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This article positions my experiences as a severe traumatic brain injury (TBI) survivor relative to other TBI survivors and in context of persons with disabilities (PWDs) living in the United States and the world. This autoethnographical account (by autoethnography I understand a method or form of social research that serves the purpose of exploring personal experiences of the researcher) examines the life of a neurodivergent individual whose brain functions in ways that deviate significantly from social norms. I explore profound changes to my identity and the resultant social disconnection I encounter since acquiring a severe TBI more than a decade ago. The profound alterations to my identity affect my ability to process, and then adjust, to the demands of my surroundings. As I decode, decipher and process the world, at times my brain damage triggers and/or produces episodes of temporal dissonance. As these shifts in timing occur, they have tremendous impact on my emotional stability. Despite these outward difficulties, I celebrate my altered awareness of time and new identity as a disabled person. Connecting relevant critical trauma studies scholarship to the themes addressed here, the article examines how moving through trauma, coma and amnesia to a new life with cognitive, emotional, psychological, and physical impairments importantly enriches expression of my humanity. I will demonstrate the salient aspects of my new life – emotional sensitivity and volatility – may on the surface seem detrimental and undesirable; however, these qualities greatly enhance my identification with and empathy for others, which in turn drive my artistic, social, cultural and political expression, along with my quest for community.
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This essay narrates my experiences as a congenital amputee and survivor of traumatic brain injury (TBI) through analysis of artwork. With art history and art therapy, I have cathartically mediated conscious and corporeal loss. I will analyse key visual examples to illustrate my disability, trauma and mind/body transformations. The article maintains that trauma is not an isolated event, but a conscious, collective and dynamic phenomenon.
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This article explores Borderline Personality Disorder (BPD) as an epistemic standpoint defiant of dominant Western knowledge frameworks, which are (supposedly) rational, objective and linear. I engage with feminist, critical psychiatry and Mad critiques of BPD as a medicalization of trauma and ameliorate these critiques by engaging BPD as both a psychiatric diagnosis and as a (non-pathological) response to traumatic experiences. I conceptualize the ‘borderline standpoint’ as a subversive epistemology and examine the capacity of queer-crip temporalities to meaningfully engage with the borderline standpoint, arguing that a framework of queer time is useful insofar as trauma (and borderline knowing) are necessarily nonlinear. Ultimately, I employ concepts of queer-crip time, including the works of Alison Kafer and Elizabeth Freeman, to open new avenues of engagement with the ‘ugly’ affect of borderline and to embark on a maddening epistemological project.
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While scholars have mined Laurence Sterne’s Tristram Shandy to understand the form and development of the novel as a literary genre, a central narrative element that has garnered significant scholarly attention is Tristram’s troubled Uncle Toby ‒ a veteran of the Nine Years War who bears a mysterious wound in the groin and who is obsessed with understanding war through the construction and use of miniature battle re-enactments. By recognizing Uncle Toby as a central character of Tristram Shandy and by contextualizing the novel as war literature, this essay demonstrates that Uncle Toby’s struggles to express his ambiguous trauma suffered as a soldier become a critical commentary on the social structures and circumstances that lead to the experiences of wounded veterans. Situating Tristram Shandy in the context of war literature, this article reveals how Toby’s character plays on Enlightenment conceptions of honour and valour as motivators for soldiers. Furthermore, the article argues that applying the theory of Moral Injury (long present but largely unnamed in war literature), rather than the tempting diagnosis of Post-Traumatic Stress Disorder (PTSD), allows for a more holistic understanding of Toby’s critical commentary.
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Inclusive education is possible if all children receive quality education in the general educational environment. Building an inclusive school environment, collaboration in the classroom between specialists and general teachers and effective organization of inclusive learning process is an important task facing the Bulgarian school. The practical realization of this process requires the acquisition of new professional skills; mastering new pedagogical technologies by the teacher in the inclusive class; creating an environment of respect and tolerance in the classroom where each child interacts with classmates to feel accepted – part of the school community. In response to the question of how to achieve this, in this article are shown adequate ways: for organizing the learning space; for more special organization of the educational process so as to match the diversity of children in the classroom, their capabilities and interests. The article also reveals the specifics of individual, group, frontal work with students in the inclusive class as well as effective methods for their social development.
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This article aims to help teachers in their efforts to communicate effectively with parents of high school students. Clarifying the role of the parent in the educational process, putting the communication with him on a principled basis, specifying the teacher’s reactions when communicating with parents, leads to an extremely useful predictability of the results of the interaction with parents and increases the effectiveness of such a delicate partnership.
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This paper presents results from a anonymous questionnaire study of the attitudes of elementary school students towards courses of the so-called “Nature Cycle” – People and nature, Physics and astronomy, Geography and Biology. The questionnaire consists of 14 questions and data were collected during the 2014/2015 school year. Group A are students who have studied astronomy in kindergarten and Group B are students who have taken no extracurricular astronomy courses. The students are ages 12 to 14 at the time of the study (5th through 7th grade). The study shows that the level of knowledge between the two groups is not significantly different, however the students in Group A have a stronger positive attitude toward courses of the nature cycle relative to students in Group B. Of interest are also the opinions and recommendations expressed by the children as well as the reactions of those who studied astronomy in kindergarten. The author has used their experience working with kindergarten-age children to create a program and a methodology for the teaching of astronomy. The effectiveness of this program is confirmed by educators and parents. An Appendix shows a table of the questionnaire answers.
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The good teacher is the main school factor for quality education and motivation of students for high results in the learning process. An important role in his/ her preparation in the school environment is the development of a mentoring, mentoring and support system as an integral part of the adaptation of young and newly recruited teachers to the teaching profession, their overall development and improvement in school. It should provide not only practical and theoretical support in the workplace but also, help the new teacher to get used to the profession and to motivate them towards professional development. The article presents the school model for mentoring and support used at Second English Language School and the applied policies for mentoring, qualification and exchange of innovative pedagogical ideas and good practices.
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The reform occurring in the Bulgarian school necessitates the introduction of new programs and courses among which is civic education, which aims at educating students to become clear-thinking citizens who participate in decisions concerning democratic society. Bearing in mind the specifics of our school we, as teachers, are entitled to search for new and less common ways of teaching and if proved successful to turn them into viable practice.
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Counseling is one of the main activities performed by the school psychologist and pedagogical counselor – by diagnosing the personality, supporting and motivating students, teachers and parents, mediating and group work. Establish conditions for an effective learning process, support interpersonal relationships, participate in solving conflict situations, methodically support the pedagogical team, support the opportunities for personal expression and realization of the students‘ abilities, by observing and analyzing diagnostic tests. The article introduces the characteristics specific to the activity of school psychologists and pedagogical advisors.
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Creativity and personality creative potential is provoked mostly by the means of fine art when at school, or at home during one’s spare time. To what extent - does art education meet these new requirements at present? The school and in particular the teacher continue to teach by following the old norms and rules. Students, on the other hand, listen to things that are boring for them or incomprehensible. A gulf and misunderstanding develops between the two most important levels in the education process - teacher-student. Art is one of the basic means in the formation of values; but when it is not taught felicitously and comprehensively to students, it loses its formative power.This calls for experimenting different new forms of education in order to establish their effectiveness according to the expected results. In response, the fine arts curriculum should be in conformity with the needs of the time and the dynamics of the surrounding reality development. It should be an open, flexible and dynamic system of learning and education through art.A kind of new non-traditional art education is considered. A total change of teachers’ views should ensue so as to form a new way of thinking, acceptable for the new environment. As the children change, the environment around them changes, the only thing that remains the same is the teacher of fine art classes. It’s not enough to be a good artist or a good pedagogue; you have to be a modern person as well.
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The purpose of this study is to present the current situation in the field of Turkic Studies as of the beginning of the 21st century at the Turkic and Altaic Studies Department at Sofia University “St. Kliment Ohridski”. This presentation has been achieved due to the methods of analysis and assessment of the academically approved monographic production of Bulgarian specialists in Turkish Language and Culture, being an objective mark for the advancement in Bulgarian philological science. The publications with monographic value outline the contemporary state of theoretical and applied philological studies, as each monography can be seen as philological evidence which has fixed a definite stage and aspect in the development of Turkic and Altaic Studies at Sofia University “St. Kliment Ohridski”.
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The present article continues the analysis of suggestopedia by focusing on its practical applications in the field of foreign language teaching to adults. It reviews in detail the structure of the teaching materials and defines the specific character and role of the “global lesson” in the artistically designed course books. Special attention is devoted to the classical stages and techniques of the teaching process. Some recent developments have also been given prominence. An attempt is made to reveal the practical nature and rich developmental potential of suggestopedia within the framework of the Communicative Language Teaching in contemporary language education.
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This article is devoted to the historical and ethnographic description of the city of Wenshan — the administrative center of the Wenshan Zhuang and Miao Autonomous Prefecture. This city, unattractive from the point of view of tourism, has an important historical and cultural content, encoded in its name, and associated with the fate of many non-Han peoples inhabiting it, and with the dramatic history of the national policy of Chinese power in different dynastic periods. The author attempted to reveal this content and to introduce ethnographic and historical plots into the Russian science, to help the reader better understand the ethno-social processes that took place in the past of this city and the country as a whole. Special attention is paid to such political institutions as Tu si and Liu Guan. They are the systems of indirect and direct administration, which represented the confrontation, the periodic dominance of the manifestations of the local and the central authorities, which determined the form of management of peripheral territories, which is now used in China. The example of Wenshan, which appeared as a reaction to the conflict between Tu si and Liu Guan, gives us the opportunity to see the high price and value of peace in the history of the Chinese multiethnic society.
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The first part of the article presents the theoretical and methodological basis of the study of interconnections and interactions between the social and plant world in gardens, with an emphasis on the concept of biocultural diversity. Experience from collaborative field studies of ethnologists and botanists has been shared. The second part presents observations and reflections on the garden as a multilayered topos: an economic but also an aestheticized place; a place of conservation of genetic resources and knowledge, but also of experiments and innovation; a place where the diversity and composition reflects social relations, hierarchies and conflicts, social mobility and migration, memory of important events and loved ones, cultural orientations and values. The analysis shows that the garden is characterized by constant doing and incompleteness, that it is a place where people bring together different spaces and times and that each garden has its own biography that reflects the life trajectories of its owners.
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The article considers urban gardens as a typical urban farming practice, with a high potential for organizing social energy and the emergence of intensive and sustainable social relationships in time. There are four models for urban gardens, which were created on different occasions but successfully implemented by non-governmental organizations on the territory of a metropolitan municipality. The article reveals the specificities of the functions that urban gardens perform and proves that the non-governmental sector has a huge role to play in promoting urban farming practices and unleashing the potential of urban gardens. Through in-depth interviews, the enthusiasm and the high social commitment of people who have implemented urban gardening initiatives are demonstrated. The models presented could be implemented as examples of the deployment of urban agriculture in the capital.
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