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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 second issue of the Studia Universitatis Babeș-Bolyai, Digitalia, offers a selection of papers and projects that were presented on the occasion of the first conference of the Digital Humanities Transylvania Centre, DigiHUBB, titled ‘Early digital computing in Eastern-Europe’, held on the 28 and the 29th of November 2017 at the Babeș-Bolyai University of Cluj-Napoca. The conference was inaugurated with the key-note speech given by Professor Willard McCarty, one of the first scholars to enthusiastically support the launch and the activities of DigiHUBB, the first digital humanities centre in Romania. In his plenary lecture, professor McCarty underlined the fact that the prospects of a new centre always brings into mind the causes of the disappearance of once brilliant ones, with the main reason being the lack of an intellectual agenda. In his paper entitled The programmer and the scholar: A conversation which opens the volume, the professor interrogates the meaning of the ‘common understanding’ that is vital for the resistance of the digital humanities as a field, a common ground understood as ‘a fundamentally interdisciplinary and methodological enterprise’ that gives value to the field of ‘intellectual ecology of the arts and the letters’. For McCarty, the programmer and the scholar are not two different kinds of people but ‘two states being in an evolving cognitive resonance’. Thus, the intersection between machine and the enquirer creates an intersection ‘where a genuine digital humanities – a practice of as well as in the human disciplines – takes place.’
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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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The paper reveals some valuable insights into “Albina Bank” history from a journalistic lens. This study is based on digital resources, in particular, the Economic Review journal “Revista economica” taking into consideration 20 years (1899-1918). Using a qualitative research method based on narrative inquiry and research techniques correlated to the type of data used, our study resorted to documentary research, historiography or the critical review of the business literature, and discourse analysis. In the analyzed period, the numerous mentions done by Economic Review Journal reveals the prolific activities of Albina Bank, helped and sustained the Romanian spirit and economic initiative. A new attempt of reconstructing the Romanian banking system’s activity of Transylvania was necessary due to the tracing of new possibilities to valorize both sources and a new effort, to achieve its framing within Austro-Hungary’s socio-economic and financial context. Albina Bank should be considered as a prototype, an innovation, as the successful introduction of an idea, perceived as new, into a given social system.
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The tendency to digitize and create online archives has recently become more common among cultural institutions. Digitizing collections and crowdsourcing the information bring more benefits to museums and the public because the digital medium facilitates a wider exposure and the circulation of a more consistent body of work. In the same line of practice, the Daguerreobase Project is a conservation initiative to digitally archive daguerreotypes on a large scale.
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Conceived and started in 2007 as a result of a private initiative, the collective memory 1950-2000 transdisciplinary project is one whose story (creation, evolution, valorization) is of great interest in the history of digitalization in Romania. As one of the pioneering project of digitalization in the country, it focuses on the creation of an online image archive (www.memoriecolectiva.org) and of its contemporary cultural use. Dedicated to Romanian images especially but not only from the 1950-2000 period, is unique in the field both on the Romanian and international level by how it was conceived, theme, concept, complexity and display.Part of its uniqueness and values is due to the fact that besides collecting, preserving, archiving, digitalizing or presenting the images online it has an oral history component by presenting all the images together with records (voice, video, text) of their stories or/and the stories of their collectors or photographers. Thus an interesting and important asset of the project come into be discuss: the fact that the archive is an emotional one even if is created to be impartial, to have a scientific approach, to promote and encourage researchers and artists to work with it patrimony and an important part of the project it’s dedicated to research, study and to the cultural exploiting of the online archive.
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