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Reflections are presented on the logic of the scoring system of scientific output used as an instrument of the national minimum requirements for acquiring and validating a scientific degree or academic position. On one hand, problems related to logical discrepancies in the scoring system are examined, and on the other hand, the contradictions in which it enters as a measuring instrument of the achieved level of scientific development are considered from the point of view of the requirements of the theory of measurement. In line with the objective set, it is suggested that there are serious imperfections in the scoring system of scientific production that call into question its relevance and logical consistency.
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The purpose of this article is to present briefly some trends in the subjects “Physical Education and Sportˮ in the higher schools in Bulgaria, as well as results of a survey among students from Sofia University “St. Kl. Ohridskiˮ. Emphasis is placed on the inclusion of the gym in the types of sports offered to students and the current state of the fitness training system in the higher school.
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The Circassian immigrants whom ere detached from the Caucasus in 1864 and were inhabited in various parts of the empire became part of the Ottoman society. The Circassians, who had their own tradition and life style, took their share of the political and social change in the Ottoman Empire at the beginning of the 20th century. In 1908, with the declaration of the second constitutional monarchy, a climate of political freedom prevailed. New societies, communities, schools opened. . There has been an unprecedented activity in the field of press and broad casting. Many magazines and newspapers have been published. Circassians also went to various organizations in this period and made important studies in the fields of culture, tradition and especially education. They have contributed to the education of the societies they founded and the organs of the societies, not only for the Circassians, but also for the whole Ottoman society. This article will examine the position of Circassian immigrants in the Ottoman education system. In examining, the Circassian immigrants will publish articles and news about the education in the journal Guaze u published in Istanbul.
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Madrasahs which set ground for Ottoman education system are institutions provided important services for both government and the society approximately six centuries throughout its institutional existence. It is quite predictable that reforms are made due to unsystematic implementations and occasionally occurred problems in Madrasahs which are established and expanded based on needs of muslim community, which was a key factor of state organisation and the empire. The abundance of academic studies which had maintained it for three centuries by accepting irregular implementations and problems, that is the reason of reform activities, as a start of impairment and regression are noticeable. To link impairment and regression with an event occurred in the past, and to discuss six century long aquis by tearing apart from its context and approach as it is an independent piece, moreover, to make comparison and evaluation over non-equivalent educational institutes are preventing approaches for good results. In this article, needs of reform in Ottoman madrasahs which had six century long past, reform attempts and its results, whether impairment and regression are originated from structural matters, and how far implementers are effective in impairment and regression are evaluated and discussed. The aim of this article, which was prepared by scanning archives and scientific studies of said period, is to make sound evaluations about Ottoman madrasahs. In this context, contrary to widespread narratives, it is revealed that within the periodical context, madrasahs and those affined with them exhibited attitudes open to change and development.
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The article considers the lesson as a basic form of education, its nature, structure, organization. According to the author, in the first grade IT training, combined type of lessons are the most appropriate. Important requirements for the IT lesson in the initial classes are the saturation of the educational process with problematic situations of varying degrees of conditionality, from game to real ones, and the activation of the motivation of the young pupils through assignment of tasks from other school disciplines. Shown are the benefits of introducing multimedia lessons for the socialization of young pupils, educating in a spirit of tolerance and in respecting the opinions of others.
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The article is devoted to the methodology of teaching the practical Bulgarian language to future specialists in the Bulgarian language and literature at the faculty of Philology of the St. Petersburg State University. A significant place in the teaching of the Bulgarian language is given to grammar: Bulgarian and Russian are both Slavic languages, the basis of written language is Cyrillic, but Russian language is synthetic, Bulgarian is analytical; the Bulgarian language has nine verbal tenses, four moods, article used with nouns. Much attention is paid to the practical studying of the Bulgarian language by students.
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The main goal of the international educational exchange program or Fulbright Program, is to assist in the development of friendly, sympathetic and peaceful relations, between the United States and other countries of the world. The program was named in honor of Senator J. William Fulbright (1905–1995) who believed, that educational exchange can turn nations into people, contributing to the humanizing of international relations.The Fulbright Commission in Hungary was established in January 1992, after a binational agreement was signed between the governments of Hungary and the United States. Each year 30–35 Hungarians and the same number of American applicants can receive a Fulbright grant.
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In fact, the first law of conservation (that of mass) was found in chemistry and generalized to the conservation of energy in physics by means of Einstein’s famous “E=mc2”. Energy conservation is implied by the principle of least action from a variational viewpoint as in Emmy Noether’s theorems (1918): any chemical change in a conservative (i.e. “closed”) system can be accomplished only in the way conserving its total energy. Bohr’s innovation to found Mendeleev’s periodic table by quantum mechanics implies a certain generalization referring to the quantum leaps as if accomplished in all possible trajectories (according to Feynman’s interpretation) and therefore generalizing the principle of least action and needing a certain generalization of energy conservation as to any quantum change. The transition from the first to the second theorem of Emmy Noether represents well the necessary generalization: its chemical meaning is the generalization of any chemical reaction to be accomplished as if any possible course of time rather than in the standard evenly running time (and equivalent to energy conservation according to the first theorem). The problem: If any quantum change is accomplished in all possible “variations (i.e. “violations) of energy conservation” (by different probabilities), what (if any) is conserved? An answer: quantum information is what is conserved. Indeed, it can be particularly defined as the counterpart (e.g. in the sense of Emmy Noether’s theorems) to the physical quantity of action (e.g. as energy is the counterpart of time in them). It is valid in any course of time rather than in the evenly running one. That generalization implies a generalization of the periodic table including any continuous and smooth transformation between two chemical elements.
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L’exposé donne en larges touches générales le développement du mouvement étudiant Slovène, depuis la création de l’Université de Ljubljana en 1919 jusqu’à l’occupation de la Yougoslavie en 1941. A cause de la place restreinte dont il disposait, l’auteur n’ a pris en considération que les processus idéologiques-politiques des diverses orgànisations et de groupes en particulier, et il a dû laisser de côté de nombreuses actions étudiantes comme manifestations, démonstrations etc. Le point de départ du développement du mouvement étudiant Slovène entre les deux guerres était la structure d'organisation idéologique-politique telle qu' elle s’était formée parmi les étudiants bientôt après la création de l’Université de Ljubljana. Cette structure succédait dans son essence au développement d’idées atteint jusqu' alors par les intellectuels Slovènes qui passaient les années de leurs études à l’étranger. Dès le début, lès étudiants Slovènes se groupèrent selon les courants politiques bourgeois d’alors: l’association »Danica« représentait les ca-choliques et »Jadran« les libéraux. Plus tard, il y eut encore d’autres groupements étudiants. Une nouveauté parmi les étudiants Slovènes, fut en mars 1920 la Société des étudiants communistes. Dès la création de l’Université de Ljubljana, pourrait-on dire, les étudiants ayant une activité politique étaient répartis selon lés idées qui répondaient aux circonstances politiques du moment en Slovénie.
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Nous ne pouvons traiter de l’enseignement de l' histoire récente en dehors du problème de l' enseignement de l’ histoire en général dans nos écoles. Nous mettons pourtant un accent particulier sur l' histoire, à cause de sa portée éducatrice, c' est-à-dire de la portée qu’ elle a dans la formation de la personnalité du socialiste. Cela apparaît au dehors dans la conception des buts instructifséducatifs du sujet, chez celui qui dispense cet enseignement, et dans les subventions destinées à permettre de donner plus d’importance à l'histoire récente. A l’intérieur, on devrait reconnaitre la- portée de l’histoire récente par le soin plus marqué du cadre enseignant pour la réalisation de ses buts d’instruca-tion et d’éducation et pour les résultats obtenus.
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The paper investigates the writings of Svetislav Banica, and based on them, reflects the scholarly projects which were devoted to the promotion of educational policies in the Kingdom of Yugoslavia. With insight into their complexity, we see that the Interbellum work on the enhancement of the pedagogical and educational status of schooling of philosophical propedeutics in grammar school terms had a far greater reach and interest when compared to the first decades of the 21st century. On one hand, it related to the need to investigate the moral and psychological specificities of the youth, while on the other dealt with the systematic strengthening of the institutionalized infrastructure of the entirety of the cultural development. Unlike the modern faintheartedness, the Interbellum professors of philosophy perceived the schooling as one of the motors of future development, which will ensure a far more significant place for the Slavic peoples on the cultural map of Europe. With that in mind, the author concludes that the art of education for a future society, of which they spoke so emotionally and fondly, remains today the crucial challenge for every philosophy teacher.
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After World War II, the Communist Party of Yugoslavia, maintaining a firm grasp on power systematically introduced its party ideology into every segment of reality, successfully penetrating every pore of society. The principles of Marxism and Leninism were persistently imposed and instilled in the educational process. A favorite means of spreading party propaganda was the press. Belgrade universities as the highest educational institutions in the country, and their professors whose duty it was to educate generations of the young in the spirit of Marxism and Leninism but who mostly felt a reluctance towards the communist ideology and political practice were constantly under the Party’s wary and distrustful eye. As a result, the Party’s propagandist activity was particularly intense at universities. The Association of University Professors, founded in 1946, functioned as a part of this type of activity, while its bulletin, the University Herald was established in 1948 as a means of achieving the ideological, political, and propagandist objectives of the Yugoslav Communist Party within the University. An incentive to start the paper was given in June 1948, in the directives communicated at the Fifth Congress of the Communist Party of Yugoslavia, particularly in the speech regarding propagandist work delivered by Milovan Djijas. The founding, the operation, and every article written in the University Herald were under the full and constant control of the Party. The new course gained momentum after the Fourth Congress of the Communist .Party of Yugoslavia, in November 1952, following which the University Herald became largely dedicated to academic and scientific subjects. The diminishing ideological pressure, however, led to the gradual closing of the paper, which following two lengthy pauses in publication, ceased to operate in 1956.
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Reviews of: 1. Hrvoje Matković, Povijest Jugoslavije (1918-1991), Hrvatski pogled, Naklada Pavičić, Zagreb 1998, str. 439; Review by: Mile Bjelajac 2. Dušan Bilandžić, Hrvatska moderna povijest, Golden Marketing, Zagreb 1999, str. 836; Review by: Mile Bjelajac 3. Ivo Goldstein, Croatia, A history, Hurst and Company, London 2000, str. 281. Review by: Mile Bjelajac 4. Konrad Clewing, Jens Reuter (ur.), Der Kosovo-Konflikt. Ursachen - Akteure - Verlauf, Miinchen 2000, 568. Review by: Zoran Janjetović 5. Dr Božidar Madžar,Prosvjeta-Srpsko prosvjetno i kulturno društvo 1902-1949, Akademija nauka i umjetnosti Republike Srpske, Monografije, knj. II, odjeljenje dnjštvenih nauka, knj. V, Banjaluka - Srpsko Sarajevo 2001, 335. Review by: Zdravko Antonić 6. Hans-Ulrich Wehler, Deutcshe Gesellshaftsgeschichte I: 1700-1815, str. 676; II: 1815-1845/49, str. 914; III: 1849-1914, str. 1515; IV: 1914-1949, str. 1050, Munchen 1987-1999. Review by: Andrej Grubačić 7. Čovjek koji je vidio dalje - Aleksa Pavićević, Istorijski institut Crne Gore, Podgorica 2000, str. 286. Review by: Zoran Lakić
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The article examines the principle of social dialogue in the Bulgarian law. It motivates the need of rethinking and strengthening the role of social partners in the sphere of educational policies, directed to adequacy of the skills of workers for competitiveness on the labour market. Based on the examination of the national legislative frame and recommendations of the EESC, the authors make conclusions and mark tendencies for the activity of the tripartite cooperation bodies concerning their influence on the educational policies.
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A review of contemporary state, challenges and perspectives of integrative STEM education (i-STEM) worldwide is presented in this article. The issue of continuing education of teachers is outlined as one of the main factors for the development of this kind of education. A model for advancing the STEM teachers‘ qualification in Bulgaria based on the integral approach is considered. In conclusion, some guidelines for future work are introduced.
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Improving and emphasizing the prestige of teacher's career is one of the main objectives of the EU‘s educational policies. To achieve this goal, a deeper consideration and knowledge of the motivation of students to start a career in the field of school education is needed. The aim of this study is to present a scale for measuring the factors influencing the choice of educational studies. This article presents a study of attitudes of students with a pedagogical focus on teaching career. 85 students from pedagogical majors have been studied and motivational characteristics presented as predictors of choice for the teaching career. The results of the psychometric scale, correlation and cluster analysis are discussed, and comparisons are made by gender, specialty, stage of work at school.
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Educational Cinematic Horizons in the Field of Media Education
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