bluuebunny/crossref_metadata_2025 huggingface dataset:
Event and decadal-scale modeling of barrier island restoration designs for decision support
Authors: Long Joseph , Dalyander P. Soupy , Poff Michael , Spears Brian , Borne Brett , Thompson David , Mickey Rangley , Dartez Steve , Grandy Gregory
Published: March 2020

An interdisciplinary project team was convened to develop a modeling framework that simulates the potential impacts of storms and sea level-rise to habitat availability at Breton Island, Louisiana, for existing conditions and potential future restoration designs. The model framework was iteratively developed through evaluation of model results at multiple checkpoints. A methodology was developed for characterizing regional wave and water levels, and the numerical model XBeach was used to simulate the potential impacts from a wide range of storm events. Simulations quantified the potential for erosion, overwash, and inundation of the pre- and post-restoration beach and dune system and were used as a preliminary screening of restoration designs. The model framework also incorporated a computationally efficient method to evaluate the impacts of storms, long-term shoreline changes, and relative sea level rise over a 15-year time period, in order to evaluate the effect of the preferred restoration alternative on habitat distribution. Results directly informed engineering design decisions and expedited later project stages including the construction permitting process.
Restoring barrier habitat in Louisiana to compensate for natural resource injuries: Shell Island and Chenier Ronquille Barrier Restoration Projects
Authors: Thompson Whitney , Paul Christopher , Darnall John
Published: March 2020

Coastal Louisiana received significant funds tied to BP penalties as a result of the Deepwater Horizon incident. As it is widely considered that the State of Louisiana sustained most of the damage due to this incident, there has been a firm push to waste no time in implementing habitat restoration projects. Sustaining the land on the coast of Louisiana is vital to our nation’s economy, as several of the nation’s largest ports are located on the Gulf coast in Louisiana. In addition, the ecosystems making up the Louisiana coast are important to sustain some of the largest and most valuable fisheries in the nation. Funded by BP Phase 3 Early Restoration, the goals of the Natural Resource Damage Assessment (NRDA) Outer Coast Restoration Project are to restore beach, dune, and marsh habitats to help compensate spill-related injuries to habitats and species, specifically brown pelicans, terns, skimmers, and gulls. Four island components in Louisiana were funded under this project; Shell Island Barrier Restoration, Chenier Ronquille Barrier Island Restoration, Caillou Lake Headlands Barrier Island Restoration, and North Breton Island Restoration (https://www. gulfspillrestoration.noaa.gov/louisiana-outer-coast-restoration, NOAA 2018). Shell Island and Chenier Ronquille are critical pieces of barrier shoreline within the Barataria Basin in Plaquemines Parish, Louisiana. These large-scale restoration projects were completed in the years following the Deepwater Horizon incident, creating new habitat and reinforcing Louisiana’s Gulf of Mexico shoreline. The Louisiana Coastal Protection and Restoration Authority (CPRA) finished construction of the Shell Island NRDA Restoration Project in 2017, which restored two barrier islands in Plaquemines Parish utilizing sand hydraulically dredged from the Mississippi River and pumped via pipeline over 20 miles over levees and through towns, marinas, and marshes to the coastline. The National Marine Fisheries Service (NMFS) also completed the Plaquemines Parish barrier island restoration at Chenier Ronquille in 2017 utilizing nearshore Gulf of Mexico sediment, restoring wetland, coastal, and nearshore habitat in the Barataria Basin. A design and construction overview is provided herein.
Double exposure and dynamic vulnerability: Assessing economic well-being, ecological change and the development of the oil and gas industry in coastal Louisiana
Authors: Hemmerling Scott , Carruthers Tim , Hijuelos Ann , Bienn Harris
Published: March 2020

The oil and gas industry has been a powerful driver of economic change in coastal Louisiana for the latter half of the 20th century and into the 21st. Yet, the overall impact of the industry on the economic well-being of host communities is varied, both spatially and temporally. While the majority of Louisiana’s oil and gas production now occurs offshore, processing the extracted product is an energy-intensive undertaking requiring an expansive network of land-based infrastructure. Despite the positive economic aspects of this development, there are also potential negatives posed to coastal ecosystems and to communities located adjacent to oil and gas infrastructure. This research utilizes a double exposure framework to explore the relationship between oil and gas infrastructure development, fish and shellfish habitat, and economic well-being in Louisiana’s coastal zone from 1950 to 2010. The approach followed four main steps: (1) Developing a hazardousness of place model to identify areas of magnified risk due to the combined hazards of multiple potential exposure sites related to the extraction and processing of crude oil and natural gas; (2) developing a model of ecological functioning to measure the ability of aquatic habitat to support key fish and shellfish species; (3) utilizing an integrated community economic well-being index to assess change on a decadal timescale; and (4) analyzing selected oil-dependent communities to illustrate how change processes occurring in different energy sectors result in differential outcomes. The results suggest that, for many communities, the dependence on the oil and gas industry has increased economic well-being but also increased sensitivity to natural and human-induced changes, including fluctuating economic conditions, environmental stress, coastal habitat destruction, and increasing social and economic pressures.
(CYBER) PUNK'S NOT DEAD – RICHARD MORGAN'S ALTERED CARBON
Authors: Kečan Ana
Published: March 2020

The term cyberpunk refers to an offspring or subgenre of science fiction which rose to popularity in the 1980s. It was first coined by Bruce Bethke in his story of the same name, published in 1983. Even though there are critics today who claim that cyberpunk is long dead, numerous examples from the 21st century show that it is still very well and alive, and this revival is particularly aided by television, as cyberpunk has a massive visual potential. Hence, the 21st century saw the sequel to the cult Blade Runner (originally released in 1982), titled Blade Runner 2049 (released in 2017), another (fourth) sequel of The Matrix (set to be released in 2020), TV adaptations of Philip K. Dick’s Electric Dreams (2017) and, the main interest of this essay, Richard Morgan’s Altered Carbon (season 1 in 2018 and season 2 set to be released in 2020). In this essay we are going to, first, outline the main narrative and stylistic conventions of cyberpunk, which include: a time and place in the future dominated by advanced achievements in information technology, science and computers (hence the term ‘cyber’) at the expense of a loss or breakdown of social order (hence the term ‘punk’) to the point of a dystopia (or post-utopia, as has been argued); virtual reality, data networks, illusion, bodily metamorphosis, media overload, intensity of visual components, bordering on what Norman Spinrad said was a fusion of the romantic impulse with science and technology. All of these encapsulate a core theme of the loss of distinction between real and artificial. In addition to this, the term cyberpunk requires clarification against several other terms which often appear alongside it and are related in one way or another, including science fiction, neo-noir, hard-boiled, post-cyberpunk, transhumanism, post-anthropocentrism, etc. Second, we are going to look at how those elements come together in the context of the first novel of Richard Morgan’s trilogy about Takeshi Kovacs, titled Altered Carbon, published in 2002 (the sequels, Broken Angels - 2003 and Woken Furies – 2005, have not yet been adapted for television and will, therefore, not be included in our analysis). We are going to, then, compare those elements with the Netflix version of the novel, a 10-episode TV series, released in 2018. The comparison of the visual versus the verbal narrative will show the differences in the presentation of cyberpunk elements and how (or whether) these differences are dictated by the medium or not. It will also show whether what started out as a dystopia in the original text has grown into a post-utopia in the television series, simply reflecting the current trend of nostalgia and nostalgic recycling.
MODERNISM IN MRS.DALLOWAY
Authors: Doko Fatbardha , Gurra Hyreme , Ameti Lirije
Published: March 2020

Modernism is a very interesting and important movement in literature, characterized by a very self-conscious break with traditional ways of writing, in both poetry and prose fiction. However, the most important literary genre of modernism is the novel. Although prewar works by Henry James, Joseph Conrad, and other writers are considered Modernist, Modernism as a literary movement is typically associated with the period after World War I. Other European and American Modernist authors whose works rejected chronological and narrative continuity include Virginia Woolf, Marcel Proust, Gertrude Stein, and William Faulkner. After First World War a lot of developments took place, new inventions opened up the mind of artists in the 1920s, one of them was Virginia Woolf, a very specific novelist. So, this paper deals with Virginia Woolf’s novel, Mrs. Dalloway, and the main focus is on the elements of modernism in this masterpiece. It is a modern novel which has also most of the features of modernism, or we can say that there are several ways in which one can see Mrs. Dalloway as a Modernist novel. The most dominant characteristic is the content and the narrative style. Virginia Woolf overstepped the traditional writing by describing characters not only superficially but also their inner thoughts. Rather than having a straightforward narrative with a beginning and end and a narrator who knows it all, with Mrs Dalloway we have several narrators, flashbacks, stream-of-consciousness style, and a totally fragmented story. Also there is a connection of the author and her characters; she putted a piece of herself in each one of them. This is how you can find about the author’s life path and how her sufferings, mental illness affected into her writing. Thus, Virginia Woolf is considered an iconic modernist writer and pioneer not only of the stream of consciousness narrative technique, but of the use of free indirect speech, psychological as well as emotional motives of characters. Nevertheless, the unconventional use of figures of speech also makes a great characteristic and a symbol of her novels. Stream of consciousness writing allows readers to “listen in” on a character's thoughts. This will make you explore yourself in ways you have never thought before. Specifically, in Clarissa Dalloway’s preparations to host a party that evening Virginia Woolf records all her thoughts, remembrances and impressions, as well as the thoughts of other characters. There is no actual story, no plots or sub-plots, in fact, there is no action in the traditional sense in this novel, except from the “myriad of impressions” created by Virginia Woolf’s new style of writing.
THE DISCUSSION – AN INTERACTIVE LESSON IN LANGUAGE LEARNING
Authors: Dimitrova Margarita
Published: March 2020

The successful realization and modernization of the educational process leads to new knowledge about processes and phenomenons in pedagogical science. Throughout the process, rules and work principles are formulated that verify the validity of the selected pathways for pedagogical activity.Our lesson is related to the role of the team in the implementation of an effective educational process in the Bulgarian Language Section at the Department of Languages and Specialized Training at the Medical University - Plovdiv.The main aspects of performance are the following: continuous analysis of educational and scientific needs to achieve quality in work, development of the team's professionalism to implement the educational process, stimulation of work with students, creation conditions for modern technical provision of work with students, promotion of quality products for the realization of an educational process.The concept of the lesson is oriented towards the formation of competence.In the exhibition we present the capabilities of each of the tools for personal development; creativity and teamwork: communication; the role of the presentations and associative tasks; place the tools for effectiveness in the educational process.The implementation of the control unit tools plays an important role in reporting achievements and creativity.The work of students is stimulated by introducing appropriate levers to motivate students to high quality learning - innovative methods and techniques of work.Our goals are: achieving a good communicative competence motivated by theoretical and pragmatic language training; verifying a new type of experimental system on the basis of traditional and interactive learning mechanisms and applying different methods and tools based on our teaching experience and the displayed model of learning.The implementation of the research highlights and abilities for application of various innovative teaching methods are necessary conditions for increase foreign students’ interest in Bulgarian language, as well as for foreign students’ adaptation to the new environment of their conducted practical training.This is an important condition for achieving communicative success in the new multicultural environment.
A REFERENCE BOOK ON THE ASPECT OF BULGARIAN VERBS
Authors: Pavlova Antoaneta
Published: March 2020

The present paper aims at presenting the scientific work “A Reference Book on the Aspect of Bulgarian Verbs” published in 2019. The reference book is intended for foreign students studying Bulgarian but it may as well be a precious guide and a practical handbook for all who are interested in learning and teaching Bulgarian.The idea for writing and publishing this reference book was motivated by the strife of the author to facilitate the acquisition of the language.The reference book begins with brief theoretical comments on the Bulgarian verb. They are presented in a concise and adapted manner with a minimum use of linguistic terminology (with a view to the practical aim of the handbook and the specificity of the audience to which it is directed at).The presence of tables and schemes in the reference book is deliberate since the purpose of the handbook is to provide a quick reference and to make the memorizing of key concepts and verb forms easier.The reference book includes the most common and traditional concepts as well as the most contemporary ideas of the Bulgarian linguistics. Reference to the literature used is included.A list of more than 150 pairs of verbs in the perfective and imperfective aspect arranged in an alphabetical order in a table is included in “A Reference Book on the Aspect of Bulgarian Verbs”. The verbs in these pairs are used quite frequently in Bulgarian speech. The selection is consistent with Bulgarian language learning by foreign students in their first year of studies from the specialties in Medicine, Dental Medicine and Pharmacy and corresponds to A1 level of the Common European Framework of Reference for Languages. Verbs are not translated into another language but there is an additional blank column in which each foreign student can write a translation equivalent. The illustrative manner of grammar knowledge with appropriate verb forms arranged in tables was quite consciously chosen. The basic pairs of antonyms in the groups of the conjugated verbs are presented with the aim of optimizing the process of mastery of the verbs. The tense system of the Bulgarian language is presented through the nine tenses in it illustrated with examples from the three conjugations.The reference book presents some of the specificities of the Bulgarian verb in a more comprehensible manner and most of all the category verb aspect which is difficult and complex to teach and explain. For the first time the aspect’s functioning is illustrated with examples which are included simultaneously for the two verb aspects. Practical advice for the determination of the verb aspect is supplied and key words and expressions for “identifying” the perfective and imperfective aspect are derived. The connection between the aspect and the verb tense is also presented.“A Reference Book on the Aspect of Bulgarian Verbs” is a valuable tool for all who are interested in studying and teaching the Bulgarian language.
FUNCTIONS OF THE PRAGMATIC MARKER LIKE IN ENGLISH AND HOW MACEDONIAN LEARNERS VIEW IT
Authors: Kusevska Marija , Ivanovska Biljana
Published: March 2020

The study presented in this paper is a part of the research project “Developing cross-cultural and interlanguage pragmatics research and its practical implications” currently being implemented at Goce Delchev University in Shtip, Republic of North Macedonia. This project was partly motivated by the small number of studies in Macedonia on interlanguage pragmatics as well as by the growing need for development of new research methods. In compliance with the above, the objectives of thе project are as follows: 1. increase of the pool of cross-cultural, intercultural, and interlanguage pragmatics studies; 2. development of modern methods for data collection and analysis; and 3. linking empirical research with educational and communication needs in the society. This paper in particular investigates the use of the pragmatic marker like by Macedonian learners of English. Two research questions have been posed: 1. What functions do MLE of English associate with like? and 2. How do they view speakers who use it? The standard for comparison for the first question is the native speakers’ usage of like as described in other studies. The second question was answered on the basis of an attitudinal questionnaire. The attitudinal questionnaire asked the participants to express their perception of like with respect to the age and gender of the speakers, formality of the situation, grammaticality, acceptability, distractiveness, and politeness of the utterances. They also rated users for fluency and their level of English. The participants were also asked to explain if they use like in a similar way and for what purposes as well as how they learned it. The attitudinal survey was adapted from Dailey-O'Cain (2000). The examples, however, are from my data. The participants of this study were 40 students of English enrolled at the Department of English language at Goce Delchev University, Shtip, age 19 to 25. Most of them were at B2, C1 or C2 level of English. All participants learned English for at least five years in primary school and four years at high school, which means they had English as a subject up to their graduation from high school. Very few of the students had been to an English speaking country. The findings of this investigation show that the pragmatic marker like is salient for the learners and that they use it in a similar way as native speakers. However, it is stigmatized and most learners view it negatively. Additionally, other factors that influence its usage were identified. Further research may investigate whether the use of like is influenced by the proficiency levels of English and whether a longer stay in an English speaking country influences the use of like. It would be also useful to investigate other pragmatic markers and see how they are used in learner English.
THE ROLE OF SEMIOLOGY IN PUBLIC RELATIONS
Authors: Arif – Sheshum Sena , Nikolovska Кristina , Doncheva Dzunka
Published: March 2020

The role of semiology in public relations I exceptionally important at times when the meaning is brought to the highest level i.e. in the domain of public living. It is almost certain that there is no public relations domain in which a concentrations of meaning is not needed. It is an exceptional skill to gather semantic “nucleus” which may stimulate synergy, but also new creativity in meanings. “Everything has a meaning” – is a maxima which leads us towards their possible interpretation in order to create and interpret deep messages. Public living is full of messages and signals which may be explained through hermeneutics. Оur interest is just as such.
TYPES OF EXPLICIT AND IMPLICIT GRAMMAR INSTRUCTION
Authors: Koceva Vesna
Published: March 2020

This paper briefly presents a theoretical research conducted by revising an extensive relevant literature on this problematics, by separating, in our opinion, the most important definitions connected with explicit and implicit grammar instruction. The introduction gives a brief explanation of the difference between the implicit and explicit knowledge and learning. The paper further establishes the main differences between the implicit and explicit instruction by citing the positions of Ellis, Housen and Pierrard. A distinction is made between the indirect assistance or intervention i.e. indirect instruction which, in essence, is implicit as well as some implicit instruction. The paper continues with a discussion of Batstone's stance, who believes that the explicit and implicit instructions can only be defined in relation with the teacher or the creator of the teaching material, while the implicit and explicit learning refer to the student and there is no necessary relation between the two pairs of terms. The paper briefly mentions the claims of Norris and Ortega, Doughty and Robinson. The discussion continues with explanation of the types of explicit and implicit instruction, defining the terms reactive, proactive, direct, indirect, deductive, inductive, intensive and extensive grammar instruction. In the end, the paper briefly summarises the main definitions regarding explicit and implicit grammar instruction.
THE ROLE OF THE INTERACTIVE LESSON WITH INTERDISCIPLINARY ASPECTS IN LITERATURE TRAINING
Authors: Dimitrov Vasil
Published: March 2020

The work is related to the creation of new models of teaching and leads to new knowledge about processes and phenomena in pedagogical science. In our work we analyze both current educational and delicate ideological problem accompanied with scientific and practical application reliability. Identifying the specifics in the ethics of young people, verification of model work and approbation in educational work in Bulgarian language and literature is an important point of the overall personal development of young people. We use a theoretical framework that we draw from research, adapt and correct it according to the results of the experiment. The concept of the lesson is oriented towards the formation of competence.In the exhibition we present the capabilities of each of the tools for personal development; creativity and teamwork: communication via Internet; the role of the presentations and associative tasks; place the tools for effectiveness in the educational process.The implementation of the control unit tools plays an important role in reporting achievements and creativity.In conducting a productive dialogue with students, we take into account the role of the teacher's charisma by creating opportunities for trust, mutual understanding and respect for students in relation to the teacher.The conclusions from the conducted research are important and reveal the relevance and reliability of the applied methods and techniques in the literary-educational discourse.Students which are studying longer and using interactive methods and techniques, are providing more deep and reasoning answers. Their depth and analyticity depend on their participation in different forms of work, using both traditional methods and techniques, as well as interactive ones. The participants are placed in the same conditions and have the choice of participation.The positive role of creative education and development through the proposed model of literature learning has been taken into account.In conclusion based on our data we offer our understanding about the role of the work instruments in the educational process in Bulgarian language and literature students in terms of multiculturalism.
NARRATIVE TEXTS IN THE TEACHING BULGARIAN TO FOREIGN STUDENTS AS A POSSIBILITY TO DEVELOP THE INTERCULTURAL AWARENESS AND COMPETENCE
Authors: Genova Mariya , Kavrakova Lidiya
Published: March 2020

The main purpose of foreign university students during studying Bulgarian is reaching a level of communicative abilities, i.e. using the language successfully in different settings and situations. Achieving this purpose requires the use of effective teaching methods and teaching techniques which rely not only on the language skills of the university students, but also on their general knowledge of the world and knowledge in the area of human interactions.This article explores the possibility to include narrative texts from the modern Bulgarian literature in the teaching process as a tool to educate the students during the early stage of studying Bulgarian. Meeting certain narrative texts or abstracts from different genres is what helps the students feel emotionally and socially closer to the Bulgarian language. This creates a specific emotional atmosphere during improving one's skills in a foreign language and helps in the process of “discovering” the Bulgarian culture. This activates the thought pattern of understanding the basic and unavoidable cultural differences but also cultural similarities and also motivates the students from other countries to improve their language skills.The authors of this article share their experience: choosing a narrative text, preparing such texts from their successful use in the classroom, using certain techniques and interactive means for adequate understanding of such texts by foreign students. The results are also described, as far as learning and managing lexical material, syntax structures and intonation details in Bulgarian is concerned.We analyze our work with the short story “From Wednesday to Monday” by Maria Doneva, which aims to “provoke” the active language perception of the students (including both grammar and reading comprehension skills in learning the days of the week and improving the use of past tense).The second narrative included in the article is “A smaller bedtime story” by Ludmil Stanev is presented to the students in the form of role-playing reading. This happens during a national holiday of the Bulgarian alphabet.
LEARNING THE PALKEN LANGUAGE AS AN OFFICIAL DIALECT OF THE BANATIAN BULGARIANS
Authors: Valcheva Penka
Published: March 2020

Banat Bulgarians are a special descendant of the centuries-old tree of the Bulgarian ethnic group. Descendants of the displaced from Nikopol and Svishtov after the rout of the Chuprov’s uprising in 1688, they have lived in Banat for 281 years and have preserved their language, traditions and Bulgarian consciousness. Despite their affiliation to Catholicism, they continue to be referred to as “palkene” as a remembrance of their Pavlikian past. After Bulgaria's liberation from Turkish slavery, some of the Banat Bulgarians returned to their homeland, again seeking subsistence and a better life, and founded the villages of Dragomirovo, Gostilya, Bardarski Geran, Bregare and Asenovo. Banat Bulgarians use their own language, which they call "Palken". His writing is based on the Croatian Latin version, and preserves many ancient forms of the language spoken in Bulgaria. The main principle in the Bulgarian Palken spelling is phonetic, ie. it is written as it is pronounced. In lexical terms, there are many borrowing from the Banat Bulgarians from German, Hungarian and Serbian, which is due to the close contacts of Banat Bulgarians with other people in the multi-ethnic Banat. Despite the foreign influence, the dialect form and the use of Latin instead of Cyrillic, the Banat Bulgarians emphasize the Bulgarian character in their language. The Bulgarian Palken language is used in literature, the press, the church and the media with minor differences due to the different dialects. In the period 1860-1896 it was the main language of teaching in the Bulgarian school in Banat, from 1896 to 1918 it was replaced by Hungarian, and then – by Romanian or Serbian. In Bulgaria, the Palken language was functional in the late 18th and early 20th centuries. Today the Banat Bulgarians have turned their dialect in a second Bulgarian literary language, publishing a large number of textbooks, calendars, books, prayer books, newspapers and magazines, through which the few who know and use the Palken language seek to influence others in their community and save it from destruction and oblivion. Nowadays, this language continues to be alive and real in the culture and everyday life of Bulgarian families who have migrated from Bulgaria due to historical circumstances more than two hundred years ago in Serbian, Romanian and Hungarian Banat. This report examines the specifics of the graphical system of the Bulgarian Palken language by comparing them with the modern Bulgarian language.
ART AS A FACTOR IN THE PREVENTION OF AGGRESSION IN SCHOOL – THEORITICAL AND PRACTICAL ASPECTS
Authors: Marcheva Penka
Published: March 2020

This paper addresses the problem of preventing aggression in school through artistic means. It was written with a focus on the idea of offering theoretical and practical assistance to students in pedagogical disciplines, teachers and other professionals in the educational field. The paper discusses the issue in various aspects.The first aspect presents the functions of art and the socio-environmental model as a possible framework for the prevention and overcoming of negative behaviors. The choice of this model is dictated by a consideration related to the possibilities for realization of artistic activity at several levels - individual, interpersonal, educational and social. In this way, a broader spectrum of pedagogical interaction is developed, aimed at responding to the use of "hate speech".With regard to the teacher's role in pedagogical activities related to counteracting aggression in school, emphasis is placed on communication. It is essential to focus on the creative process rather than the product, which makes the use of any type of assessment unacceptable.Practical activities that help the teacher are presented through different types of art. They focus on both prevention and response to aggression and negative behaviors in school environment. The activities under consideration are based on musical, visual and theatrical art.The content of this paper is aimed at those who are interested in topics related to art’s possibilities in reacting and preventing aggression and negative behaviors in educational institutions. An approach based on the active participation of pedagogical specialists and students in artistic activities, which has been tested in a real school environment, is presented.
MUSICAL LITERACY, AN ESSENTIAL COMPONENT OF CHILDREN'S MUSICAL DEVELOPMENT
Authors: Chervenakova Iliana
Published: March 2020

In the recent past, the speculative approach to introducing children to musical literacy was at the forefront. In the background were the musical and auditory development of the children and the emotional responsiveness to the perception of the musical works. It is well known that auditory imitation play and conscious reading of a musical note text are two steps of the same process.Much more successful will be the learning of a new knowledge if the learning of ready rules and laws, purely technically, remains in the background.The proposed technology system aims at the performance of a melody tune and playing notes of an unfamiliar note text immediately after the stage of auditory repeating. For this purpose, games and game approaches are used to deliberately introduce children to music literacy.The tasks are constructed in a specific algorithm. The process of musical literacy is conditionally divided into several interrelated stages, which are presented in detail.The results achieved suggest that the proposed technology is successful for the initial musical literacy of children from the early stage of their musical development.
THE UNIVERSAL LANGUAGE OF MUSIC - A PATH TO CREATIVITY IN SELF-AWARENESS
Authors: Smilkova Smilena
Published: March 2020

The proposed material is based on the topic"Music - a universal language", assigned to students of pedagogical specialties - pre-school and pre-school and primary school pedagogy .In the form of an essay, students talk about their personal sensation, understanding,reflection, use and interpretation of music. The sincerity and immediacy of the essays give information about the universality of music as a language - complex and enigmatic, and at the same time - strongly and inexplicably affecting the senses, feelings, emotions ,thoughts. The research is aimed at revealing the individual emotional state, sensitivity and perception of young people - future teachers. Moreover,it aims at predisposing them to reflect on their personal perception of music as a factor accompanying their daily lives and inner peace. And that is because tomorrow they will raise children, stimulate and develop their creativity and self-knowledge, will form their intrepersonal relationships and orientation in the surrounding world. The freedom of the chosen form - the essay - allows the writers to express themselves - both intellectually and emotionally. As a consequence, depending on the character and temperament of the participants, their creative nature, essence, sense of art, and emotional sensitivity are revealed. Stepping out of the canon of rigorous scientific style allows a flight of creative inspiration for most students. At the same time, they make their own logical conclusions. In their thinking and sensual inventions, students do not seek a scientific explanation of the phenomenon of the universality of music. Because most of them accept music as the language of the soul.Proceeding from the personal need for contact with music, going through the various forms of expression in the musical language, comprehending its invisible imagery and real impact, young people are adamant in its versatility.Because the invisible, magical threads that connect music to the soul have no boundaries and limitations, they are the universe. As a result of the reviewed essays, conclusions have been drawn regarding the universal musical language - a means and a path to creative perception of the world and interpersonal relationships, based on creative thinking and self-knowledge.
THE WORKING-BEE NON-MEASURED SONG IN THE PIRIN FOLKLORE REGION – ESSENCE, FORMAL AND STRUCTURAL SPECIFICS
Authors: Filatova Magdalena
Published: March 2020

One of the most widespread and striking folklore cycles in the Pirin region are the songs sung at a working-bee. They represent almost 1/3 of the song diversity of this region and are a preferred genre among the local population. A large part of the working-bee songs distributed in the Pirin region are non-measured. Their non-measured nature is determined primarily by their function as songs accompanying a particular work activity. The working-bee non-measured songs are an integral part of the life of the Pirin population. They are performed during the doing of some common work – tobacco stringing, sewing, knitting and are sung mainly by young people in the village - boys, girls, young brides. Some working-bee songs have a specific purpose in the work process. There are songs for starting the working-bee and songs that are sung when the girls are going out of the bee, as well as spring and autumn bee songs. Antiphonic singing is also typical of this type of non-measured songs. During the common labor activity, more people meet together in one place, which favors the emergence of various and interesting forms of performance. Often singers are split into two groups of two or three singers, with one group singing in and the other singing out. The performance of the working-bee non-measured songs is characterized by sharp, ringing sound, and the singing is intense, open. In formal-structural terms, non-measured working-bee songs are extremely diverse. There are one-tone and two-tone songs, and more and more often nowadays, the old local two-voice is being replaced by the performance of songs in parallel thirds. The working-bee song cycle is particularly rich in a variety of subjects. There are historical, haiduk, heroic stories, songs related to daily work, family life, love. For the most part, working-bee non-measured songs in the Pirin region are performed in a two-tone manner, mostly the old, local songs. The homophonic ones that have arisen in recent times are mostly with historical themes, reflecting events from the Liberation Wars, the Balkan War, etc., as well as songs with a love theme. The so-called working-bee choruses are also very common in this region, sung in a variety of tunes, some of which are not local but come from other folklore areas. Due to their peculiarities and characteristics, the working-bee non-measured songs are defined as a specific song group in the musical folklore of the Pirin region. This paper examines and analyzes their peculiarities in terms of their formal-structural components - melody, musical form, ambitus, mode, polyphony, ornamentation, rhythmic characteristic, the purpose of which is to highlight their distinctive features and specifics.
DIFFERENCES IN THE STRUCTURE OF COGNITIVE ABILITIES BETWEEN FEMALE AND MALE STUDENTS OF THE HIGH SCHOOL IN ARILJE
Authors: Davidović Ranko
Published: March 2020

Cognitive (intellectual) processes are, on the basis of Plato's psychological trinoma (cognition - affection - connection), the most intensively studied processes in psychology. Intelligence, as the center of these processes, despite serious efforts, remained insufficiently known. The proof of this statement is the existence of numerous conceptions about the types of cognitive functioning.Cognitive abilities were measured in the first lessons,the presence of psychologists, subject teachers and authors of this research. All of the administered tests are essentially speed tests, so respondents do not have time to contact and communicate with other respondents. A battery of KOG-3 tests was used to assess cognitive ability (Wolf, Momirović, and Džamonja 1992).The KOG-3 battery is the minimum battery for evaluating the performance of a perceptual, serial, and parallel processor. The version of that battery was used to achieve the basic goal, ie. to determine the level of general cognitive ability. The battery consists of three tests:Image Comparison Test (IT1), the basic version was designed by Thurstone. The test is designed as a test of the general perceptual factor, which is in fact a synthesis of primary factors of perceptual identification, perceptual analysis and perceptual structuring. The completiontime is limited to 4 minutes.Synonym test (AL4), the basic version was designed by Wels. The test is constructed as a test of verbal comprehension. The completiontime is limited to 2 minutes andVisual Specialization Test(S1), the basic version was designed by Reuchlin and Valin. The test is designed as a classical multiple choice special test. The completiontime is limited to 8 minutes.The aim of this research is to identify and determine the specificity of the cognitive abilities of latent dimensions, as well as their differences, between female and male students in relation to gender.On the basis of the formulated problem, the subject matter and the established general and partial goals, the basic alternative hypothesis was put forward:H2. The structure of female and male students' cognitive abilities will provide unambiguous evidence thatis of hierarchical type, with thegeneral cognitive factor at the top, below which are the three primary cognitive factors, defined as:efficiency of perceptual processor (perceptual reasoning), IT-1; parallel processor efficiency (ability to spot, relate, and correlate), SI-1, and serial processor efficiency (symbolic reasoning). AL-4.H5 - No statistically significant differences in the analyzed cognitive abilities are expected between students of different gender and age.
A PROJECTIVE METHODOLOGY FOR THE DIAGNOSIS OF CHILDREN'S CONCEPTS ABOUT THE INFLUENCE OF THE ANTHROPOGENIC FACTOR ON THE STATE OF THE ENVIRONMENT (AS THE HABITAT OF ALL LIVING CREATURES)
Authors: Veleva Victoria
Published: March 2020

In today's dynamic world, in the course of the intensive technology development, adolescent's interest is being shifted to the audio-visual technologies and the media, the values and morals are depreciated, anthropocentrism, expressed in the message "Man - the master of nature," is being enforced.The basic paradigm of our consumer-oriented daily life is creating ever more complex environmental problems, especially when interacting with the surrounding world. This determines not only the acquisition but also the subsequent deepening of the environmental competence of adolescents starting from pre-school age.This article outlines the structure of environmental competence. It shows both its individual components and the contents thereof.The article examines projective methodologies not only as a reliable but also as a necessary component of pedagogical diagnostics. It is through projective methodologies that children are able to provide impulsive responses, recognizing themselves in a particular situation. This is undoubtedly a precondition for accurate and comprehensive analysis (both quantitative and qualitative).Turning to the pedagogical reality, we can draw the following conclusion: pre-school pedagogy lacks methodologies examining the environmental competence of pre-school children. This causes us to propose in this article a standardized version of a projective methodology for studying the environmental competence of pre-school children. The diagnostic qualities of the projective methodologies vary from the ability of examining particular phenomena to the ability of examining widely generalized phenomena. Another advantage of the projective methods is the easy contact with the preschool children who will be diagnosed. It is precisely the projective methodologies that provoke impulsive associations in adolescents, thus allowing to make a more precise assessment when diagnosing the children in the studied field.The scientific purpose of the methodology we propose is to diagnose children's concepts about the influence of the anthropogenic factor on the state of the environment (as the habitat of all living creatures).We believe that the data obtained from the projective methodology we propose could effectively serve to determine the environmental competence of pre-school children.
REPORT BETWEEN SOCIAL ETHICS AND PERSONAL MORALS IN OUR DAYS
Authors: Loloçi Rita , Gega Hoxha Orneda
Published: March 2020

In this study, we will try to explain the correlation that exists between social ethics and personal ethics. Today’s challenges of human society in the field of ethics, morality and consciousness are not the same in different eras and in nations or groups of states. All three of these domains move more slowly than other processes, but are indispensable in everyday life. State authority in constantly way strive to create legal rules, but their non-compliance with ethic, principles of morality and conscience create major problems in contemporary development. Rapid contemporary developments, especially those in the field of technology and science have brought other concepts to social and personal ethics, but the necessity of their presence always adapting to other conditions has been felt. Today’s man seeks to understand it more in the form of ethics and social education. For example: nudity, morality principles to this phenomenon have changed from generation to generation, once considered shame and today as something private. The reality of the moral and conceptual problems that human and society have had over law, the rights and ethics have changed, concepts have been overthrown, and the way how people have been judged for different situations has evolved. Individual’s education in the traditional societies have been very important issue in his/ her life. That was a lifelong learning process instead. Education’s main purpose was to help the individual during his/her life so that he/she was not only responsible and aware of the environment, but to prepare the individual to fit into real life. In the actual society there are different points of views as far as the moral and civilizing education bonds are concerned. A mutual environment asks for mutual values, but on the other hand it is assumed the need to understand, accept and support even the values which may be different from the individual ones. In other words, the civil education has to treat moral as a separate issue, even though there are different opinions like: moral is a personal choice, moral is given by God, moral is a social agreement, etc. What we should emphasize is the fact that dealing with similar points of view is as important as debating against the opposite ones. It would be very positive if this could be achieved for a common understanding. But does everyone understand what moral, social and personal ethic is? Another question adds to this one: How is the problem of moral going to be treated? And is it necessary to set tasks or duties on moral as well? What features must moral education have in a view of the evolution of society as whole in terms of a new worldview? Today humanity is on the rise and is heading towards great organisation, but one must keep in mind that within this uniformity there is also diversity to be respected. The new worldview must be open to new progress and thinking not only from the content but also from the form.