACT: Leaving school prematurely is a serious problem in the entire European Union.

It is a very significant problem not only regarded from its educational consequences, but also from its economic and social ones. Iinclusive education is based upon the human rights approach and a social model which requires the adjustment of the school system towards the kid, and not the kid towards the system. The inclusion is expressed as a reorganization of the policies, practices and culture in the Bulgarian school, as it is capable to correspond to the various educational needs of kids that visit it, as well as to encourage their active involvement in it. During the last 2-3 years we have witnessed a decisive political turn for reforms toward minorities’ integration and there is more and more visible tendency toward non-segregation and anti-discrimination shaping a positive attitude in society.

WORDS: Early school leaving, inclusive education, educational needs, equal access to

education.

-08-298.

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Inclusive Education

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535

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536

REFERENCES:

-

Talking Back To Power

- -

- sv vacov@abv bg

537

USING THE EDUCATIONAL OPPURTUNITIES OF THE

ABSTRACT: The growing demands toward the quality of the academic schooling require the

application of newer information technologies in education. There are three main guidelines when we venture to evaluate the role of the Internet technologies in the development of a university. First, the university is featured with a big amount of students using the Internet. Second, the dominant role in the university of the library information culture, in which the student is focused mainly on reading a text and its reproductions. The third process is an active “professionalization” of the skills, acquired by a student for working with the Internet.

WORDS: Information technologies, the Internet, “professionalization” of skills.

-08-298

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539

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540

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541

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542

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REFERENCES:

(1916 Democracy and Education: An introduction to the philosophy of education.

(1971 Deschooling society : (2000 The Virtual University and the Professoriate, in the University

in Transformation Global Perspectives on the Futures of the University.

- sv.vacov@abv.bg,

543

ABSTRACT: Here is an analysis of the activity approach as a methodology and a paradigm

of development of thinking and cognitive activity, as a condition for psychic, conscious and personal development through contextualizing cognition, objectivation of personal sense, social identification of studying and acquisition

KEY WORDS: activity, cognition, interaction, thinking, consciousness

-08-244/13. .

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548

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REFERENCES:

Gnosiologiyata, klasika i savremennost

Sobranie sochineniy. Tom 1-6 -

Probuzhdashtoto se mislene S Epistemologiya V Deyatelynosty, soznanie, lichnost

The Self and its Brain – Problemy obshtey psihologii

Voprosy psyhologii -

Izbrannye psihologicheskie trudy a

E-mail: pedcollege@dobrich.net

–

549

INNOVATIO

ABSTRACT: Written expression is an integral part of the process of mastering a foreign language because it represents a communicative activity ensuring the written form of the interaction. The contemporary tendencies for the usage of high technologies in communication do not replace the need to express ourselves in a written form. On the contrary, they develop writing skills further enforcing additional rules when applying the written form.

The current article treats the ways to achieve this skill through the most popular contemporary written forms – informal and formal e-mail, Internet threads, as well as the rules for their composition.

KEYWORDS: writing in French, language, high school, intercultural, skills, competences,

levels B1-B2, e-mail, Internet threads.

-

– -

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550

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Je m’appelle Sarah Cotiliani. Je me permets de vous contacter suite à votre annonce pour le poste d’Assistant administratif parue sur le site Monster.fr.

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Cordialement, Bien cordialement, Sincères salutations, Salutations distinguées, Bien à vous, Cordiales salutations

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POUR OU CONTRE: Le port de l’uniforme à l’écolePo -04- àHenri55:

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Alors personnellement, action! réaction!!

554

Tatiana Rivka

Posté le 25-04-2006 à 17:15:44 Je suis pour. On n'aura plus affaire au racket, certains élèves, moins bien habillés, ne seront plus sujet aux railleries des autres enfants etc....

DIEU WALTER0

Posté le 25-04-2006 à 17:31:59 L'uniforme permettrait en partie de laisser le monde externe (parasite) à l'extérieur.

Questions: 1) Est-ce le sujet vous semble actuel en Bulgarie? 2) Trouvez les arguments pour: 3) Quel autre sujet trouvez-vous lié au sujet principal? (…)

-

-

– A

-

555

-

-

REFERENCES:

Beacco (2007): L’approche par compétences dans l’enseignement des langues (Activity orientated approach in foreign language education issue Didier

Enseigner l'argumentation. Atelier de formation continue des enseignants de F.L.E. au lycée in "Fréquences francophones. Teaching

teachers of french language in the High v

Chakarova ( ): Kak da pishem logichno ili za nyakoi problemi pri razvivane na umenieto za pisane na ese vav Voenno uchilishte ( lly or some

Shumen

,

, snejana_slavcheva@yahoo.com

- –

556

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ABSTRACT: The present publication considers hippotherapy (therapeutic riding) as a different method to influence the physical, intellectual, emotional and psychosocial problems of children with autism and attention deficit hyperactivity disorder. This approach is complementary to the overall treatment. It develops memory, attention and thinking; increases communication skills in children. In combination with the daily work of the psychologist, the application of the approach contributes to improving the quality of emotional communication of children with problems, overcomes anxiety and depression, and stimulates mental processes.

KEYWORDS: hippotherapy, autism, Attention-Deficit Hyperactivity Disorder (ADHD), therapeutic (healing) riding, children with deficits in their development

-08-297

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560

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(2006

2 (20073 (2003 -45 (20096 (20127 -9 - -10

561

ABSTRACT: The article observes preschool education activities of Penka Kasabova and her

contribution to education and training of kindergarten teachers in the country. The article underlines Mrs. Kasabova’ input for improving the quality of the preschool process by implementing better curriculum and involving more qualified teachers.

KEYWORDS: preschool education, kindergarten, teachers.

-08-295

.

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REFERENCES:

( ): Detskite uchilishta u nas do 1944 g. (Our preschools untilSofia: a

- Iz istoriyata na preduchilishtnoto vuspitanie v Bulgariya ( ) ofia

(//

TSHDA - TSHDA - -

- snezhana_vacheva@ .

566

ABSTRACT: In recent years the Bulgarian education system has started using The Portfolio more regularly. However in higher education structure it is not that popular. This article draws attention to the specifics of the student's portfolio and introduces the idea of a model structure of a methodological portfolio.

KEYWORDS: portfolio, student portfolio, structure, main categories

-08-295.

-

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568

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569

–

–

-

REFERENCES:

Bahareva M V Y V Nikitina E G Ugolynikova : Izpolyzovanie tehnologii “uchebnyi portfolio” training portfolio tech

y - Dzhermanova Vidove portfolio Portfolio na ushitelya. Referativen

obzor NACID

I A I P Portfely individualynyh dostizheniy kak kontrolyno-otsenochnoe pedagogicheskoe sredstvo

Sy 1 -

Novikova G M A A S : „Portfolio” – novyy i effektivnyy instrument otsenivaniya –

ktor - Portfolioto – aktualen instrument za atestatsiya. Inovatsii v obrazovanieto

–

-

sn_lazarova@abv.bg

570

–

–

ABSTRACT: The specific methods of education are increasingly used in the work of special schools. Special educators are required to use teaching techniques aimed at achieving greater efficiency, to introduce interactive and non-traditional methods of education. In the following report a survey is represented relating to the application of specific methods of work with the contingent of special schools. The opinions of educators, as well as parents of children with special educational needs, are examined.

KEYWORDS: mental retardation, multiple disorders, special schools, parents of children

with special educational needs, interactive and non-traditional methods of education

-08-303.

-

-

571

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572

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14%

5%

10%

12%

16%

7%

16%

4% 10%

P.E.C.S.4%

3%

3%

573

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– 100%;

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12%

5%

11%

11%

13%

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13%

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574

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-

-

575

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.

.

REFERENCES:

Deca s mnozhestvo uvrezhdaniya byuletin (

nrdb_1- (

-2009_deca_SOP

- snikolova63@abv.bg

576

ABSTRACT: The article examines the nature of digital arrangement. The article examined the architecture of digital arrangements. Revealing features, conditions, rules the realization.Justified is the information culture of a teacher as a basis for the implementation of digital arrangement.

KEYWORDS: digital arrangement, information culture

-08-292.

– -

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577

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579

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580

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581

-

Complete: the Ultimate Arranging Course for Today's Music

Arranging in the Digital World. An introduction to basic MIDI arranging

Arranging Music for the Real World: Classical and Commercial Aspects.

Grove Dictionary of Music. Metodika muzykalynogo obucheniya na osnove tsifrovyh

instrumentov

Informatizatsiyata na obrazovanieto kato inovatsionen protses

Don Sebesky, The Contemporary Arranger

Muzikalen terminologichen rechnik

The Harvard Dictionary of Music Obuchenieto po muzika i savremennite informatsionni sistemi i tehnologii

Obuchenieto po elektronni muzikalni instrumenti i profesionalnata kompetentnost na badeshtiya uchitel po muzika

- -

- ruskov@gbg.bg

582

ABSTRACT: The article reveals the theoretical basis of the importance of teachers' digital competence in music for his overall professional image in the modern information society.

KEYWORDS: music teacher, profession, professionalism, professional competence, digital

competence

-08-292.

–

–

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584

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585

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ДИГИТАЛНО ТВОРЧЕСТВО:новаторство, креативност

ИЗПОЛЗВАНЕ НА ДИГИТАЛНИ СРЕДСТВА: професионална дисциплина по предназначение

ДИГИТАЛНА КОМПЕТЕНТНОСТ:знам, притежавам умения, концепции, подходи, нагласи

586

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1. Ala-Mutka, K. (2011): Mapping Digital Competence: Towards a Conceptual Understanding. Seville: JRC-IPTS http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4699

2. America Library Association. (1989): Presidential Committee on Information Literacy. Chicago: ALA.

3. Ferrari , A. (2012): Digital Competence in Practice: An Analysis of Frameworks. European Commission, Joint Research Centre, Institute for Prospective Technological Studies.

4. Evropeiska kvalifikatsionna ramka za uchene prez tseliya zhivot (Key competences. European frame of reference). (2007) Sofia: Communication Strategy for the Republic of Bulgaria to the European Union.

5. NCCA. (2004): Curriculum Assessment and ICT in the Irish context: a DiscussionPaper.http://www.ncca.ie/uploadedfiles/ECPE/Curriculum%20AssessmentandICT.pdf

6. Ofcom. Media Literacy Audit: Report on media literacy amongst children. London, 2006. http://stakeholders.ofcom.org.uk/market-dataresearch/media-literacy/ medlitpub/medlitpubrss/children/

7. Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal L 394 of 30.12.2006

8. Ruskov, S. (2003): Obuchenieto po muzika i savremennite informatsionni sistemi i tehnologii (Teaching music and modern information systems and technologies). // Dobrich: Yubileina mezhdunarodna konferentsiya.

9. Simonson, M. R., M. Maurer, M. Montag-Torardi, & M. Whitaker. (1987): Development of a standardized test of computer literacy and a computer anxiety index. //Journal of Educational Computing Research, Volume 3

10. Zhao, Y. (2009): Catching Up or Leading the Way: American Education in the Age of Globalization. USA, Alexandria: ASCD

- ruskov@gbg bg

588

ABSTRACT: The report provides an analysis of a survey of students attending a course in basic training in skiing. The survey was anonymous. The aim of the study was to extract useful information to improve the methods of teaching alpine skiing.

KEYWORDS: skiing, training methodology, a ski slope, ground, sport, physical activity

-08-297.

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-

-

--

- -

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REFERENCES:

Rakovodstvo po ski Alpiykski ski-sport Sofi : Osnovi na nachalnoto obuchenie po ski

Sofi : Parvi stapki v skite

C ov : Ski sport :

: Ski za nachinaeshti i naprednaliSofi

: Metodichesko rakovodstvo po ski

: Ski za vsichki ia:

-

593

ABSTRACT: The paper describes the importance of manual muscle testing (MMT) for the

rehabilitation practice. At the same time this article focuses on the subject of MMT and the need for more objective test results while the rehabilitation is performed by automated or robotized devices. The traditional MMT is subjective and cannot provide measurable values required by the robotic devices. The authors propose a method for objective muscle strength measurement by introducing a force torque measurement tool in the manual muscle testing process.

KEYWORDS: Manual Muscle Testing, Physiotherapy, Muscle Strength Measurement,

Rehabilitation Robotiks

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REFERENCES:

Manualno muskulno testuvane s osnovi na kineziologiyata i patokineziologiyata

2005 : Mehatronen model na spastichna raka

: Kineziologiya v : Fizikalnite faktori v praktichnata meditsina

: Rakovodstvo po kineziterapiya

S – S

L – - -

-mail:

599

-

PERSONAL-

ABSTRACT: The article reveals and analyzes relevant personal-professional qualities of the pedagogical advisor to ensure its effectiveness in the educational system. It also provides a model for work which should guide the school psychologist in the counseling process.

KEYWORDS: education, guidance counselor, counseling

-08-302.

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ABSTRACT: The paper presents the application of AAA and AESA-ISP for analysis of lead,

cadmium and copper in soils and plants. KEY WORDS: social ecology, analysis, lead, cadmium, copper

-08-294.

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REFERENCES:

Analitichna himiya Tezhki metali v pochvite i rasteniyata

- Sotsialna ekologiya Sotsialna ekologiya i globalizatsiya

Sotsialno-ekologichni aspekti na sigurnostta -

Rakovodstvo po instrumentalni metodi za analiz

Statistika v analitichnata himiya

Instrumentalen analiz

Himichen sastav na pochvite v Balgariya

Problemi na zamarsyavane na pochvata

e-mail: -

e-mail: boneva@shu-

609

-

ABSTRACT: In this article the concept of modern educational strategy is defined by a welfare context in which the concept of spirituality is being rediculed nowadays. The analysis of this concept of secular and religious interpretation is given. Expediency of inclusion of religion, religious education in a number of topics for pedagogical research is analyzed.

KEYWORDS: -

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REFERENCES:

1. Berdyaev, N. A. (2005): Dialektika bozhestvenogo i chelovecheskogo (Dialectics of the divine and the humane). Moskow: ACT; Harykov: Folio.

2. Vulyfson, B. L. (1999): Strategiya razvitiya obrazovaniya na Zapade na poroge XXI veka (Education strategies in the Western Hemisphere at the turn of the 20th century). Moskow: URAO.

3. Kozyrev, F. N. (2005): Religioznoe obrazovanie v svetskoy shkole. Teoriya I mezhdunarodnyy opyt v otechestvennoy perspective. Monografiya (Religious education in secular schools. Theory and international experience through our national perspective. Treatise.). Apostolyskiy gorod.

4. Kostyukova, T. A. (2002): Problemy profesionalynogo samoopredeleniya budushtego pedagoga v trditzionnyh rossiyskih duhovnyh tzennostyah: poiski I resheniya. Monografiya (Issues conerning one’s future pedagogical career in line with traditional Russian theological values. Treatise.). Tomsk: TSNTI.

5. Murdik, A. V. (2000): Sotsialynaya pedagogika (prevod). Moskow: Izd. tsentar Akademiya.

6. Grimmitt, Michael. (1981): What is Commitment: a Problem in Religious Education? // British Journal of Religious Studies, p. 42-53.

7. Hull, John M. (2002): Spiritual Development: Interpretations and Applications // British Journal of Religious Education, V. 24 (3), p. 171-182.

618

VERBAL INTELLIGENCE IN THE STRUCTURE OF COMPETENCE OF PSYCHOLOGISTS

Tatiana D. Dubovitskaya

ABSTRACT: Verbal intelligence is expressed in a psychologist’s ability to use their verbal potential so they can meet the challenges of professional activities. The article contains a description of diagnostic techniques for the study of verbal abilities of students of psychology. Psychological practice and psychological researchers have a different structure of verbal abilities.

KEYWORDS: verbal intelligence, verbal ability, professional competence, methods of

research.

Modern society is characterized by the growing interest of people to psychological services. Psychologist in demand in various fields of human activity such as medicine, education, politics, economics, etc. In this regard, is to improve the actual training of psychologists during training at the university.

Professional training is aimed at mastering studying certain knowledge, skills and abilities needed to perform professional activities. Together, they form the professional competence of the individual. One of these competencies is communicative competence, which O. V. Lavrentieva regards as "the ability to purposefully use verbal and nonverbal means of communication to solve problems of psychological communication" [4].

A distinctive feature of any professional is that he looks at the world through the prism of the concepts utilized/categories and handles them in solving their professional problems. To characterize this ability is used the concept of "intelligence." In this case, the theory of multiple intelligences H. Gardner [6], there is no such thing as "general intelligence." Intelligence – is the plural construct. According to H. Gardner, there are seven different intelligences, manifest themselves differently in different activities. At the same time, the work of a psychologist, in our view, needs all kinds of intelligence.

Linguistic intelligence – is shown in reading, listening, speaking and writing. Logical-mathematical intelligence is used to process the results of the pilot study. Spatial and bodily-kinesthetic necessary in body-oriented therapy. Musical intelligence – in music therapy. Interpersonal and intrapersonal in psycho-correction and psychological counseling. Along with the above, there are also types of intelligence: social intelligence, emotional intelligence, verbal and nonverbal intelligence, etc.

A high level of verbal intelligence is needed to study the language and literature. For a successful study of science needs a high level of spatial and verbal intelligence. Verbal mental operations - an abstract comparison, generalization, abstraction, analysis and synthesis. Different types of activities (educational, professional) require different

619

kinds of intelligence. At the same time, various types of professional activities based on verbal intelligence, also vary considerably. This difference relates primarily vocabulary (words used and the notions), as well as the specifics of speech activity.

Professional activities psychologist are versatile. In particular, psychologists distinguish between researchers and practicing psychologists [1]. The first involved the theoretical and methodological, scientific research. Product of their activity are detected patterns of mental activity and behavior, which is reflected in various publications and reports. Psychologists, researchers should be proficient in the conceptual apparatus of psychological science.

Psychologists practitioners working with people who need psychological help. Their activities are primarily aimed at optimizing the mental health of their clients, their personal development. The main activities are the practical psychology: psychological diagnosis, psychological education, counseling, psycho-correction, psychoprophylaxis. One of the important skills of practicing psychologists is the ability to verbalize feelings of the client, its communication support. A psychologist can also combine research and practice that is required of it psychological mobility.

As you can see, an important role in professional psychology belongs verbal ability and verbal intelligence. Verbal intelligence is defined, inter alia, as "the ability to analyze and synthesize the voice of judgment, to delve into the meaning of words, word-rich conceptual basis" [8]. Different types of professional activities require different concepts of ownership. In this regard, one can speak of verbal intelligence mathematics, psychology, economics, philology, etc. Verbal intelligence professional in any field is in its capacity to use the verbal capacity to successfully carry out their professional activities. Possession, handling professionally relevant concepts is a measure of professional training.

The purposeful development of verbal intelligence is a prerequisite for the formation of a complex of significant professional skills of students – future psychologists. Examples include the following competencies.

- Knowledge of basic categories and concepts of the course. - The ability to build interpersonal relationships and work in a group. - Ability to establish a confidential contact and dialogue, persuasion and

support of the people. - Ability to establish contacts and maintain effective communication with the

client, taking into account his or her age, gender, personality traits, as well as belonging to different social groups.

- Ability to interpret the psychological problems of the client and the contracting of professional relations consultant and the client, etc.

It is therefore necessary diagnostics verbal intelligence, as well as its development in different categories of professionals. To investigate the level of verbal intelligence in psychology students can, in particular, use the following procedure.

1) Definitions for key words: it is necessary to determine how the concepts/categories correspond presented in each row keywords.

For example, given the following set of key words, "activity", "goal", "need". The student must determine what the definition of the concept / category there are all these words? The correct answer is "activity". Since the "activity" is defined as "a purposeful activity, realizing the needs of the subject" [6:10] "process(es) of the active interaction

620

between subject and object, in which the subject meets any of their needs, achieve the goal of" [3]. Thus, despite the different definition of the category of "activity", you can select the keywords that are in the definitions of various authors. It is by knowing the keywords person can formulate a definition/category or play it from memory. The difficulty will be to develop this type of job, as will need to analyze the different definitions of the same concept of a consistent and thorough keyword selection. A student may not agree with some well-known definition of a concept. This does not reduce him to know the requirements of different definitions.

2) Elimination of concepts in the proposed series of words to find the word (concept), which does not fit within the meaning of the others, and also to say that unites the remaining words.

For example, in a series of words "selectivity, distribution, switching, exercise, volume" is more than the word "exercise", since the other words describe particular attention. Among the words "active, reactive, emotional, logical, introversion-extroversion" is more than the word "logic", since the other properties mean temperament.

3) Drawing up proposals: to make a meaningful sentence using all given words, complementing their own words and changing the ending.

For example, using the word "person", "consciousness", "activity", you can make the following statement: "The person – a man as the bearer of consciousness and stakeholders. Using the words "activity, personality, need" can make the following statement: "The needs are the source of the activity of the individual." Proposals may be different, as long as they are meaningful and psychologically correct.

Performing this task is especially important, because the student must formulate their own thoughts or reproduce the information in memory.

The proposed procedures can be used to design tasks for verbal intelligence test in almost all academic disciplines. This is especially true with respect to the disciplines of professional unit.

For psychologists practitioners need other verbal abilities. They must have a low level of alexithymia, which is understood as the inability of man to call words the emotions experienced by himself or other people. Accordingly, they must have developed the ability to verbalize (verbalize their thoughts, feelings, state of the word) communication skills (have sympathy, support, exercise tact in communication), and the ability to use "pointers" - clarifying questions (in terms of neuro-linguistic programming), etc.

In particular, verbalization is the message psychologist client understanding of his experience. The level of severity of verbalization may be different. With a high degree of verbalization psychologist very accurately describes the emotional experiences of the client, talking about his feelings, desires. At a low degree of verbalization psychologist rather prefer to make comments, give advice, speak of the outside of the client's problems.

Verbal intelligence is a manifestation of speech activity. Speech activity – is the use of language in the speech. Speech activity has two sides: the perception of another's speech and to its own statements. The main types of speech activities are: listening and reading (related to the perception of another's speech) speaking and writing (connected with the creation of their own statements) [3].

621

Speech activity is an activity that has a social character, in which the statement is constructed and used to achieve a certain goal (communication, message, influence). Psychologist L.S. Vygotsky described the speech activity as a process of materialization of thought, turning it into a word [7]. The peculiarity of human speech is that it is aimed at achieving a particular goal.

Speech man has a number of specific functions: communicative, or function of the message, function notation, the function of the expression and function of motivation. The communicative function is that with the help of words and phrases man tells people something about the phenomena of reality, of himself, and takes messages from other people. Significative function is that it is the real objects and their connection, properties, action. The function expression is that the speaker through tone of voice, quickening and slowing of speech and other emotional assets – expresses his attitude to the message. Function motivation manifested in the fact that with the help of specially selected words and their combinations, and intonations of the speaker encourages people to certain actions [sm.5]. All these features are important in the work of the psychologist.

The formation of all these verbal abilities that make the structure of verbal intelligence psychologist may be in the process of training.

REFERENCES:

1. Amines N. A., M.V. Molokanov. (1992): Social and psychological conditions of special abilities of school psychologists // Questions of Psychology, 1.S.74 number-83.

2. Activity. – URL: http://ru.wikipedia.org/wiki 3. Educational program. Russian language. – URL: http://lik-bez.com/board/

tekstovedenie/rechevaja_dejatelnost/vidy_rechevoj_dejatelnosti/18-1-0-12 (date accessed: 02.02.2013)

4. Lavrentiev O. V. (2006): Communicative competence as a factor in gaining professional competence psychologist // Modern problems of science and education,

-63. 5. Language and speech. Speech activity. URL: http://net22.ru/yazyk-i-rech-

rechevaya-deyatelnost/ (date accessed: 02.02.2013). 6. Psychological lexicon. Encyclopedic Dictionary in six volumes (2005) / Ed.-comp.

L. A. Karpenko. Ed. Ed. A. V. Petrovsky. – Moscow: PER SE – 251 p. 7. Speech activity: Teacher rechevedenie. Reference Dictionary. (1998) - M. Flint

Science. Ed. T. Ladyzhenskaya and A. K. Michalska. – URL: http://www.psichology.vuzlib.org/book_o639_page_11.html.

8. Verbal intelligence // AY Psychology. – URL: http://azps.ru/abc/v/verbalynyy_ intellekt.html

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e-mail: tatdm@mail.ru

622

–

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ABSTRACT: Pre-school education in Bulgaria is intended for all children aged 3 – years old to entering the school (officially designated age is 7 years). The orientation in human values, the formation of certain skills and habits to adapt to the new environment and activity (learning) facilitate a smooth transition to schooling. Furthermore nursery aims to preserve and promote the child's individuality to self-fulfillment. The meaningful enrichment experience of children in kindergarten is a constant concern for educational institutions, various institutions and not least of educators and parents.

KEYWORDS: preschool education, adaptation of children, succession, socialization,

kindergarten, preschool.

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REFERENCES:

Uchebno pomagalo po inovatsionen menidzhmant v obrazovanieto –

Podgotovka na detsata za uchilishte (

(

Uchilishteto – myasto za detsa –

Priemstvenost mezhdu detskata gradina i nachalnite klasove

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626

th

ABSTRACT: The attitude of students to teaching handball in the ninth grade – in essence "Sports Games" and modular training is summarized based on the survey.

KEYWORDS: handball, students, training

-08-297.

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REFERENCES:

Natshionalna strategiya za razvitieto na fizicheskoto vuzpitanie i sporta v Republika Bulgaria 2011-2020g. (

- ) Ukazaniya i rabotna dokumentatsiya za treti dopalnitelen chas po FVS za 9.-12. klas

( – Handball

630

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e-mail: –

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632

c a

ABSTRACT: New theoretical models of talents grant the utmost importance to the number of

factors. Many researches come to believe that talents of people gain importance in certain socio-cultural contexts only. The selection of gifted pupils at school is based on two factors: their sex and the social status of their families. Conservative, liberal and radical social theories in different way explain education of gifted students.

KEYWORDS: Pedagogy of talents, social theories, intention of identification and promotion

of talented people

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REFERENCES

Gardn Socjopedagogiczne uwarunkowania procesów identyfikowania oraz

Socjologia edukacji

Professor Teresa Giza, dr. hab. gizateresa@gmail.com

Holy Cross University Kielce

Poland

637

-

ABSTRACT: In this paper we consider some key plays for the rehabilitation and prevention of aging. Attention is drawn to the resources of kinesitherapy prophylaxis and prevention of aging. Moreover, we studied the opinions and attitudes of adults dealing with musical rhythmic gymnastics (cheerleaders).

KEYWORDS: rehabilitation, social rehabilitation, physical therapy, prevention,

prevention, aging, musical and rhythmic gymnastics, cheerleaders.

-08-293.

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ABSTRACT: Synthesizing nature of the conducting course allows students to form abilities to design the suitable actions for optimal pedagogical decisions in a musical – educational situations autonomy in organizing music – educational activity to address specific learning tasks, the ability to adapt quickly to changing professional circumstances.

KEYWORDS: competency, competence, teaching communication, sociological positions,

musical spaces, conducting technique, choir conducting

-08-292.

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-

-

646

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-

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647

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REFERENCES:

Atanasova- Reytingova sistema za otseniavane znaniyata i umeniyata na studentite ot specialnost “Pedagogika na obuchenieto po muzika (

Formirane na gotovnost za organizirane na prostranstvo za hudozhestveno vazpitanie na uchenitsite u uchitelya po muzika

Razvitie na tvorcheskoto mislene na studentite pri individualnite zaniyatiya po horovo dirizhirane

1987 Izpalnitelski analiz na horovoto proizvedenie

648

5. Continen, A. (1973-1993): Dirigentski zhest (Conducting gesture). Finnish conducting educational institut,

6. Krevsun, M. V. (2003): Modernizatsia na horovo-dirigentskata podgotovka na uchitelya po muzika v sistemata na profesionalnoto obrazovanie (Modernization of choral conducting training of the music teacher in the vocational education system). Sb.naush.tr./ Pod red.M. Krevsun. Taganrog: Izd-vo TGPI.

7. Lezina, L. G. (2000): Razvitie na vokalno-motornata informativnost na dirigentskata tehnika v profesionalnata podgotovka (Development of the vocal motor informativeness of conducting technique in professional training). Ekaterinburg: Nauka.

8. Mauile, S. (2007): Kakvo e i kakvo ne e dirigentskata tehnika (What's conducting technique and what is not?). Paris.

9. Musin, I. (1967): Tehnika na dirizhirane (Conducting Technique), Moskow. 10. Mutsmaher, V. I. (1989): Formirane na profesionalno-znachimite kachestva na

lichnostta na badeshtiya uchitel po muzika v obshtoobrazovatelnoto uchilishte v protsesa na negovata spetsialna podgotovka (Formation of professional traits in future music teachers at school in the course of special training). Moskow: Disertatsiya.

11. Petelin, A. S., E. A. Petelina. (2004): Model na profesionalno lichnostno izgrazhdane na uchitelya po muzika (Professional personal model-building of a music teacher). Voronezh: Monografiya.

12. Petelin, A. S., E. A. Petelina. (2005): Stanovlenie lichnosti dirizhera-hormaystera akmeologicheskogo podhoda (The personality of a conductor, choirmaster’s acmeological approach). Voronezh.

13. Serdyukova, L. V. (2002): Formirane na tsennostnoto otnoshenie kam muzikalnoto proizvedenie u uchitelya po muzika (Formation of attitude towards the future of music in music teachers). Voronezh: Disrtetsiya.

juliana_panova1960@abv.bg

649

THE POSTMODERN REALIZM VISUAL ESSAY

Yakim N Deykov

ABSTRACT: This article introduces and supports two concepts which have not been used yet in art theory, aesthetics and pedagogy of art – Postmodern realism – contemporary style trend and visual essay – a specific art genre.

KEYWORDS: postmodernism, realism, aesthetics, art, definition, essay

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REFERENCES: 1. Borhes H. L. (1994): (History of Eternity). Sofia.

654

ABSTRACT: This text displays the particular didactic principals relating them to the specifics of art as an academic subject.

KEYWORDS: scientific, visuality, consciousness, singleness, activity, individuality,

expressiveness, accessibility

–

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REFERENCES:

Didaktika Izobrazitelno izkustvo. Metodicheski postanovki

oundations

659

-

-

ABSTRACT: The article examines the processes of formation of professional competence of

the music teacher in terms of his artistic self-development and self-education and proposes a conceptual model.

KEYWORDS: professional self-determination, artistic and creative self-development,

conceptual model for creative artistic self-development

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Atanasova-s

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3. Ginzburg, M. (1988): Lichnostnoe samoopredelenie kak psihologicheskaya problema (Personal self-determination as a psychological problem). // Voprossy

. 4. Postanovlenie na Ministerski savet .

Kagan, M. (1974): Chelovecheskaya deyatelynosty ow. Tehnologiya organizatsii protsessa tvorcheskogo

samorazvitiya uchitelya (Technology of organizatiing the process of creative self-.

7. Psihologiya professionalynogo samoopredeleniya (Professional Psychology self- .

8. Kuzmina, N., A. Rean. (1993): Professionalizm pedagogicheskoi deyatelynosti (The professionalism of teaching activities). S Peterburg .

9. Kompetentnostta i kompetentsiite na studentite kato factor za izgrazhdane na gotovnost za trud v sistemata „Publichna administratsiya“

Psihologiya professinalynogo razvitiya uchitelya (Psychology teacher professiona .

11. Natsionalna strategiya za uchene prez tseliya zhivot 2008-2013 (National Strategy

Professionalynaya kompetentnosty budushtego uchitelya kak obshtee uslovie formirovaniya professionalyno znachimyh lichnostnyh kachestv (The professional competence of future teachers as a general condition of professionally significant personal qualities). // Inovatsionnie tendentsii v sisteme visshego i srednego obrazovaniya: Materiali Vtoroi mezhdunarodnoi zaochnoi nauchno-

. 13. Za profesionalnata identichnost na badesthtiya uchitel po

muzika (On professional identity of future music teachers). // Shumen: .

14. Teoretichni osnovi na profesionalnoto samoopredelenire na studentite – badesthti uchiteli po muzika: struktura, etapi, formi (The theoretical basis of professional self-determination of students – future music educators: structure, stages, forms). // Shumen: . Stoyanova, G. (1997): Uchitelyat po muzika v svoyata profesiya (The teacher of music in his profession). Sofia. Evropeiska kvalifikatsionna ramka za uchene prez tseliya zhivot (European Qualification learning .

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ABSTRACT: Psychology and educational literature will clearly define the characterization, structure and forms concerning professional self-determination. The article reflects the theoretical study of the problem of the professional self in modern literature: basic structural concepts and categories necessary for the study of professional self-determination of students – future teachers of music. Categories considered are profession, professionalism, professional identity, professional competence and professional self-esteem.

KEYWORDS: music teacher, self-determination, profession, professionalism, professional

identity, professional competence and professional self-esteem

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Skill Knowledge Social Role Self-Image Trait Motive

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Problemi professionalynoi identichnosti studentov – psihologov

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16. Ruskova, Y. (2012): Za profesionalnata identichnost na badesthtiya uchitel po muzika (On the professional identity of future music teachers). // Shumen: Sbornik nauchni trudove, VNU „V. Levski“.

17. Stoyanova, G. (1997): Uchitelyat po muzika v svoyata profesiya (The teacher of music in his profession). Sofia.

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yunosti (Psychology of professional self-determination in early adolescence). Moskow: Pedagogika

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25. Eyre, A. (2007): Professional identity of music teachers: A lifelong discovery. In K. Veblen & C. Beynon (Eds. with S. Horsley, U. DeAlwiss, & A. Heywood). // Perspectives on music education in Canada.

26. Rotter, J. (1996): Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs.

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