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Футболният стадион – център на фенската активност
The aim of this text is to trace the importance of the football stadium for the football fans and the characteristic ritual behavior they use as a way out of everyday life.
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The aim of this text is to trace the importance of the football stadium for the football fans and the characteristic ritual behavior they use as a way out of everyday life.
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The “Observed housing” social service is focused on supporting young people who have left social institutes for children without parents, family-type accommodation centres and foster families in Bulgaria. One of the biggest risks for these youngsters comes from the lack of basic social and professional skills, education, supporting environment. For the youngsters, these deficiencies make their independent life very difficult and often the result is emotional depression, criminal behaviour and social exclusion. The opportunities that non-formal education offers for the development and realization of the personal potential of these young people are very important. Part of the typical forms of non-formal education and learning in social service „observed housing” are: continuing education – for secondary or primary school graduates, there is a possibility of regular, evening, individual form; professional and educational courses – related to professional and educational preparation depending on the individual profile; programs and training – individual or group oriented towards different social skills. This article describes some of the typical practices in the field of non-formal learning and education in social services “observed housing” and especially in “Observed housing together”. The article describes how practically / in practice the main types of non-formal education are covered: Parallel education – through the parallel support of formal education and parallel compensatory training of young people for independent life and profession; Complementary education – by acquiring of knowledge and experience for personal development beyond formal education; Continuing professional education – Extending and Improving the professional qualification and individual development.
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This article reflects part of the experience and development of the Centre for Inclusive Education‘s ideas on how the care of improving the psycho-emotional climate in the school team can be more adequately put into effect, in terms of school setup. The article presents a part of a methodology for improving the psycho-emotional climate in the school team, which was developed in the process of creating and approving the Model for Organization of School Processes for Building Inclusive School Environment (Center for Inclusive Education, 2017) of Center for Inclusive Education within One School for All Programme. The methodology is designed for the leadership team of each school in Bulgaria and its pedagogical specialists who believe that the climate and teamwork contribute to their work and have an impact on how each of them feel at their workplace. It is also intended to focus on the mental health care of teachers, which is often mistaken with suggestions for mental health assessments, qualifications to improve their pedagogical competencies, or conducting leisure and rest events.
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Teza. Celem artykułu jest zebranie i omówienie wiedzy z zakresu psychologii osobowości w sporcie oraz propozycja nowego wykorzystania dotychczasowych osiągnięć nauki w praktycznym treningu sportowym. Autor powołuje się na badania z zakresu osobowości, nawiązując szczególnie do teorii cech osobowości, postulując, że pomiędzy osobami, które uprawiają sport amatorsko i profesjonalnie, istnieją większe niż przeciętne, różnice indywidualne w natężeniu cech osobowości.Omówione koncepcje. Autor odwołał się do modeli osobowości PEN Eysencka, NEOAC Costy i McCrae, 16FP Cattella, koncepcji biologicznej Greya oraz do artykułów opisujących badania relacji osobowości z predyspozycjami i osiągnięciami sportowymi. Przedstawiono argumenty przemawiające za znaczeniem natężenia cech osobowości, takich jak neurotyczność czy ekstrawersja, w doborze metod treningowych (dobór rodzaju bodźców wzmacniających lub ćwiczeń).Wnioski. Współczesna literatura z zakresu psychologii sportu czerpie niewystarczająco z wiedzy z pozostałych gałęzi tej nauki, takich jak psychologia osobowości. Brakuje badań, które pozwoliłby skontrolować wpływ cech osobowości na sposób uprawiania sportu, szczególnie przez sportowców amatorskich.Ze względu na specyficzną konfigurację cech osobowości ludzie w specyficzny sposób reagują na bodźce: neurotycy silnie reagują na zagrożenie karą i ich zachowanie skupia się na unikaniu jej, podczas gdy ekstrawertycy kierują się potrzebą osiągnięć i nagród. Neurotycy charakteryzują się podwyższonym poziom lęku oraz mniejsza tolerancją bólu. Autor postuluje wykorzystanie tej wiedzy w praktyce trenerów sportu.
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The article explores the relation between education and learning as a means of its implementation and the new type of socio-historical inheritance at the end of the twentieth century, related to changes in the nature of scientific knowledge itself. In the emerging new pedagogical paradigm, the main task is the transition from a center of knowledge to culture-friendly learning, the intellectualization of the learning process, but also its euro-denomination, is becoming more and more intense. It raises the issue of changes in values and new cultural realities in the process of communication, which builds a new type of the whole personality whose mentality unites culture and education. Innovative approaches to humanistic pedagogy and practice are aimed at developing the principles of developing learning, collaboration and creativity.
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The paper uses the concept of microenvironment both literally and figuratively, as a targeted focus of the scientific research on delimited spaces. And the human space is the entire world of both cultural meanings and physical factors, landscapes and systems which constitute the “nest” of the human species. The point is that though there are microenvironments, the human space is more than the ensemble of all their types. Thus, the core of the paper structures around the manners in which both the scholars and the large public in different positions treat these two hypostases of space. The present situation of the treatment of space has its origin in both the different scientific traditions of the concept of space – transposed into “worldviews” (something more than philosophy) and the social relations with their constructions of practical and conceptual order. Accordingly, the paper highlights some aspects in the evolution of scientific boarding of space: especially the research of matter-energy-information as underpinning the representations of space, the objectivity and the constructed character of space, space as a receptacle or as a relation, and also continuity and discontinuity in/as space. The scientific approach of space has erased the speculative philosophy as source of knowledge about it, but this scientific approach took place after the development of philosophical speculative theories about space. The “science of space” has arrived to the demonstration of the inexistence of a unique space for all the living beings – and in some respects, for humans – and at the same time to the dialectics of objective measurements and treatment of the subjective spaces. The main concepts through which people envisage space are nowadays those related mainly to environment, to ecology. They are confronted with anthropocentrism, but first of all with the difference between the advances in the present science and, on the other hand, the inertia of practical treatment of space. Concerning science, the research of both microenvironments (of different sizes) and the ecology of Earth shows the necessity of coherent global policies in order to slow the various crises of the human space: it’s too late to stop them; but not because of objective natural logic of the processes related to space, but because of the socially induced postponement. The present crisis of the human space is so huge that one speaks about the end of the human species. The critique of this theory shows that the future is open, but at the same time that today more and more people search for and experience new ways of life. The necessity of these ways is deduced not from ideal social models but from scientific research. Therefore, the problems of space are under the sign of time, even more clear, of emergency.
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Learning, creativity, and innovation are considered as the axis of the activities of all educational and entrepreneur-based institutions. Learning style of students as one of the factors effective in learning and academic progress has always been taken into consideration. By identifying the learning style and rate of creativity of individuals, each style can be a more appropriate teaching method adopted by teachers and also a more correct method of learning by learners. Accordingly, the main goal of the present article is to identify the differences of learning styles of individuals in different academic majors and the rate of the creativity of individuals in each learning style. The present methodology employed in this research is of descriptive-correlational research design. The statistical population consists of all the last-year students at the high school level in the city of Ghaen. The statistical sample consisted of 115 girls and 117 boys selected by classified sampling. Kolb’s learning style inventory and Abedi creativity were used to collect the required data. These two tools are standardized, therefore their validity is verified. On the other hand, the reliability of the Kolb’s inventory and that of Abedi’s creativity were 0.74 and 79.5, respectively. To analyze the data obtained by Chi-square tests, one-way analysis of variance, Pierson covariance, and stepwise regression were employed. The results show that there is a meaningful difference between the creativity of the students with diverging and assimilator learning styles. Learning styles of students of different branches are also different. Creativity of the students of Mathematicsis more than that of the Humanities and there is also a meaningful negative relation between concrete experiential learning methods and creativity (r=0.702 and p<0.01).
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The article aims to explore the social distance of high-school students towards certain vulnerable categories (people with disabilities, those of different religions, those without income, foreigners, refugees, Romani, people infected with HIV, homosexuals), as well as identifying the manner in which these social categories are discriminated against at school and in other public places. In the context of the current study, social distance is expressed through the level of acceptance by the respondents of persons from the aforementioned categories, as neighbours, classmates and friends. Our study shows the students' reluctance to co-exist with certain categories of vulnerable persons by stigmatizing and using social exclusion (homosexuals, Romani, people infected with HIV, immigrants). These aspects draw attention to the need to fight against ethnocentric, xenophobic or homophobic attitudes in school. At the same time, the study shows that the manifestation of intolerant attitudes coincides in many cases with the posture of victim of discriminatory manifestations.
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The paper demonstrates the way in which the Russian psychologist L.S.Vygotsky, who anticipates the paradigm of the curriculum, is perceived in the American cultural space. A representative of the sociocultural constructivism in education, L.S.Vygotsky is concerned with the problem of approaching the epistemic specificity of pedagogy as a specialized science in the study of education. The process through which pedagogy turns scientific can be confirmed according to three criteria: the research object, the normativity and the research methodology. The specific research object of L.S.Vygotsky’s psychological pedagogy is represented by the quality learning that pushes the development ahead, in the area of the proximal development, possible within a socio-cultural mediated training activity through the pedagogical scaffold created between educator and educated. The specific normativity asserted in the L.S.Vygotsky’s psychological pedagogy is based upon two complementary principles: the creation of the scaffold and the orientation of education at the area level of the proximal development. The research methodology refers to: the method of the qualitative structural analysis; the genetic method; the comparative method and the instrumental method. L.S.Vygotsky’s theory of socio-cultural constructivism has generated a revolution in pedagogy, exerting a strong influence in the US, in the field of the curriculum reconstruction, initiated by the psycho-pedagogue Jerome S. Bruner. The constructivist pedagogical model developed by L.S.Vygotsky who influenced the psychological theory of learning proposed by J.S.Bruner draws attention upon the need to capitalize on three ways of organizing the training – by action (with objects), iconic (by images), symbolic/verbal (by notions formed and developed). Despite the strongly ideologized era in which he created, the Russian educator managed to anticipate an important line of the postmodern (contemporary) pedagogy.
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The analysis of the concept of “self-disclosure” and implicitly, of the benefits it has upon the psychological and social dimension, reveals from an epistemic viewpoint the need for a theoretical and practical foundation well outlined from a scientific viewpoint. Thus, a comparative study at the theoretical level, but also at the level of inter-subjective practice transposes the results obtained over time in the area of psychological and social consequences and effects. Moreover, such epistemic results acquire epistemic validity in the inter-subjective field and space insofar as we can see, from our point of view, a series of (affective, cognitive) benefits related to the interpersonalrelationships or to the therapeutic relationship between the patient and the physician (analyst).
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Ethics, one of the main branches of philosophy, deals with researching moral issues, dealing, for example, with the issue of good and evil, situational behavior and even with what we are supposed to do in certain instances, because, as Aristotle claimed, ethics can be seen as the sum of traditions and human behaviors and how it regards the way in which we act and react according to the principles rooted deep down into ourselves. Also, ethics must be correlated with the usefulness and the morality of an action, as well as with the issue of good and evil. Starting from these, the purpose of this paper is to analyze the directions ethics take in the educational system, in the context in which the issue of ethics is raised more and more often in some schools. That being said, we will also recount a few case studies starting from personal and professional experience.
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In this paper entitled BULLYING in schools - Activities through which teachers can prevent Bullying at school, we propose to present a worrying reality of our day by proposing some preventive ways that could come in support of a worrying phenomenon, which has increased in size in schools in Romania. We consider that the teaching staff also plays an important role in trying to stop this phenomenon, by implementing some active-participatory activities in the classroom, activities that we intend to highlight in this paper.
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The subject approached in this paper refers to the main parts of educational management. Education is a social phenomenon that has emerged with human society and has undergone a number of essential changes during the development of society. Thus, from the empirical action of preparing the young generation for social life to the scientifically based action of the modern age, education has gone a long way, becoming an authentic science with its own statute and laws.
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In the article named The necessity of French Teaching in education system we propose to approach french studying’s importance in schools. Moreover, french is a precise and melodious language which can translate the most profound undertones of thinking and of human sensivity. It represents the third spoken language on Internet, after English, Germain and Spanish. Also, French is one of the two official languages from the majority of issential institutions such as: United Nations Organisations, European Union, European Council, Unesco and Red Cross. French is efficient, because teacher doesn’t have to stop to promote its wealth, to convey to pupil the entire value and beauty. To the same extent, the educator always encourages the pupil to act in teaching-learning process and constantly involves him in order to the encrease of motivational level for french learning.
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Ojcze nasz to najważniejsza modlitwa chrześcijan. Jako starożytny tekst biblijny od wieków poddawana jest badaniom oraz tłumaczona na nowo wraz z rozwojem języków docelowych. Ze względu na powszechność tej modlitwy takie zmiany nie zachodzą niepostrzeżenie i budzą sprzeciw członków różnych wspólnot wyznaniowych. Niniejszy artykuł przedstawia specyfikę przekładu tekstów liturgicznych na podstawie analizy tłumaczeń na język szwedzki. Pokazana zostaje historia szwedzkiego tłumaczenia modlitwy Ojcze nasz, aż do opublikowania kontrowersyjnej wersji ekumenicznej w 1996 r. Przeanalizowane zostają wybrane różnice w „starym” i „nowym” tłumaczeniu oraz najważniejsze postulaty w debacie nad przyjęciem wersji ekumenicznej. Artykuł zamyka przytoczenie obecnego stanowiska kościoła katolickiego i protestanckiego wobec nowej wersji oraz dyskusja nad nowoczesnością i tradycją we współczesnych tłumaczeniach Modlitwy Pańskiej. Studium pozwala zobaczyć, w jaki sposób zmiany w obszarze przekładu mogą spowodować poruszenie społeczne i konflikt, jeśli nie są dostosowane do aktualnych przekonań reprezentantów danej kultury. // "Our Father" is the most essential Christian prayer. Being an ancient biblical text it has been translated and interpreted through the ages as target languages were developing. Due to the universality of this prayer, such changes do not occur unnoticed and raise opposition of members of various religious communities. This article presents the specifics of the translation of liturgical texts based on the analysis of translations into Swedish. The history of the Swedish translation of the "Our Father" prayer is covered up to the publication of the controversial ecumenic version in 1996. Selected differences in the "old" and "new" translations and the most important postulates in the debate on the adoption of the ecumenical version are analyzed. The article ends with a description of the current position of the Catholic and Protestant Church regarding the new version and a discussion on modernity and tradition in translations of the Lord's Prayer. The study shows how changes in the area of translation can cause social uproar and conflict, if they are not adapted to the current convictions of representatives of a given culture.
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The National Association of People's Colleges is often interpreted as a youth organization of the dictatorship and as an association that ensures the youth supply of the Communist Party. Although this view is not entirely illegitimate, it is simplistic insofar as it does not take into account 1) the pre-war people's colleges movement, 2) the nature of grassroots 3) its self- government 4) its role in social mobility 5) and its specific pedagogical and educational psychological aspirations. Of course, the comprehensive history of Nékosz cannot be the subject of such a short writing, so we will focus on elaborating points 3–5. Being the educational leader of Nékosz and researcher at the Institute of Psychology of the Institute of Education of Budapest, the psychologist Ferenc Mérei carried out numerous experiments in primary and secondary schools to develop the effectiveness of the emancipatory school. For him, the model of emancipatory education was the group experience of Nékosz.
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The paper presents the methodology behind and some lessons from a small group training course developed by the members of the Working Group for Public Sociology (Helyzet Műhely). Our training, named after Pierre Bourdieu’s socioanalysis, primarily targets active or future professionals in supportive roles such as social workers, health care professionals, teachers and psychologists. The objective of the training is making participants capable of deciphering the social space in reflective ways: by learning to understand their perceptive, action and cognitive schemes stemming from their own social positions and family socialization patterns; and by exploring the ways in which the social space is perceived differently from different social positions. One of our presumptions is that – similarly to other relations driven by solidarity – the choice of helping professions, the social protection institutional system, and the supporting relationship itself (who and why deserves support and who can decide about it) are fundamentally shaped by the social positions of the participants, and those involved in these relations are only partially aware of these determinations. In fact, the unreflected working mechanisms of our social positions – or in psychoanalytic terms, the operation of our unconscious – sustains the status quo. The paper presents the theoretical insights behind our training syllabus (focusing on the perception of the social, the intersection of ethnic and class relations and racism, the social context and internal hierarchy of supportive professions) as well as the analysis of some concrete examples from our trainings.
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The understanding of ethnonationalism as the foundation of terrorist groups was long suspected to be true, yet only in the last decade, could the research prove to be so. These non-statal actors, which do not act in a violent manner, can become important threats for the national of international security, if provided with the right interest. Stating this, the implications for the regional and European security can be tremendous, as the civilian society will suffer greatly as an aftermath of a terrorist attack. Following this study, knowledge will be gained that will help to better understand the dynamics of relations developed between statal and non-statal actors. This paper is also an instrument underlying the concept of ethnonationalism and the connection of the term with terrorism, as we presently know it. From a methodological point of view, a qualitative method of research was used – the analysis of a case study, alongside a brief specialty literature review, in which research results regarding the topic were described. This article is open to any and all society members and can raise awareness of the public regarding the phenomenon of transformation of a non-statal actor, by providing some well-needed indicators.
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The Black Sea is such a geographical region which due to its strategic location is a source of many military imbalances. The collapse of the Soviet Union and the subsequent confrontation between the Russian Federation and Ukraine which on February 2022 turned into a full-scale war that led to the creation of new military imbalances in the region. After two years of hostilities Russia’s Black Sea Fleet faces multiple challenges that are a mix of geographic, political and military factors which could lead to major changes in the military balance in the region. Turkey is one of the countries that can have a leading role in the new military and political situation in the Black Sea as it has a powerful navy, as well as the fact Ankara is pursuing specific interests of its own, despite its ties to military alliances or other countries. The US Navy does not have direct access to the Black Sea but the US alongside NATO countries can help rearming its allies in the region. Romania is one of those countries and Bucharest has ambitions to become a kind of NATO hub in the Black Sea. It remains to be seen how all of these factors will affect Bulgaria.
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