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The article focuses on the role and place of drama in foreign language teaching today. The implementation of drama texts in the English language classroom enhances the development of the students’ communicative competence in a number of ways – it improves their speaking skills and enriches their vocabulary, it develops their social competence and collaborative learning skills, it broadens their background knowledge about the English drama masterpieces. The interaction with art fosters the process of rethinking of moral and ethical values, and boosts the self-esteem and the personal development of the learners.
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The article is devoted to the idea of taking action to put learning at the heart of museums and museums at the heart of learning as it is a space where youngsters can learn and gain different experience with input from experts, using visual and object-based approaches, and where they can find new forms of creativity, self-expression and confidence. This means giving space for young people to be producers of knowledge as well as consumers and to learn about the connections and interactions between different knowledge systems.Both cognitive and affective learning can occur as a result of student visits to out-of-school settings, and is influenced by numerous factors, such as the structure of the trip, setting novelty, social context of the visit as well as teacher actions on trip and quality of preparation and follow-up experiences.The article also offers some teaching approaches to involving museums into the educational process.
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The paper presents the introductory lecture in the course "Comparative grammar of the Slavic languages in connection with other Aryo-European languages", read at the St. Petersburg University on September 21 / October 4, 1900.
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The Victorian Age (1837 – 1901) is the famous period of British Queen Victoria’s rule. At the border between the two centuries, it is quite natural for the Victorian man to look at the future of mankind in 100 years. The reasons for this interest are determined by the changes in the economic and spiritual sphere. The successful continuation of the industrial revolution, especially in technology, the intensive infrastructure development, the construction of new railways, the active colonial expansion of England in Asia and Africa, stimulate such interest.The article discusses the Victorian vision of the world for the year 2000. A project under the title: “Life in 2000” was recorded on the occasion of celebrating the year 1900. It represents a series of 12 postcards produced by the leading Dutch producer of chocolate “Theodor Hildebrand and son” who, past the pastries, undertake the printing of images illustrating the man’s ideas about the type of world after 100 years. These ideas are extremely entertaining with their subject matter and because some of them have found a place in today’s modern day.
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The article comments on trends in literature education in the high school stage based on an analysis of works by participants in the National Round of the Bulgarian Language and Literature Olympiad. Emphasis is placed on changing the receptive experience of modern students. It is argued that students have difficulties in perceiving things in their procedural relationship and focuses on the problem of misunderstanding literary texts. Attention is paid to problems in the Bulgarian literary science, which are designed in the literature programs in the high school stage and, respectively, in the textbooks of literature.
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The work addresses the issue of project-oriented literature education as a mode of forming, developing and maintaining skills, which implies interactive practices and at the same time - convergence of the pro-learning process towards constructing meaning, active learning - through action.The use of Project - oriented learning in literature classes (grades 8 – 12) has led to the increase of students‘ willingness to study (in particular, to form, develop and maintain practical, cognitive, meta-cognitive and interdisciplinary skills), of their ability to do work of significance, and it has also led to their need to be evaluated and engaged in the process of studying information in a way close to the one adults apply to learn and demonstrate their knowledge.
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The present technology produces an exemplified effective model of a Bulgarian language lesson for enhancing the receptive and productive skills of the students in the high school stage of their Bulgarian language education. It is related to the tasks for reading with understanding and producing a thesis and a summary of information from source texts. The lesson structure is built on the principles of systemic, cyclical and repeatability, including various techniques and forms of work, so as to avoid monotony, boredom and the template. Essential components include the work with student portfolio on the subject and the self-assessment card of achievements and omissions. Since the lesson has a pronounced communicative orientation, its application stimulates knowledge and intelligence, develops the general culture of the student.
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Selected bibliography in the field of Bulgarian Studies published in the current year.
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Data about scientific events in the field of the humanities in Bulgaria in 2017
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The text deals with the idea of conducting a lesson based on a real novel as an opportunity for active participation of students. Shown is the ability for students to build hypotheses, organize their discussion, create logical reasoning, seek argument from the literary text and find their graphical image. The research done, the new vision of learning material, enhances the lesson learning. The production of aesthetic material leads to emotional satisfaction in children.A practical development of lesson, based on the novel “Tartuffe”, is shown.
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The lecture deals with the issues of metaphorical transfer. It defines translation as an interlanguage or, metaphorically speaking, as occupying the position of the demotic text on the Rosetta Stone. It proves with examples of metaphors’ translation into different languages that any denial, deviation or distortion of the metaphorical transfer is a symptom of the qualitative impoverishment of the target text in comparison to the source text.
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The prospects of a new centre for digital humanities brings to mind those once prominent centres that have disappeared, hence the question of what they did or did not do that would have made the difference. Here I suggest that they failed for lack of an intellectual agenda. Drawing from the early history of digital humanities, an ethnographic vignette of my own research, close attention to the machinery of computing and work in the history of the physical sciences, I suggest a beginning to such an agenda.
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After several preparatory activities in the early 50s, the Hungarian Academy of Sciences decided that it is necessary to have an electronic computer in Hungary. The Research Group for Cybernetics was established in mid-1956 and charged with the task of obtaining one. As commercial solutions proved to be impossible at that time it was decided to build the clone of a recently developed Soviet computer. The M-3 was a medium sized member of one of the first families of Soviet computers. Complete documentation and a package of key components were received in the framework of scientific cooperation. (Similar clones were built in Tallinn, Beijing, Erevan and M-3 was later manufactured in Minsk) Building of the M-3 started late 1957 (with the author's participation). Some life-signs were emerging in 1959, while more-or-less stabile operation was reached in 1960. Several improvements were made over the original design. Magnetic drum memory was exported to Timisoara for MECIPT. Despite its low performance, M-3 was successfully used to solve many real-life problems both for scientific-engineering calculations and in mathematical economics. Applications in other fields, like linguistics started too. The most important contribution of M-3 was its role in educating computer experts: many of the future leading personalities - both on the development and on the application side - got acquainted with computing around the M-3. M-3 served academic computing until 1965, extended with three more years at Szeged University. In the first part of the 60s commercial computers started to arrive to Hungary both from the USSR and the West.
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The history of computer-oriented higher education in Hungary started in 1957, when Prof. László Kalmár started the education of “applied mathematicians” at the University of Szeged. (The author graduated in the second year of this course, later called the “Szeged School.”) This paper starts with the computing experience around M-3, the first computer made in Hungary, and the use of this experience for educational purposes. It then continues with the initiatives of the University of Szeged, and, after surveying some basic and higher-degree courses, goes on to the institutions of higher learning offering education in computer studies, all the way to the programmer and program developer mathematician courses started in 1972 at three science-universities. However, the institutions of technical education will not be discussed in such detail; although teaching applied computing skills necessary for the technical field had begun quite early, the teaching of professional IT specialists was started only around 1990. The paper contains a table listing the first elective and founding subjects and the first specializations and independent training programmes offered by each university and college. Finally there is a short overview of the connections between contemporary professors and a list of the first conferences organized for IT teachers in Hungary.The IT History Forum (iTF) within the John von Neumann Computer Society (NJSZT) was founded at the beginning of 2009. At one of its events, it occurred to the author that information about the beginnings should be gathered while the persons in question are still alive. The study took 3 years to prepare and is the product of a large-scale collaboration: a total of 130 contemporary and present day teachers, researchers, and librarians participated in the work. Typotex published the material in the form of a book in 2012 . This study, which provides insight into the everyday lives of 30 institutions, is the source for this paper. (The book includes a name-index containing 300 entries and a list of almost 500 definitive contemporary articles, textbooks and technical books published until 1980.) – The paper is concluded with a brief presentation of the digitalised “Data Archive” (see the iTF website: http://itf2.njszt.hu) that serves to preserve the history of computing in Hungary.
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This article is centered on the story of the pioneering endeavors in the field of informatics in Romania and more specifically in Cluj-Napoca. Stemming from personal experience and reverence towards the very first professors and specialists that opened up this vast and formidable domain, this article which reads as a history of Romanian informatics, has the added benefit of filling in a noticeable gap in texts that take into account this interesting subject. Spanning from the 50s and all the way up to the 90s and tracing the opening, and transformations, and eventual closure of research centers, laboratories, and various institutional collaborations, this article brigs a better understanding of the efforts and challenges that are always seem to be intertwined with progress, but which were eventually overcome through the persistence of brilliant scholars, and sometimes even the occasional favorable policy. Special attention is given to the entity of the Calculus Centre at Babeș-Bolyai University, founded in 1975, as the author himself was its director for 17 years until it was dismantled in 1992. This too however did not mark and end, but rather a new beginning, a different model of institution that was meant to tackle the ever-changing issues informatics face today.
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The paper presents a pioneering period (68-76) in the context and with the difficulties of those years remembered all of a sudden in 2006 on the occasion of the celebration of Herbert Francke in Bremen. This leaded without further explanations to a partial restart of the educational activity in the ‘graphic-imagery’.
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