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This article presents the results of individual characteristics of pre-start emotional states of athletes. An empirical study was conducted using two methods. The level of anxiety and general condition at the pre-start moment in athletes was studied, a qualitative and quantitative analysis of the results was carried out.
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One of the key fundamental changes in Ukrainian education made in the past five years is transforming foreign language teacher education system in Ukraine. The rationale behind the reform is training the 21 st century teacher who is regarded as the key figure capable of leading the educational reform. Since it is impossible to develop 21st century skills and competencies such as communication, critical thinking, creativity, a sense of innovation, etc. without teachers possessing those skills and competences by themselves, the teaching profession acquires paramount importance and calls for radical changes in teacher training sector. Since the ratification of the Association Agreement between Ukraine and the European Union in 2014, ongoing education reforms in Ukraine have resulted in launching the “New Generation School Teacher” project jointly initiated by the Ministry of Education and Science of Ukraine and the British Council Ukraine. Its primary focus is transformational change in the initial foreign language (English) teacher education system in Ukraine and establishing Pre-Service Foreign Language Teacher Training (PRESETT) Curriculum in Methodology for Bachelor’s level. The current paper addresses the main features and issues relating to the implementation of the “New Generation School Teacher” project within the context of Uzhhorod National University (English Philology department). Since the piloting start of the project in September 2017, there have been reported many positive developments in initial foreign language teacher training at the English Philology department relating to students’ and teachers’ learning outcomes. The Project has had a favourable impact on teaching practices of the whole department. The issue that needs to be addressed is the organization of school practice.
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The article is devoted to the problem of development of EFL teachers’ global competence. It analyses the importance of development of new EFL teachers’ training programs taking the development of global competence as a part of professional literacy into account. It characterizes the possibilities to develop global competence in the process of English learning: setting up projects in English that are proposed by a teacher and relevant to new important discoveries of the humanity; reading and analyzing English literature; writing an essay; on-line discussions in English and meeting with foreigners. The success of a modern student, future EFL teacher, is determined by not only speaking skills, but also by knowledge and personal interest in global problems, as well as skills and abilities for cross-cultural communication, as well as the willingness to be accustomed to the new challenges of the world. The importance to develop EFL teachers’ global competence that becomes apparent in the possibility to understand global problems and the capacity to solve them has increased. EFL teachers’ global competence is cosely connected to a communicative competence. Future EFL teachers demonstrate the capacity to understand and perceive different audiences in order to achieve the general aim; realize the influence of effective communication on a collaboration in the interdependent world. A global competence opens a way not only to knowledge about the world but also stimulates to act, to understand and create possibilities to change something using creative ideas at local, regional or state level. Global education allows to evaluate the potential influence of own opinions and judgements on other people, to define their consequences.
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The article gives a detailed description of the innovative features of the joint project of the British Council Ukraine and the Ministry of Education and Science Ukraine which is called “New Generation School Teacher”. The project appeared as a response to recent changes and developments in education and society. The author acquaints the readers with the definition of the terms “innovation” and “pedagogical innovation”,provides a rationale for the importance of the changes in the system of teacher training in Ukraine. The article presents the results of the Baseline study. The author highlights that innovative Methodology Curriculum intends to provide students with important professional skills related to methodology, it also gives scope for developing essential life skills. A list of these skills is also given in the article (communication skills, time management skills,information literacy skills, etc.). Moreover, the article provides essential information on the innovations, which characterize the Methodology curriculum. The attention is also drawn to the fact that in this innovative Curriculum the topics of the traditional Methodology course are revised and substantially updated. The content of the discipline is complemented with innovative topics that must be taken into account in the process of learning English. All units of the Curriculum can be split into 2 main groups: Re-conceptualized and New ones. There is also a detailed description of School Experience, which is an essential part of the Methodology course,because School Experience is aimed at linking methodology classes to teaching at school.
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The study sets itself the ambitious task of thematizing hate speech as a social phenomenon, which in different ways entails social actions of “doing” hate speech, and hence - (re)produces unequally distributed relations of power and domination over the Other.
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This analysis offers an experimentation with the possibility to explore the discursive manifestations of hate as a specific emotional mode. It is an attempt to combine the analytics of discourse with an analytic of emotions and to incorporate the analysis of affective structures and emotional expressions in the objects researched by the historical sociology of discoursive practices, or HSDP (Penkova 2009, 2013c). For this purpose, the paper first explains the basic prerequisites of the HSDP and the sociology of emotions in order to clarify the need for their mutual exploration in a discoursive analytic of emotions. Going through the socioanalytical problem of hate, the next step is to introduce the concept of „emotive” (Reddy 2005) in order to prove the thesis that the hate emotives are special discursive and bodily expressions directed at the Other as an object of affection that categorize it negatively and which by themselves contribute to the attribution of essentially negative discursive identities. Emotives are directly influenced by affective interactions, and with this they change what they relate to. This reveals the more general research intention to problematize hate and fear as those increasingly intrusive emotional regimes in which we try to grasp the befalling events in the „long” 21st century, and thus to highlight the main accents, by which a discursive analytics of emotions could interpret the particular ontological ambivalence of the late-modern life situation – both risky and vulnerable, as well as the need for new research approaches and methodologies for its problematization.
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The article discusses the problem of „doing” inequality as a discoursive practice. For this purpose, I will focus on a specific case – the text of Bulgarian writer and columnist Nikolay Fenerski entitled „The empty wombs of Bulgarian women” which became the subject of lively discussions after its publication in the summer of 2017. The first part of the article draws attention to Nikolay Fenerski’s position as the holder of a specific social and cultural (and hence symbolic) capital, as well as his role as a producer and speaker of the given discourse. The second part of the article offers an attempt to analyze the text itself. Emphasis is placed on the various discursive strategies used by Fenerski in the formation of one’s own group and that of the Other. In the course of analysis, a line of repeated in-situ recasting of the categories of „us” and „them” is revealed, the „boundaries” of which are not only bound but also extremely flexible. As a result, an unremitting opposition of us-them unfolds before the reader, which serves as the basis of Fenerski’s (hateful) discourse and uses the theme of the demographic crisis as a starting point. Against this background, the figure of the woman is placed in the position of a passive object of the author's discourse, in whose „we” ideal stands the figure of the man, a Bulgarian, a citizen, who is having (more than one) children.
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The article aims to show the homosexual figure as an exclusion and self-exclusion from social reality in the patriarchal-masculine society. This will help to consider the homosexual individual beyond the division of sexual categories and will construct the perspective of those individuals who have ‘self-excluded’ themselves. A perspective that places the heterosexual figure in a position dominated by gay desires, gay individuals and gay discourse – a reversed look through which the heterosexual image is the Other of the person who self-identifies as the Other’s Other through a certain categorical imperative. For the purposes of analysis, I will show the homosexual discourse that reflects on the dominant heterosexist and homophobic discourse and in turn performs a symbolic struggle. I argue that symbolic social acts reproduce discoursive discrimination by the homosexual individual, as well as hate speech from/to the homosexual field triggered by the auto-identified role of being dominated. In this way I will construct two main lines – the discourse of the heterosexual towards the homosexual; and, reversely, the discourse of the homosexual, which has incorporated in itself a ‘hater’ discourse of the stereotyped image of the homosexual and its relationship to the heterosexual. My thesis will be as follows: the disclosure of homosexual otherness is noticeable in the discourses of gay organizations, which through an enforced political discourse reproduce the homoerotic/homophobic male canon of socio-cultural domination.
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In her The Human Condition, Hannah Arendt presents to us facts from Antiquity, as well as the quality of life in Ancient Greece, when the settlements were divided into Polis and Oikos. The Polis was the tribune of the free man. Participation in the Polis was reserved only for men, and particularly to those deemed healthy (mentally and physically) and who were neither foreigners nor immigrants. Conversely, the Oikos was the equivalent of private space. It involved women, children, the mentally and physically unfit, the slaves and people who were expected to be “at the doorstep” of their death. As in the Polis, the owner of the home had the right to make orders. Here the border between the two spaces is clearly drawn. In our ultramodern and all-developed society, the spaces are also divided into private and public ones. As reflexive beings, we can notice that the line that separates them is very fuzzy and unresistingly allows the “Public Eye” increasingly close to the locks on our doors. What is left for us if we cannot be ourselves even at home? The refugee’s life is cut from the basic human right to have personal possessions, to have a personal home and be oneself. In his text „Of Other Spaces” Foucault introduces us to places that are beyond these two divisions, which have a special function in themselves. In this article, the camp is one space of exception, with its own specific rules or prohibitions.
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We live in a time of concern about the changes and uncertainties that ‘befall’ us as human beings. We are witnessing an „explosion” of discourses of risk which are utilized in order to link together different and impossible to otherwise relate experiences, the most significant of which is the feeling of insecurity. But to be „at risk” means to have a passive role, not being ‘enactive’, but „dependent”. This creates a constant sense of vulnerability, for the deprivation of resources required to „do” a change, for “making” choices, for “acting”. The emergence of vulnerability as a form of identity involves the questioning of ontological grounds of the daily existence of the vulnerable person (group, community, forms of sociality); and hence – would suggest the researching of new forms of personal insecurity, which are reflected in a variety of everyday psychopathologies. And since the vulnerability is a state of the body, a state of mind, an („fractal”) identity, we are faced with the need to study namely this strange (and schizophrenic) duality of living in the „long 21st century” – both being at risk and being vulnerable, which cannot but require new research approaches and methodologies. Moreover, when the form of „our” present as a specific cultural „assemblage” comes not from the past (i.e. from tradition), nor from the present („our” here-and-now), but from the future that befalls us, there are three main and interrelated analytical aspects on which we must focus as researchers in our attempt to describe the ambivalence of the late-modern man: 1) mobility; 2) boundaries; 3) social identity and inheritance.
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The article has the aim of presenting to the reader the activity of the Silesian Autonomy Movement, one of the organizations bringing together Upper Silesians. Before moving to the main topic, the author presents the most important facts from the history of Silesia. Then, an attempt is made to define the term autonomy. The reader will become familiar with the goals, structure and the activities of the Silesian Autonomy Movement. Finally, specific examples of activities undertaken by members of the association are described. The whole is then summed up.
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With the help of archival material, author in this work reviews some fundamental questions referring to the institute of epitropes in Dubrovnik law. First, it is pointed to the origin of this institute which is very complex. The author believes that it may bear relation to Roman post classical law on one and Byzantine law on the other hand. Further, the provisions about epitropes which are contained in Statutorum civitatis Ragusii and Liber Omnium Reformationum are analysed. For the purpose of comparison there provisions of epitropes in the statutes of other coastal cities are also studied.The numerous perceived similarities and some important differences are outlined together with the concluding considerations.
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The text looks at the increasing number of contemporary references to various studies stating more or less the non-Slavic ethnic character of a number of Slavic ethnicities, including those in the Republic of Bulgaria. A counterpoint to these public attitudes is the so-called Slavic idea spread widely in the Slavic world in the 19th century and to an extent in the 20th century as well. In other words, an attempt is made to offer a comparative perspective here. The different forms of expression of Slavic ethnic identity and their different mechanisms of public influence in various Slavic countries and societies are discussed. With this in mind, the current situation is also analyzed to conclude that the factors that would stimulate Slavonic unity today are less than those that work against such unity.
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This article elucidates the theoretical reference of behavioral remediation for primary school students.
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This article brings attention to the following aspects related to the efficiency of the decision-making act: the analysis of decisions, errors which may appear in the decision-making process, stress factors, techniques for improving the decision-making act.
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Currently, the development process of the education system is characterized by the rise of the role of technologies, adding a valuable set of new teaching resources and tools, adequate to support the inclusive instructional-educational process. The use of the computer in teaching-learning is related to solving two important problems of promoting and capitalizing on inclusive education. On the one hand, the use of the computer facilitates the development of children's motivation for learning activities, and on the other hand, it contributes to the development of computer skills, which, in turn, can facilitate their socio-professional insertion. The role of ICT in the education process of children with SEN can be approached through a threefold dimension: compensation; learning (didactic); of comunication. ICT offers a multitude of special and innovative methods and techniques for training children with SEN.
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The COVID-19 pandemic is believed to have had multifaceted effects on education systems across the globe. While it is claimed to have caused considerable disruption of education systems due to reducing the learning opportunities for the vulnerable, it has fostered innovation within education at large and in higher education in particular. Universities across Ukraine are steadily changing traditional modes of delivering quality education implementing digital learning and teaching technologies. However, the shift to online teaching and learning environment is far from being smooth: both instructors and students face a wide range of pitfalls that hinder achieving desired learning outcomes. The present study aims at exploring and defining the main issues the academic staff and students face in respect to the lecture delivery options and discuss the possible ways to solve them. This research was conducted using the combination of quantitative and qualitative methodologies. The present paper reports on responses to short survey on teachers’ experiences of online teaching at the faculty of Foreign Philology at Uzhhorod National University. To clarify some of the issues one-on-one post-survey interviews were conducted. Research findings show that the academic staff are facing a number of challenges ranging from professional and personal factors (e.g. low technological competence, unawareness of online education options, lack of time, etc.) to the issues directly associated with the university administration, e.g. sustainable policies and strategies relating to online education. Serious efforts need to be taken by all the stakeholders in order to maintain and develop the quality of higher education in the online modality.
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The article follows the expansion of the EFL teacher’s role from the traditional one of simple conduit of discipline content from the experts to the students, to that of reflective practitioner, cognizant of the teaching – learning process, the learners and the setting, and, more recently, to that of a sociopolitically conscious educator able to stretch their role outside the classroom. It also reviews some of the most significant bibliography dedicated to the teacher’s role.
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Fake news has been a buzz word for at least four years. It is timely, then, to consider whether linguistic research can be meaningfully carried out on fake news. The present article covers issues such as the definition of the term, the way in which fake news can be identified, and the visual component of fake news. Fake news as a term has been widely applied to a variety of phenomena, including conspiracy theories, propaganda, satire and advertising. In addition, it has been applied to different formats in which information is disseminated, including but not necessarily limited to, news articles and social media posts. In terms of how fake news is identified, several strategies are presented, such as evaluating the credibility of a source and checking whether a certain claim has been fact-checked by organisations dedicated to the endeavor. As to the visual aspect of fake news, this is exemplified by two instances where misleading information is communicated almost exclusively by visuals. The final part of the article attempts to tie in these various aspects of fake news and argue that linguistic analysis of fake news is practically impossible and that the attempt itself is highly unlikely to lead to meaningful results. This is because, first, the term fake news does not apply to a clearly identifiable discourse category. Second, it is a label that the researcher himself cannot apply and needs to rely on the work of others. Third, the linguistic of fake news when isolated, does not meaningfully contribute to the application of fake news.
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This article is aimed at presenting some effective tips on creating engaging synchronous and asynchronous scenarios of a remote classroom and at delivering an interactive lesson plan in the 9th form on the topic “To Plug In or Not to Plug In”. Taking into consideration its absolutely virtual school environment, it is abundantly clear that distance education requires developing solutions that rely on technology. This is the reason why, we have chosen to reflect on some examples of web 2.0 tools and evaluate their applicability to the remote lesson, namely its learning objectives and didactic contents, and their ability to satisfy the prerequisites of a qualitative instructing, namely the creation of centralized online location for communication with students and their families, the encouragement of their collaboration and discourse, the providing with individualizing support and feedback, the enrichment and self-assessment opportunities. Moreover, with all the methodological recommendations for online education organization in mind, we take a comparative approach to and set clear boundaries between two different ways of holding a remote classroom, synchronous and asynchronous, state the complementarity of their aspects and the vital need to alternate these scenarios during the educational process to maintain the balance. Therefore, the article is mainly focused on putting forward the planning strategies and tech-related interactive didactic contents, embedded in a website, for all the stages of a distance foreign language classroom.
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