V

- - 2013
:
( )

YEARBOOK
OF
THE INTERNATIONAL UNIVERSITY COLLEGE
Volume V
HE FOURTH INTERNATIONAL SCIENTIFIC-APPLIED
CONFERENCE OF YOUNG RESEARCHERS
MODERN TEACHING METHODS

Scientific and scientific-applied creativity - 2013

School: The dialogue: management-pedagogics
(good pedagogical practices)
1

YEARBOOK
OF
THE INTERNATIONAL
UNIVERSITY COLLEGE

VI

Volume VI

,


-
:

21-22 2013 .

Includes scientific articles and

reports from the Fourth
International Scientific-Applied
Conference in the field of
Modern teaching methods

. -
. -
-

EDITIONALBOARD
Assoc. Prof. Todor Radev, Ph.D.
Assoc. Prof. Dimitrina Kamenova,
Ph.D.
Viktoria Gedinach, Ph.D.

9300 , . 3
e-mail: icollege@mail.bg

ADDRESS FOR
CORRESPONDENCE
3, Bulgaria Str., 9300, Dobrich,
Bulgaria

: .

Publisher: International
University College,
Bulgaria

November, 21-22nd, 2013

ISSN 1312-6539

, !

/CONTENTS
I.
,

8
- , , .

- VALEU .
19
,
,

II.

.
21
, . ,

GOOGLE .
39
, , .
- .
, , .

47

...
, -

54

.
, , .
, , .

60

.
65
, , .

.
, , .
STUDY OF BULGARIAN ENTREPRENEURIAL CULTURE ..
Kiril Kamenov, International University College Dobrich, Bulgaria

72
79

86
, , .

.
, , .

90

, , .
, , . ...
99
3

BULGARIA AS AN EDUCATIONAL DESTINATION:

ESTABLISHMENT AND DEVELOPMENT OF BULGARIA AS A BRAND
FOR HIGHER EDUCATIONAL DESTINATION ..
Pavel Radev, International University College Dobrich, Bulgaria

108

, , . ...
116


, , .
, , .

123

-
- ..
130
, , .

.
137
, , .
, , .

....... 147
, , .

, , .

154

, .

157

III. - 2013

165
. . , ,
. ,
, .
,
DIVERSIFICATION OF THE STUDENT INDEPENDENT STUDY FORMS
BY USING INFORMATION TECHNOLOGIES ..
170
Assoc. prof. Maria Birca, Department of Continuing Education, Moldova State University
Aurelia Rosca, Department of Continuing Education, Moldova State University
TEAMWORK. CONFLICT SITUATIONS. CONFLICT MEDIATION
Alina Trache Ovidius Highschool, The Board of School Mediators of
Ovidius High School Constanta, Romania

175

EFFICIENCY OF INTERACTIVE FORMS OF EDUCATING IN THE SYSTEM

OF EDUCATION 177
Assoc. prof. Tea Munjishvili, Tbilisi State University, Georgia
Assoc. prof. Zurab Munjishvili, Tbilisi State University, Georgia
4

ENVIRONMENTAL EDUCATION AT THE ROMANIAN BLACK SEA COASTAL

AREA: NGOs AND EDUCATION .. 183
Carmen Bucovala, NGO Mare Nostrum - Constanta, Romania
.
- , .

185

- ( ) .. 190
, , . .


. - , .
- , -

200

- , . .
207
.
, administrator LMS Moodle.USM,

218

:
..
221
- , .
, .
STRATEGIES TO STREAMLINE PSYCHO-PEDAGOGICAL INTERNSHIP FOR
MOLDOVA STATE UNIVERSITY . 251
Assoc. Prof. Liliana Rotaru, Ph.D., Moldova State University

.
, , .

257

INTEGRATION OF CORPORATE INFORMATION SYSTEMS AND

DYNAMIC ANALYSIS OF DISTRIBUTED BUSINESS-PROCESSES
ON THE BASIS OF SOA AND PETRI NETWORKS .
Gia Surguladze,Lily Petriashvili, Nona Otkhozoria
Georgian Technical University, Tbilisi

264

271
, .

..
276
, , . .
-
..
. - , .
- , .

283

 .
, . -, .
. - , .

291

IV. : -

-

298

.
-, - .

304

..
, - - .

313

.
,
. .

319

.
. - , .
, , .

323

332
, ,
. , . , .

, , .
-- ..
, - .

338
348

353
I I
..
355
, . - .


, .
.
367

373



, , . ....
379

- ..
388

..
- - .

392

( )
. - , , .

ABOUT THE NECESSITY OF TEACHING METHODS ORIENTED TO DIALOGUE

(a plenary report)
ssoc. Prof. Dimitrina Kamenova, International University College - Albena, Ph.D.
Abstract. On the basis of theoretical formulations about methods of learning are considered
some problems in Modern socio-didactic situations that require orientation to construct a model of
dialogic type of training. The study by interviews with students theoretically confirmed the publicized
demand for changing the model of dialogue interaction. Results are displayed on the currently existing
non-dialogue training. Identification by students of species of dialogic teaching techniques replicas
used in teaching management subjects warrants the introduction of the model in practice.
Keywords: teaching methods, dialogue, internal dialogue, interactive dialogue.
.
- ,
.

. .

, ,
.
: , , , .

,
. .

, ,
, ,
, .

.
..
(, . 144), ,
(, ., .
30).
(, ., , . 23
), ,
( )
8

 . , ,

.
.
, , ,
.
. . ( .
, ).
,
.
, ,
( ) ,
. .

, l ,
,
- , .
,
, -,
( ) ,
. ,
, .
, , .
, ,
( ), , ,
-
, -
. ,
, ()
, .
, ,
,
. ,
.

1. ? .
. , ` ,
, , `
.
,
,
.
, :
,
,
9

 ,
,
.
- ,
,
, .

:
1. , ;
2. , ;
3. ,

/ ,
( ), ;
4.

, ;
5. (
)
, . / .;
6.
;
7. -
, .

.
. -
() ,
, .
, ,
, ,
, .
2.
, ,
. - , :
1) ;
2) ;
3) ( ) ;
4) , ,
;
.
:
1) ,
; 2) ; 3) ()
, ; 4)
/ ; 5)
10

, ; 6)
(, , )
, .; 7)
(, ) .
. , ,
() 25 ,
,
- ,
.
3.

,
. ,
, .
- - , ,
.
, , ,
() ,
, , (. ).
, . ,
,
, , , .

:
;
,
,
;
( )
, , , . .
.
,
, :
,
-
(), , ,
, -, .

( ) .
,
.
, ,
, .
, : - ,
, , ;

11

, ,
,
( ).
4.

.
( . - , . , . 49-67)
:

,
;
;

- ;

, , ;

,
;

, , ;

;
,
;
, -
, ;




( . ,
., . 146-166).

, ,
,

, , - ,
, ,
( )
,
. ,
- .
: (
) - ;
12

( ) -
; - ( )
. 1 ,

-
,
.

, (
) .

. 1. Morris (1972)
: , . , , 2006, . 257.

.
, ,
() (
. , . , 2000, . 111-145).
84-
.
2013 . ( 78%
), ,
.
, ,
.
,
.

( 10 )
13

 - ,
(1 - , 2 ..).


84-
. 2013 .
( 78% ),
,
. ,
, .

, .

( 10 )
- ,
(1 - , 2 ..):
1.
0
28

( )

22
3

, ()
( )

( )

34
15

1
36
25
33
6
7
24
39
4
5

()
()

( )

-
-

14
16
17
26
34
31
35
10
21
13

20

12

11

()

()
()

9
8

27
2

()

37
38

()

29
23

()

19
18

14

30

 ,
, ,

.
. ,
10 .
2.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

19
20

/
()

()

()
()

21
22
23
24
25
26
27
28
29
30
31
33
34
35
36
37
38
39
40

/

( )

-



( )

()


(
)
-
()
()
(
)

: 1)
(. 3) 2)
(. 4). ,
-, -
, ,
. . - : ,
. ,
. , ,
, ,

15

 3.

1
2
3
4
5
6
7
8

9
10
11
12

()

()
-

-

13

()

16

14
15

(
)

()

()
-

.
: , ,
; ,
, , ,
. ,
,
, .
- .
,
,
( , .).
(.
, , 2011, . 89). ,

, ,
.
, ,

,
16 .
, ,
. ,
, ( ,
). ,
, , ,
, .

16

 4. ,

1
2
3
4
5
6
7
8

-

()

14
15
16
17
18
19
20
21
22
23

11

12
13

25
26

9
10

24

/
()

( )
-



(
)
()
()
(
)

-
, . 4
,
, , .
, : , , , .
- 17- ,
16- , ,

- . ,

, , , ; .
25- 26 . ,
, . ,
, -
, .
, .

- - : 1)

, ,
.
.
, .
-
17

 , .

,
.

, . (2001). . , . -, . .
., ., . (2000). :
, . : -, - -.
. . (1982). . .
, . (2006). . . , .
, . (2000). . . , (
, . (2011). , . .
, . . (2003). . .: .
, . (2006). , .
Lorenzen P., Lorenz . (1978). Dialogische Logik. Darmstadt. Wissentschaftische Buchgesellschaft.
Mnch, R. (1995). Dynamik der Kommunikationsgesellschaft. - Frankfurt am Main: Suhrkamp.

18


- VALEU
,
,

, -, ,
, ,
(CEDEFOP The International Encyclopaedia of education).

, .

,
, :
1. (, , )
2. (, .), .
, ,
, .
3. , .
-
, -
.
2010
(2007-2013)

" (VALEU) 1.

, , ,
-
.

,
. ,
,
,
, .
VALEU
:


, ,
, .

www.valeu.org
19

 ,
, ,
, ,
,
.

.
- - ,
, ,
, .


, ,

.

.
VALEU
, , .
. ,

. ,
, , ,
.
VALEU ,
.
, ,
.
,
.
, , ,

. - ,

, ,
.

20



, . ,

KNOWLEDGE AND INTERACTIVE TEACHING IN THE CONTEXT OF

POSTMODERN CULTURE
Zheni Todorova, junior expert in Education and Culture Department of Dobrich Municipality
. -
.
, ,, .


. ,
.
: , , , , ,
,
Abstract. The present report conducts a brief review of the most often used interactive teaching
methods by the lecturers in higher education. The notions of educatedness and knowledge in
postmodern culture have been examined. The main part of the report reveals some data and the results
of research into the leading interactive methods and techniques used in higher education institutions in
the city of Dobrich. The conclusions of such research are important not only to provide feedback but
also to enhance the quality of teaching process.
Keywords: interactive methods, case study, role-play, debate, brainstorm, presentation,
experiment

- .
,
.
, ,
, .
.
, . , ,
,
. , .


.
, , ..
21

 ,
.
.
,
. , ,

,
. 30
, .
.
.
,
. ,
.

, ,
, , ,
.
:
();
;
;
.
,
.
,
. ,

. ,
, , ..
.
interact,
(interct
, ).
(, ),
( ).
,
,
.
(), .
, , ..
,
, ..
.
,
,
22

, .
,
. , ,
,
.
,

.
, , ,
,
.
,
,
.

.
, , .
,
.
.
, ,
, (, ).
, , .
,
, ,
. ,
, (, )
.

. ,
.

.
.
.1. .
, .

. 1.
23


,
,
, .
( ): , :
- ( ), ,
,
, , , ,
, , ,

,

. , -
, , , , , , .


,
.

,
,
.
,
,
.
.
- .
.

, ,

.

2- 3- ,
.

, ..
,
.
, .
:
.
..

24

 ,
, .
,
. , ,
. , ,
, .
: ,
() 2- , 3- .
,
( )
.

5% .

5 % .
. 1.

2-

( 5%)

201
100
100

11
5
5

. 2.

3-

( 5%)

366
100
75

18
5
4

..
-

. 15
, .
, .
:
( 1 4).
( 5 13).
( 14 15).

25


. ,
- .
,
, - .

,
() .
.

. 2. 2-

. 3. 3-
,
: - 2%
4% .
26

 , .
-
.
.

. 4. - 2-

. 5. 3-
- .
- .
, ,
,
-. -
.

.

27

. 6. 2-

. 7. 3-
, -
.
,
- .
-
-
.
-.

28

. 8. - 2-

. 9. - -3-
- .
.
,
, .

.

29

. 10. 2-

. 11. 3-
.
, , ,
. ,
50% .
.

30

. 12. 2-

. 13. 3-
,
- . , ,
, .
.
.

31

. 14. 2-

. 15. 3-
-
. ,
.
.

32

. 16. 2-

. 17. 3-
.
.
,
.
, .

33

. 18. 2-

. 19. 3-
- . , - ,
, .
,
,
.
, , .
, .
-
..

.

34

. 20. 2-

. 21. 3-
-
. .
,
,
. -
. -
, ,
.


.

35

. 22. 2-

. 23. 3-
- - .
,
. ,
, ,
.

.

36

. 24. 2-

. 25. 3-

. . ,
, ,
.
,
.
,
. ,
.
:

37

. 26.
,
( 50%), , ,
.

. -
,
.
.
, .

. ,
.
-
.
, .
,
, .
,
.

, . (2011) , .
, . (2000) , .
, . .,
, . (2010) ,
. .
5. Naylor, M. (1997) Work-Based Learning, ERIC Digest.
1.
2.
3.
4.

38


GOOGLE
, , , .
EXPLORING STRATEGIC PLANNING AND MONITORING OF THE STRATEGIC
GOALS OF GOOGLE
Dragomir Penchev, IUC Albena, Dobrich
.
, .
, , , , ,
, .
Google,
, . ,
,
, ,
, ,
.
Abstract. Strategic management is an integral part of the management of an organization in
order to be successful and progressive. When making a decision, it must be consistent with the market,
customers, products, sales, competition in the company and its short and long term goals as well. This
study aims to present the specific strategies in the management of the Google Corporation, which are
fulfilling its mission, vision and strategic goals. Specific strategies implemented by the organization in
the field of human resources management, investment and financing strategies, competitive marketing
strategies, corporate social responsibility strategies and strategies, related to the introduction of an
attractive organizational culture are being described.

XXI Google,
, , .
-
,
. 1998 ,
,
. Google.
Google
- Beatles e .
, Beetles.
Google, Googol
.
(URL:
http://www.mediapool.bg/sazdatelite-na-google-stanali-miliarderi-bez-da-iskatnews150297.html)
Googol = 1 x 10 100 ( 1, 100 )
39

, Google ,
,
.
.
: . .
Google,
:
- - .
- - .
- .
- , .
- , .
- .
- .
- .
- .
1. ,
Google
.
,
.
,
, .

Chrome Gmail -
, .
, -
.
, -,
. , Google
- ( )
,
.
:
- - -, , [],
, .
- ,
, .
40

- ,
Gmail,
Android, Chrome .
- -,
, ,
, .
, .
- ,
. .
.
, ,
.
,
-.
- , , -
. Chrome Android
- - , .
, ,
.
, Google , , ,
.
2.
2.1.
, Google .
, . ,
Google , -
,
. ,
, .
, ,
.
( , ), ,
,
. , ,
.
, Google ,
, ,
. ..
.
( ).
Google
. .
: , , ,
. Google ,
41

 , - . (, ., 2011, URL:
http://psychologyworkshop.blogspot.com/2011/04/google.html)
Google - , .
, 20%
Talks at Google. :
- 20 ,
. , 5-
, , .
- Talks at Google
, , .
, , ,
, , , .
, : , ,
, , , ,
XXI .
, - ,
.
, ,
.
Google ,
.
Talks at Google, ,
,
( , ,
). ,
, - .
, :
,
.
, , ,
. ... , . ,
, , ,
- . (URL: https://www.google.bg/about/company/philosophy/)
, , ,
, ,
, .
.

, .
.
.
,
,
, - (facebook, twitter, .).
- Google
42

 , ,
.
2.2.
,

Google.


, Google+.

Google AdWords ,
. .
.
, , ,
, ,
.

Google Apps : Gmail ;

Google Calendar , ; Google Drive
,
; Google Docs ,
( , ,
.) Microsoft ,
,
, .
, SkyDrive
OneDrive. Google ,
15 GB, ( OneDrive) 5 GB.
2.3.
,
- ,
, -
. Google
.
() facebook, twitter, skype
,
. , .
,
, ,
- .
2.4.
Google ,
, -.

, ,
, .
African Leadership Academy
, .
43

 2010 .
21 .
,
.
Internet Watch,
, -
.
( ) - 2012
. 9 ,
. - ,
Award Global Impact
, ,
.
2010 .
40 ,
.
( ). -
.
,
.
2012 . Google Cornell University
,
.
Google green -
.
, ,
1 1
. ,
. -
:
- , 50% -
.
-
() ,
.
.
-

.
- ,
, Google ()
98%, . Google
- ,
.
- 1 ,
.
44

Apple , ,

.
2.5. ,
1998 ., ,
70 , 40 , 30 000 , 2004 .
, -
(Googleplex), 47 . . .
- .
, , :
, (Black History
Month, LGBT Pride, Hispanic Heritage Month, Veterans Day).
Sum of Google , ,
, , .
2009 . ,
.
Global Employee Resource Groups Leadership Awards ,
, ,
Google,
.
,
:
- Adoption Assistance
- Day Care
- Mother's Rooms
- Maternity/Paternity Leave Programs
- Baby-bonding bucks
- New parents support group
- Children centers in Mountain View
- Domestic Partnership Programs
- Accommodation Policies (including those for visually, mobility and hearing impaired
Googlers)
- Transgender and Transitioning Workplace Support
Support for new parents ,
,
-
/, .
Equal Opportunity Employment statement ,
, .
,
.
, , , , , ,
, , , , ,
, ,
.
45


, .

, ,
. (, ,
, , , PR .)
.
,
Google .
, , ,
. :
.
-
. ,
- ,
, .
,
, , - ,
, .

1. URL: http://www.mediapool.bg/sazdatelite-na-google-stanali-miliarderi-bez-da-iskatnews150297.html
2. URL: https://www.google.bg/intl/bg/about/
3. , ., 2011, URL: http://psychologyworkshop.blogspot.com/2011/04/google.html
4. URL: https://www.google.bg/about/company/philosophy/
5. URL: http://www.google.bg/green/
6. http://www.google.com/giving/

46

 -
, , , .
THE THREE Ps OF SUCCESSFUL MANAGERIAL SPEECH
Hristina Petrova, student, International University College Albena, Dobrich
.
. ,
.
.
: , .
Abstract. The report examines stages for successful preparation and implementation of speech
froma manager. There are considered some basic characteristics of the three ps helped managerial
speech. There are presented practical advices for building a successful managerial speech.
Keywords: managerial speech; advices for building a successful speech.

. ,
, , .
. 98%
:
-
-
-

. ,
.

I.
.

-
. , .
.
.
.
,
- - .
,
.

47

 .
.
:
- ?
- ?
- ?
:
, , ,
. , , ,

,
. ?
? ?
: .
? , , ,
. ? ?
? ? ? ?
. , ,
,
, .
:
.
. ,
. ,
.
, ,
?
? ?

.

,
. 20
20 , ,
. 20 ,

.

1 = 1

,
.
: ?
? ?
Word
- .

.

48


. 20% , .
- ,
.
,
, ,
.
,
.
- , . ,
.
- 1-3 ,

.
- ,
, .
,
, , .
,
.
- , , ,
, .

.
1.1.

.
,
.

.
5 :
-
-
-
-
-
, , ,
, ,
.
49

 : ,

,
( . ) .
.
,
, , ,
.
,
? ,
.
70% 80% .
,
.
,
, . 5%
10% .
,
.
,
.
1.2.

,
. ,
, , .
,
.
,
,
. , , Authentic Jobs Inc
- , ,
. :
, .
, ,
,
.
.
, .
, .
.
, , .
1.3.

,
-.
50

- -, ,
:
, , ?, - ?.
- ,
.
- , .

. ,

.
- .
- .

.
,
2008 . , , .
-
.
- , .
, ,
.
.
- , ,
.
, .
- , ,
//, !
II.
, , ,
, .

,
. - ,
. ,
.
, .
, .
.
. ,
,
-.( ., 2005)
, ,
,
, . ,
51

 , 3
:
- ,
, .
-
.
- .
III.

, .

, -
. ,
, ,
, . ,
, .

- (
).
- ( ,

).
- (
).
- ( ,

). .
. , ,
.
- ( 5-10 ).
,
, ,
.
- ( ,
, ).
- ( ,

, ,
).
- ( ,
).
- (
.
).
- ( ,
, ).
52

- - ( ,
).
. ,
.
.
, - .
- ( ,
- ).
- (
).
.
- (
).

, ,
.
, -, .
, ,
. ,
. ,
.

, . (2005) , -.

53



, .
SIMULATION OF COMPETITIVE MARKET ENVIRONMENT
IN THE TEACHING OF PRINCIPLES OF MARKETING
Petar Petrov, Economic University - Varna
. - .

, .
.
,
.
,
, ,
. .
: , , .
: , , .
Key words: marketing, simulation, practical training.

. , ,
, ,
, .
, ,
- .
,
, .
,
.
, - , .
,
, (,
).

. -
.
.
,
. , 2008 .,
54

 2.
,
.

. ,

.

,
( ,
) (
).
,
. , ,
, .
.

:

.
. .
, , .
,
.
. ,
/.
: 1)
; 2) , ,

, ,
/.
,
.
,
.
.
.

, .
,
.

Vila, N., I. Bolluda. Cross cultural marketing teachers profile, Multicultural Education & Technology Journal Vol. 2 No.
3, 2008.
55



11- .
1. /
,
,
.
, . .
.
/ , .
, ,
, .
: , , , , ,
, , .
2.
.
, , .
, .
/ .
3.
,
. /, , ,
.
.
3.
4.
/.
, ,
. ,
,
, .
.
5.
.
.
. ,
STP- 4.
,
(,
, ).
.
6.
, ,
.
3
4

.
: Segmenting-Targeting-Positioning. .
56

 ,
.
, .
:
; ;
.
.
7.
-
.
.
,
.
- , , ,
, , .
/ .
.
.
8.

. ,
.
.
, (, - ).
.
.
.
.
9.
, 5
( ).
.
, -
.
, .
10.
,
.
-
.
11.
.
- - .
.
. -
.
57

 :
.
.

.
,
,
.
,
.
.
,
.
. ,
( ,
, .).

.
- .
. ,
.
(
). , , : ;
( )
; ; ;
, ;
.
,
:
.
.
- .
.
- , ,
.
(
).

. ,
,
.
- -
.
58

1.
2.
3.
4.

, ., . -. . , 2010.
, ., . , . - . . .
, 2010.
Pivec, P. Game-based Learning or Game-based Teaching? Becta Emerging Technologies, July
2009.
Vila, N., I. Bolluda. Cross cultural marketing teachers profile, Multicultural Education &
Technology Journal Vol. 2 No. 3, 2008.

59

, , -
, ,
ORGANIZATIONAL BEHAVIORS: SKILLS FOR CREATING ENTHUSIASM ON
HUMAN RESOURCES IN THE ORGANIZATION
Dilqna Atanasova, student, International University College - Dobrich
Lora Ivanova, student, International University College - Dobrich
.
.
.
, ,
, ,
.

? ,
. . ,

.
,
.
, . ,
, .
, , .
.
, - . ,

, .
,
.
: .
, ,
. , , ,
, ,
- .
, ,
, ,
, .
,
, .
60

 ,
, .
,
. -
, ,
- , .
- ,
, .
, .
, , ,
. .
- ,

. , -,
. ,
, , ,
, , . ,
, -
, . , , . ,
, , ,
. ,
, .
. ,
: , , , ,
, , , , , .

.
.
, -,
, ,
- .

61


1. :

: .
.
: .
.

: , ;
: , ;

: , ;
: , ;

: , ;
: , ;

: , ;
: , ;

: , ;
: , ;

: , ;
: ;
2.:
,
, .

.
.
1. ?
2. ?

3. ?

62

4. ?

5. ?

6. , , ? ?
7. ?
8. , ? ( ?)
9. , -? ( ?)
10. , , ? ( ?)
:
.
( 6 )
1. ?
:
-
-
-
-
2. ?
: 6 . , 0;
3. ?
: 6 . , 0;
4. ?
: 6 . , 0;
5. ?
: 6 . , 0;
6. , , ?
: 6 .;
7. , , ?
: 1 . , 4 . , 1 . ;
8. , ?
: 6.;
9. , -?
: 6 .;
10. , ?
: 6 .;
3.
: .
: .

1:
:
Apple
Mercedes
2:
:
Dove
63

Avon
3:
:
KFC
Red Bull
, , ,
.
. . .

64



, , .

CONCEPTUAL MODEL OF FACTORS INFLUENCING THE TRANSITION

BETWEEN UNIVERSITY AND EMPLOYMENT
Daniela Yordanova, Ph.D. student, University of Rousse Angel Kanchev - Rousse
. ,
.
, .
, ,

.
: ; ,
.
Abstract. The paper discusses specific of different factors influencing on the process of
transition between university and employment. A general model of interaction is proposed with the
definition of limitations and components. The importance of components of the model on the process
of transition from university to first job is defined.
Keywords: Transition from University to Employment; Factors Influencing on Transition from
University to Employment

, . ,

, .
2013 .
29 . 73 584 . 20,1%,
25,1%
13,2% 29 .,
22,2% [2].

, ,

.

, , -
.
65

 ,
, . 1.
,
,
"" , "".
, -
, .. ,
:
:
, .. -
.

.
, , ,
-
.
:
,
5.
,
,
.
.
, .
.
,
, -
, .
() -

, .
[10]
, ,
.
,
. ,
[6].
[7] ,
.
, , ,
[6].

, . - ,

.
,
.
66
5


,
.
-
, , ,
,
, .

, ,
[5].
,
[9], , ,
[1]. ,
20 .
[3] ,
, ,
.
, .

, ,
, ,
, .
( )

STEP/PEST , , ,
.
, .
, :
- , ,
- - ;
- ,
;

;
,
,
, ;

, ,
, , ,
.
,
,
,
.
67

 ,
, .

,
:
,
, , ,
, ,
- , ,
, -

- , ,
, ,
.
.
,
.
,
- . , ,
.
,
,
.
- .
, , , ,
.,
.

, ,
.

- .
,
, , ,
, , , , ,
.
,
, :
, , , ,
, , , ,
, .

, ,
,
, , ,
68

 ,
,
.
,
:

( )

(
).

, ,
, .
,
,
, .
- ,
, , ,
,
.
, . ,

.

, .
, ,
- ,
,
.
, ,

.
,
,
, , ,
- -
,
,
,
.
,
, ,
, ,
,
.

,
69




, .

1. ,
,
.
2.

.
3. ,

, .

1. , .,( 2012), ,
, (.)
2. , ,

2013., : http://www.az.government.bg/bg/stats/view/2/106/
3. , ., (2003) ,
4. , ., . (1989). . :
, . (. .). (2002) . . :

5. . , (2005), . 910
. , -, (2005), . 18, , .,
, .
, 1/2008, www.uni-svishtov.bg/nsa/pdf%5C8102.pdf [
20.11.2013]
6. , ., , ., , ., , . ,(2008),
,
7. , . (2006) . ,
. " : . . ", . .
, - 443-457.
8. , . , (2012), .
,
9. Munasinghe,., (2007), Sustainable development triangle, The Encyclopedia of Earth,
http://www.eoearth.org/article/Sustainable_development_ triangle [ 10.03.2013]
10. Shuller, T. (2000), Thinking about social capital, OECD

70

. 1. ,

71

, , , .
.
. ,
; ;
; ;
.
,
. , ,
, .
: -; , .

.

.
.
.
,
,
.

. - , -
. (http://www.capital.bg/)

.
.
: , . (http://www.vt-bg.com/)
,
,
. ,
.
. , ,
, .
,
. ,
, - .
. ,
, . , ,
,
, .
.
.
72

 . ,
-
- . ,
, ,
.
.

. -
.

, .
. .
.
.
, - (, ., 2012).
, ,
, . ,
. ,
, , ,
.
.
, .

,
, , ,
,
(http://www.novavizia.com/).
, ,
:
- . .
- .
. , ,
.
- .
, .
- .
- , ,
(http://motivirai.me/).

, ,
.
,
.
30 .
18 (60%). , 12
73

 . , ,
.
: (, , ,
, )?, - 7 (39%) - .
- 4 (22%) 4
(22%). (17%) . ,
, , - 7 (39%), ,
, - , , ,
. 11 (61%), . .
,
- .
:
, ?,
2 (11%), . ,
- 5 (28%). 9
(50%), -
. , ,
2 (11%). , 11 (61%)
,
, ,
2 ,
.
:
?, 3 (17%) , 2
(11%) - . 9 (50%) ,
.
(22%) , - . -
5 (28%), - ,
, ,
,
.
, .
72% ,
.
: ?,
14 (77%) ; 4 (22%)
- 10 (55%). 1 (6%) , 3 (17%)
- . 80% ,
, . ,
, .
, , , .
-
. 3 (17%) - 1
(6%), . . . .
, , ..
.
74

 : ,
? 10 (55%), , 8 (45%), . ,
, , ,
3-4 . , , ,
2 . ,
,
. ,
2 ,
, .
: ?,
18 (100%), , .
, ,
. , ,
,
.
, ,
.
: /
, ? 1 (6%) , 2
(11%), - . , -
7 (39%), , 8 (44%). -
15 (83%) ,
.
. .
, .
.
: ?,
. (6%) , 2 (11%),
. - 3 (17%).
12 (66%), -
. , ,
, ,
. , , ,
,
,
.
:
?, . -
8 (44%), 5 (28%). ,
, 2 (11%). ,
. (6%) ,
. ,

, ,

75

 . ,
, .
: ?,
, -
6 (34%). ,
4 (22%), 2
(11%). , ,
, . -
,
, , ,
, . ,
, , .
: ()
?,
, 14
(77%). 2 (11%), - 1 (6%) -
1 (6%). , ()
. , ,
, .
, , , ,

.
:
?, 100% - . ,

.
. ,
, .
, ,
-,
.
, ,
. , ,
.
. ,

.
,
.
,
. ,
. ,
, , ,
. ()
, .
.
76

, , .
, .
, , .
,
. ,
, ,
, . ,
, ,
.

-
.
. , ,
, (http://econ.bg/).
, ,
() .
. ,
.
().
, ;
; ;
; ,
. (http://econ.bg/)
, ;
; ;
;
; , (http://econ.bg/).
,
;
, .

,
, 12 , , ,
. ,
, / ,
.
.
- ,
. .
,
, , , .

77


1. , ., , Harvard Business Review, 2012
2. http://capital.bg/politika_i_ikonomika/bulgaria/2012/09/13/1905414_ekspert_ot_nasa_shte_obu
chava_bulgarski_menidjuri/
3. http://econ.bg/%D0%A4%D0%B0%D0%BA%D1%82%D0%B8/%D0%9A%D0%BE%D1%83
%D1%87%D0%B8%D0%BD%D0%B3%D1%8A%D1%82%D0%BF%D1%80%D0%B0%D0%B2%D0%B8%D1%83%D1%81%D0%BF%D0%B5%D1%88%D0%BD%D0%B8%D1%82%D0%B5%D0%BC%D0%B5%D0%BD%D0%B8%D0%B4%D0%B6%D1%8A%D1%80%D0%B8%D0%BE%D1%89%D0%B5-%D0%BF%D0%BE%D1%83%D1%81%D0%BF%D0%B5%D1%88%D0%BD%D0%B8_l.a_i.382387_at.18.html
4. http://motivirai.me/861/top-motivirashti-faktori-za-sluzhiteli/
5. http://www.novavizia.com/1398.html
6. http://www.vt-bg.com/

78

STUDY OF BULGARIAN ENTREPRENEURIAL CULTURE

Kiril Kamenov, International University College Albena, Dobrich
.
.
.
.
.
(),
,
.
Entrepreneurial problem is current and with growing importance because in the recent years,
millions of people lost their jobs due to the crisis. It worsened their positions and even number of
industries died, those who for decades were carriers of technological and economic development.
(Rice, Mark P. & Matthews, Jana B., 2009) There is a strong emptiness that is expected to be filled by
the fittest existing businesses and new businesses based on competitive innovation, requiring a new risk
management in its implementation. (Petru Maior university of Targu Mares, 2009) These are people
who have a flair, able and willing to take that risk - current and future entrepreneurs, including those in
large corporations. (Cooke, St. & Stack, N., 2005)
This topic is relevant and interesting, because this is an issue for almost 80% of the public in
Bulgaria. The increasingly high unemployment, poverty and misery are growing every day. The fear of
employed and unemployed people to take initiative also grows. Lack of entrepreneurial culture among
people is also available. How could influence on the economic situation if we are unable to fight, to
win, to risk, to use our knowledge and skills. (Davidkov, T, 2009)
This study would be valuable not only for me to answer the question what are the barriers to
business creation, what are the reasons for the lack of entrepreneurial culture, but for people in general.
The invitations for NATO and the EU present new challenges to all Bulgarian citizens. Never
before the Bulgarian society had such chance to become part of the common European space. This
option actually reveals not only how big is the difference in standard of living, in the quality of goods,
the way we live, but above all the difference in the way we have organized our production and society,
in the way we care for the environment, in the rules which govern our lives. These differences are
manifested in our attitude to discipline, mutual assistance, to our responsibility to others, the
performance of duties etc. Or, more briefly, the differences between Bulgarians and Europeans are in
the business culture and in the common values we share. (Minkov, M., 2007)
The main reason for this state of my nation I think is the permanent absence of economic
freedom in the Bulgarian society. The look back to the Bulgarian history and economic development of
the country provides abundant material for the lack of freedom, and the rapid rise of the nation as it
enjoys its presence.
This work is oriented not only to those people who want to become free and to set their goals on
their own, but to those that are called to provide general rules of functioning of the state and its
compliance from all - politicians and statesmen.
The accession of Bulgaria to the European Economic Community requires resolving the
question of changing the economic and especially the entrepreneurial culture of the Bulgarians,
79

changing the attitude towards time, equity, social justice, contracts, corporate social responsibility,
discipline, paying taxes, etc.
Society knows two states of existence - freedom or slavery. Bulgarian statesmen and politicians,
Bulgarian entrepreneurs and all Bulgarians will have to make a choice. Either they will accept the new
entrepreneurial culture and business - adequate or similar to the business and entrepreneurial culture in
EU, or to prepare for the "capture" of that culture, which has shown greater efficiency. Everyone has
own right to choose. This work is to those who have chosen freedom.
Brief historical retrospect
The development of the Bulgarian entrepreneurship and economic development, assessed from
the perspective of the state of economic freedom, is divided into four main stages.
The first stage - from the Liberation to 1912, was characterized by liberal economic regime, low
taxes, government support and positive, somewhat euphoric liberal economic climate. Bulgarians who
have paid "the price of liberation" estimate the actual value of everyday political and economic
freedom. Ivan Hadjiiski describes the situation as follows:
Bulgaria had been then a country of unlimited opportunities. Each career had been made by
personal qualities and own strengths. Wealth had been created, not inheritened, everyone came into a
social status which was created by itself. This had been the era of Bulgarian Vikings, people without
background relying only on themselves, on their own courage, on insight and ingenuity. (Hadjiiski, I.,
2002.)
The second stage, from 1918 to 1947, reflects the downward gradation of the state of economic
freedom in the country. The change of the economic model of management leads to: increasing state
intervention, denial of individualisation of wages and scientific regulation of labor and denial of
workers' participation in profit. (Barringer, B., and Ireland, 2008) Natural consequences are low labor
productivity, progressive impoverishment of workers and acute social contradictions.
The third stage - 1947 to 1989. Nationalization of the Bulgarian industry and banking system
was made in 1947. Through it the private property, the free market and the private enterprise were
limited. In such a system, the right of initiative and decision for new and own business belongs only
and unconditionally to the state. Nationalization does not affect the crafts and the cooperative
enterprises and those of public bodies. As a result, part of the crafts and cooperative enterprises remain
in the hands of its owners, but the share of private commodity production drops dramatically. Despite
the pressure of the new state, this is the feature that allows Bulgarian entrepreneurship to realize its
defensive, to change its behavior in order to keep its entrepreneurial spirit. (Neikova, R., 2009)
Bulgarian entrepreneurship, being at bay by the large-scale socialist industrial production, was forced
to return back to the bosom of small-scale artisanal production to fill the niches unoccupied by modern
industry retaining only a small part of their traditions and spirit. The inhibition of economic initiative
and freedom of action by the centralized planned management breeds difficult erasable memories,
attitudes and practices in the minds of two or three generations of Bulgarians. The continuous
indoctrination and brainwashing of citizens that this is not their job to think, that this is not their job to
act, that all are equal, that there is someone to think for them and their future, gave rise to today's
inertness, lack of initiative, seeking to hire instead of creation of new job places, of self-employment.
Combined with the lack of good examples of entrepreneurial initiative, the absence of any support from
the state and available sources of financing, they give the appearance of today's picture of the Bulgarian
economic reality.
The fourth stage, from 1989 to 2005, is characterized by well-defined duality of economic
freedom. Personal choice, exchange, freedom of competition, protection of property, freedom of entry
into the business, etc. are clearly and precisely defined by the Bulgarian laws. Their implementation,
80

however, is a function of goodwill or personal whim of the government, administration, judge, etc.
Businesses actually are not equal in the eye of the law. The absence of real economic freedom forces
free entrepreneurs to create their "bodies" for justice, to entry into the business, to protect property, to
perform their duties, etc. Thus forms the basis of the "underground" economy.
Modern interpretation of entrepreneurship
The question for the entrepreneurial culture as an integral part of the Bulgarian economic
culture of Bulgarian business is always at the forefront of cataclysmic and crisis moments in Bulgarian
history. Each collision between Bulgaria and the European business culture is an occasion to renew the
discussion. St. Bochev (1881 1968) is one of the first authors dealing with the problems of
entrepreneurship in Bulgaria. He is one of the persons constituting the so-called circle Bulgarian
Economic Society (BES). His name is preponderantly associated with the magazine of BES which
content is objectively reflected to the problems of economic life in the country from 1896 to 1946.
Multiannual position as a leading banker and manager, his religious affiliation (Protestant) and active
public activity determine its leading position in the Bulgarian economic life. "All of our economic and
financial crises from the Liberation until now," says St. Bochev, are waged under the sign of conflict
with foreign countries". Most prominently, and a major focus in the overall work of St. Bochev take his
views on the Bulgarian business culture. Starting from the position that each country follows its
"special economic evolution according to its economic and spiritual life", he points egalitarianism,
denying the achievements and the hatred of foreign capital, withdrawal of foreign property ownership,
low savings, etatism, tendency to cheat, as part of the negative traits of Bulgarian psyche. "We do not
undertake to seek the causes of this mental state. We only ascertain the fact, which we feel is
undeniable." (Bochev, St. 1998. p. 103)
Appreciating the importance of cultural influences from the West, he writes: "Conservative
psyche of the Anglo-Saxons is expressed clearly and inexorably in all aspects of their lives, it
accompanied them in their colonial and financial expansiveness and the time has come for us to enter
into conflict with it." As a main problem in the Bulgarian economic development and entrepreneurship
St. Bochev displayed differences in business culture between us and the developed European countries.
"European culture covers us on each side, we want the outcomes of it, but we do not want, we can not
perceive its capitalistic business structure. We want to be able to skip the credit, the capitalist stage of
economic development of the country - to get wealth, that gives bourgeois, capitalist system, but
without capitalism, without capitalist organization and businesses. The Western European business
culture and ethics are foreign and "against" not only to the broad masses. They are incomprehensible
and not perceived by the majority of new Bulgarian entrepreneurs." Analyzing the Bulgarian
entrepreneurship Bochev states that in the absence of other usual sources of capital, shareholder action
is crucial to free enterprise in the country. The little savings, are not enough to create a large machine
production. Considerable damage has been done to the joint-stock case by the partisanship, from
domestic plunder of public limited companies, from the general misunderstanding of the stock nature as
a tool to raise free money. St. Bochev believes that one of the major ills of the Bulgarian
entrepreneurship is the attitude to savings and credit. He sees in the easier state credit a "grace," which
is based on political or other considerations. In the majority of cases, the loans were used for personal,
and not for consumption. Bochev considers that the problem comes from a different understanding of
the new class to the problem of "treasure", for its size, impatience in the acquisition and its practical
utilization. On this occasion he wrote: "Instead of searching for systemic education of thrift and instead
giving all the desired guarantees to the savings, through our credit system we take grant sources, we
distribute them without any adequate safeguards and create the belief that the loan granted by or under
a State guarantee is a grace." (Bochev, St. 1998, p. 136)
81

Bulgarian entrepreneurial culture

The problem about the Bulgarian business and entrepreneurial culture presents in both
discussion (known as "Why are we such people") on post-liberation Bulgarian culture and in the
discussion concerning the accession of Bulgaria to the European Economic Area. In both cases it is
formulated as "eternal" problem for the cultural identity of the nation. Analyzing the public debate, we
will find that there are two distinct different propositions. First, we are in Europe many years ago by
many of today's European countries and it is not necessary to change ourselves, quite the contrary, it is
necessary to preserve our "national" traits and through them to enrich the European culture. And
second, that the cultural differences are so big that they are invincible for this short period of time, such
as the time from November 10, 1989.
Thus formulated, the two main opposing main theses about the state of the business and in
particular the entrepreneurial culture in our country do not answer many important questions, standing
between these two poles, namely why our business and entrepreneurial culture is different from the
European, what causes this and what are the consequences for our country.
Cultural differences and the consequences
Some of the most common consequences of the cultural differences between Bulgarians and
Europeans on a level of "economy" can be described as: (The debate on the state of Bulgarian society,
2002)

there are stark differences in interest rates on loans and deposits. Such differences, as shown by
the data, do not exist even in the transition countries of Central and Eastern Europe; (Dimitrov, . and
Todorov, K., 1995)

countries that value their time and consider its irreversible resource create fast food in
Bulgaria we create slow food restaurants;

negative attitude in our country to the discipline, placing work without permission, delays, nonobservance of the transportation schedules, etc., as opposed to the existence of mass rational discipline
at all levels of production, management and public life;

breach of contract and obligations arising from them;

low level of savings in the country;

inertness and unenterprising.

Of all the well-known examples from our practice perhaps this one about the non-cash payments or
payments using credit or debit cards is the most significant. For many experts the problem is primarily
a technical, i.e. whether or not is it technically possible for its operation. I think that the problem is not
technical but cultural. For the mass function of the system for non-cash payments can be defined some
several conditions:

technology (technical and communication facilities);

available banking institutions - issuers of credit and debit cards with the relevant guarantees and
protection and;

cultural environment for its use.

The first two already exist, or at least its easy to achieve, but there is no culture of using them.
It wouldnt be hard to imagine what will be the consequences for the owner of a credit card which is
used in an ordinary Bulgarian restaurant or hotel. What confidence should have that customer to leave
his financial resources in the hands of the official person in authority. (Drucker, P., 2007) This example
can plausibly explain why foreign tourists prefer cash payments for their holiday in Bulgaria.
Some of the major differences in entrepreneurial culture can be defined as:

lack of scale, of sweep, of pursuit through business expansion because of success in order to
obtain benefits from economies of scale;
82


disregard for customers, no systematic work to attract and retain customers;

addiction to demonstrative luxury and waste, although this is not based on the relevant income
and security of the business;

absence of social responsibility in Bulgarian entrepreneurs;

ongoing commitment to the use of privileges, discounts, rebates, benefits from the state and
others.
In response to these and other questions it will expose some basic ones that could draw the
attention of entrepreneurs and to provoke them for more thorough search of the right path on the state
of Bulgarian business culture.
The retrospective analysis, the observations on the influence of all the factors that determine the
development and specificity of Bulgarian entrepreneurial idea and practice allow the following
measurement characteristics: (Koev,J., 2005)
[1] Bulgarian business model is definitely atypical. Bulgarian entrepreneurial activity does not fit into
the traditional binary model "impersonation" - "objectification" of the entrepreneurial idea and requires
additional activities and resources for creating not only economic favorable environment, but also
socio-cultural environment, supporting the efforts of entrepreneurs. (Todorov, K., 2001)
[2] Entrepreneurial activity of Bulgarian entrepreneur is complex, immanent individualistic
phenomenon on the market. It is peculiar to individual freedom to choose and decide. (Lazarov, G.,
2009)
[3] Existence of effective supporting free enterprise, "socio-cultural networks" are vital to the success
of entrepreneurial action.
[4] The market is not only a distribution mechanism, but also a place where the human spirit, moral
rights and personal interpretations are included along with economic ones. (Lavoie) Omission and
disregarding of them lead to social upheaval and accumulation of a critical mass of social unrest.
National culture is a set of values, beliefs and norms accepted by the majority of inhabitants of a
given country. Traditionally they find representation in the formal (legal) law, and the social norms and
values. According to R. Farmer and B. Richmond, factors related to the cultural environment are
regarded as determinants of effectiveness in making management decisions. These factors influence on
the way that managers perceive and solve problem situations. Dutch researcher Geert Hofstede defines
national culture as a determinant of managerial behavior and define it as a "collective programmed
consciousness, which differentiates one human community from another. Hofstede believes that
traditional and cultural characteristics can explain the behavior of managers in different management
situations in the structure of organizations, in the design of work tasks, in decision-making, in
business communications. According to him, management as a type of activity is "patented" in the U.S.
- in American culture management is surrounded by an "aura of respect." Other cultures, however,
demonstrate different attitudes to management and managers. In Germany, for example, engineers are
held in respect more than the managers. Germans expect the manager to be a technical expert.
Applicability of the theory of Hofstede regarding the specifics of Bulgaria is reflected in several
publications. In a study of B. Durankev for example, he points out that collectivist and equalization
attitudes in Bulgarian societies come from the long existence of small-scale indigent farm, from the
traditional focus on family and kinship and the social equality. Group (family, friends) protects the
personal interest of the individual and personal goals are achieved through joint efforts and support. In
the same study it is concluded that the attitude of the Bulgarians is to distribute responsibility among
the relatives who could be relied upon. But at the same time he developed a need for personal
expression and self-assertion. For example, in the study conducted by M. Draganov, 61% of
respondents gave a positive assessment of autonomy as a factor of attractiveness of the work. The
initiative is seen as a very valuable quality. Over one third of respondents perceive it as a prerequisite
83

for becoming rich, and about 30% explain poverty by the lack of initiative. Initiative is actually one of
the most characteristic manifestations of individualism thats why B. Durankev points out the serious
rudiments of the transformation from collectivist to individualistic (entrepreneurial) attitudes in
Bulgarian society. By the dimension "individualism - collectivism" H. Hofstede describes national
cultures as individualistic or collectivistic values. Based on an empirical data for Bulgaria Y. Genov
and C. Karabeliova revealed an interesting cultural phenomenon. Bulgarians define themselves as
individualists, and attach importance to individualistic values, but, significantly it differs from the
normal behavior. (Alexandrova, M., 2005)
The precise analysis allows to discriminate between persons that actually attach importance to
the individualistic orientation and perceive themselves as individualistic than those who choose
individualism as the desired value, but in usual they give weight to collectivist values. In conclusion it
can be said that Bulgaria is on the collectivistic side of the continuum. The influence of collectivist
values on organizations gives expression to:

participation of individuals in an organization is motivated by moral considerations;

employees expect the organization to act as a family and can incite against it if it disappoints
them;

employees expect the organization to protect their interests;

rise in the hierarchy is based on seniority;

it is expressed less interest in new ideas in management;

management policies and practices are influenced by family relationships (friendships).

About 70% of respondents believe that it depends nothing from the individual, that life is
controlled by coincidences, that chance plays the leading part, that success is not achieved by
professional competence and due to luck, connections, etc. (Genov, J., 2002)
Obviously, individuals with an external "localization of control" are not willing to take personal
responsibility and to show personal initiative and entrepreneurship. It was found that the Bulgarian
seeks largely to personal expression, but also uses every opportunity to hide in the group where the
responsibility is more or less "fuzzy". Bulgarian is willing to be his own boss but prefers the
responsibility to be pinned on somebody else. Intercompany entrepreneurship aimed at achieving the
objectives of the organization, improving quality and reducing costs in this country is hardly
achievable. Study of the Ministry of Economy shows that over half SMEs do not prepare written
business plans and the horizons of existing business plans are mainly to one or 2-3 years. Part of the
existing business plans are not leading the development of the company and are developed on a
particular occasion, usually for applying for a loan. Only 22% of the companies used consultants in the
last year of its activity. SMEs are more likely to seek accounting, financial and marketing services than
consulting to prepare business strategies. Over a half of the companies dont use consultants, because
they see no need for it. (Angelov, A., 1999).
References
1.
Rice, Mark P. & Matthews, Jana B., 2009, Growing new ventures, creating new jobs;
2.
Petru Maior university of Targu Mares, 2009, Entrepreneurship;
3.
Cooke, St. & Stack, N., 2005. Making management decisions;
4.
Davidkov, T., 2009. The new entrepreneurs;
5.
Minkov, M., 2007. What Makes Us Different and Similar: A New Interpretation of the World
Values Survey and Other Cross-Cultural Data;
6.
Biggam, J., 2008. Succeeding with Your Master's Dissertation - A Step-by-step Guide; Open
University Press;
84

7.
Fowler, F. J. 2009. Survey research methods. Sage Publications, Inc;
8.
Rosenthal, R., & Rosnow, R. (1984). Essentials of behavioral research, McGraw;
9.
Saunders, et al., 2009. Research Methods for Business Students;
10.
www.wordpress.com, 2009. History of the Bulgarian entrepreneurship. [Online], Available at:
http://ekaterinaanachkova.wordpress.com/2009/05/16/historyofbulgarianentrepreneurship/ [Accessed
on 1 July 2013];
11.
Hadjiiski, I., 2002. Life and soul of our nation;
12.
Barringer, B., and Ireland, 2008. Entrepreneurship: successfully launching new ventures. 2nd
Edition Pearson International Edition;
13.
Neikova, R., 2009. Entrepreneurship and entrepreneurial behavior;
14.
Bochev, St., 1998. History of shareholder act. p. 103;
15.
Bochev, St., 1998. History of shareholder act. p. 136;
16.
The debate on the state of Bulgarian society, 2002. Journal;
17.
Dimitrov, . and Todorov, K., 1995. Industrial organization and entrepreneurship the
conditions of transition;
18.
Drucker, P., 2007. Management Challenges in the 21st Century. 2nd Edition ButterworthHeinemann;
19.
Koev, J., 2005. Entrepreneurial idea;
20.
Todorov, K., 2001) . Strategic management in small and medium-sized companies - Theory and
Practice;
21.
Lazarov, G., 2009. Basics of entrepreneurship or practice of real business;
22.
Alexandrova, M., 2005. Entrepreneurial orientation in contex of the national cultural
environment;
23.
Genov, J., 2002. Culture as a key determinant of productivity and opportunities for prosperity;
24.
Angelov, A., 1999. Fundamentals of Management.

85


, , , .

EXPERIMENT AS A METHOD OF TRAINING IN THE DOMESTIC

ENVIRONMENT
Daniela Yordanova, student, International University College Albena, Dobrich
.
, .
-
- .
,
. ,
. ,
.
: ; ; .
Abstract. The training methods represent different ways with different start and end, but
leading to a particular purpose. In this report, the direction of each of them is the same to reach the
students. The ability to choose the right path to the student - at home or in an educational environment
is an art, which every professor or teacher should manage to develop and build. The capability to
transform the unpleasant to enjoyable, tedious to expectation and the usual in a surprise. These are the
most important points, which have to be for every teacher a way to the student.
Keywords: educational method; home education; teacher.

.
. ,
, a. ,
, , ,
. ,
, , . ,

.
:
- , , ,
(:
)

,
- .
:
-

86



:



-
-
, , ,
, 5 8 10 .
, -
, , , , ,
, .
,
, ,
, . , .
.
,
:
1: 3 ?
, ,
, , -
5 . ,
( 1).
2:
?
. 10 .
. , , ,
.
. , ,
, , ,
, .
- , .
, ,
. ,
, , ,
. 5 ,
, ,
. -
, ( 1).
3: ? ?

87

 ,
.
, ,
, ,
, .
.
1, , , .
2, -
. 3, ,
. 4,
. 5 , .

, .
4 : ?
1 5, 1 , 5 - -.

.

, . ,
. .
, ,
, .
, .

88

 1
1

.

, . ,
,
,
.
, ,
.
, ,
, ,
. .
, .
, , .
, , , .
,
, , ,
, .

89



, , , .
ENTERPRENEURIAL APPROACHES IN THE MANAGEMENT OF HUMAN
RESOURCES IN EDUCATIONAL INSTITUTIONS
Barie Sebaydin, student, International University College Albena, Dobrich
. ,
, ,
. o
. ,

. ,
, .

,
.
: , ,
/, /,
, .
Abstract. Modern human resources management is about performance management, succession
planning, talent development, and provide competitive advantage. It focuses on building unique in the
organization and delivery of simple and useful tools for managers and employees. Essentially, the
purpose of Human Resources is to maximize the productivity of an organization by optimizing the
effectiveness of its employees. Institutions are large organizations and large organizations require a
motivated workforce, qualified manager and inspirational leaders. Therefore the main objective of the
research report is to reveal new and modern approaches to human resource management in educational
institutions, to show the style of the modern manager and the methods used to manage an organization.
Keywords: management in educational institutions, staff motivation, recruitment/teachers,
staff/teachers selection, successful educational management (interview).

,
- .
.
()

, , , ,
.
:
- - .
90

 , - .
(, ., 2012)
,
,
.

, ,
, (lan Price, 2004).

,
. 1984 . Fombrun ,
,
. Beer
,
, , ,
.
. , ,
, .
Price
:

,

;

,
, ,
;

,

(, , , )
;

, ,
(http://www.novavizia.com/2749.html).

1890 .
.
,
.

(2007) ,

. , ,
, , , ,
, ,
,
().
91


( ),
.
, ,
, ,
. ,

,
(, ) (),
.
(, ),
. ,
,
, ,
. ( ., 2007).

()
.
: -, ,
, , .

. - , ,
, .

, , .
:
1: .
,
. :
; ;
, .
2: .
.
.
.
3: .
, .
, ,
.
.
.
,
. ,
. :
, ;
; , ;
92

 ;
; ;
, ,
( , .),
, , ,
() , ,
, , ,
, ,
, .

-
.
- .
,
,
. .
, :

, ;

, -
;

2.


3. :

1.

(
)

5. -

,

.

4.
(e

)

93

.1.
:

.
- ,
- ., , ,
.



, , ,
.
/
/
. , -
.
:
(, .)

-

(, , ,
, e, )

, ,
/CV (Curriculum Vitae)
- . :
-
-
-
.
: , , ,
, , , .


:

, / , ,
/ ,
/


94


.


, .1
,
.

. 2. .
: , ., .,, 1998, .71

.
:
1.1. ,
;
1.2. , ..
; , ,
, , ;
1.3. , ,
;
1.4. :
, ,
, ,
, , , ,
, . (http://www.referati.org/planirane-nachoveshkite-resursi-4/57349/ref).
, ,
, .
,
- - .
.


,
. - ,
. ,
, :
?
?
- ?
?
95

.
,
. - .
1. ?
: ,
- .
2. ?
:
. ,
, , .
3. ?
: , , ,
, .
, ,
, , .
4. -?
: , , -
.
.
. ,
. -, ,
.
5. , ?
: , . , .
6. ?
: - . , ,
/ , .
7. ?
: , .
.
- .
- . ,
.
8. - ?
: - . , .
9. ?
: -
.
10. ?
96

:
.
.
11. - ?
: . , ,
, , .
, . ,
, , . , ,
, .
12. ?
: . ,
. - , .
, ,
,
. 8 , 5
, , 8 .
.
. , , .
, , , , e .
.
. , ..
.

,
-. ,
- , , ..
. -
, ,
, ,
.
. : ,
, , , .

.
.
,
.
. ,
,
. :
, , , , , ,
, ,
.
. , .

.
97

 . ,
,
, ,
.

1.
2.
3.
4.

, . (2012) .
lan Price (2004) Human Resource Management in a Business Context, 2-th Ed., Thompson.
, ., . (1988) , .71.
, . (2007) , .. , .

5. http://www.novavizia.com/2749.html
6. http://www.referati.org/planirane-na-choveshkite-resursi-4/57349/ref
7. http://hrm2resources.hit.bg/4-22.pdf

98


, , , .
, , , .
TRAINNIG ABOUT EDUCATION IN EMOTIONAL INTELLEGENCE
Galin Nenov, student, International University College Albena, Dobrich
Daniela Yordanova, student, International University College Albena, Dobrich
. ,
. ,
, - ,
? ,
, .
Abstract. In the main part of this report we explain what emotional intelligence is.
In this world made by material, ignorance is the main power. In the school of Life we study
everything, but how to be emotional intelligent. In this report we explain what emotional intelligence is
and how could everybody reach the level of it.

, , ,
, .

IQ, EQ /
/. 80- XX
.
. . EQ
.
.
, ,
( IQ )
, , , .
,
. , ,
, , .. ,
, , (Akers, M.
& G. Porter, 2007, p.11).

. ,
.
.
.
, ,
, ,
99

 . - (, .,
2011, . 5-8).
(2011) 5
, :

.
- IQ 20% ,
, , 80%.
- : ,
o ;
;
, ;
(, ., 2012, . 30-33).
, IQ ,
. ,
, ,
, - IQ. , ,
,
, .

, . , IQ
,
.
, , , ,
, : ,
, (Akers, M. &
Porter, G., 2007, p.46).

1983 . ,
IQ.
:
IQ , . ,
.
:
:
, , .
, ,
.

, , .
, ,
- .
100

 ,
, .
,
, ,
(, .,
2011, .64).
,
.
:
. -
- .

.
. ,
, -.
.
, : ,
, .
, , , , -
.
.
, .
- -
.
. , ,
, . , ,
- ,
. ,
, .
.
. ,
,
. , , ,
. .
.
, .
, .
IQ, ,
.
, : IQ
. .
.
, ,
. , ,
, ,
.
101

 ,
, . .

. .
, ,
.
IQ ,
, .
, ,
.

. .
, . .
.
, ,
(Mayer, J., Salovey, P., 1999, p. 23).


,
, , .
.
,
(, , , , ).
.
,
:

-



( )
- ,
(, ., 2011, . 23).
-
,
.
.
,
. , -
.
, 20%
.
, :
, ;
, ;
102


; ,
.

(Q) ,
. Q
. ,
, , . Q
, .

, , ,
, .
.
. ,
,
. , ,
, ,
. ,
. .
, - .
: .
, .
-,
. .
.

.
.
,
. , .
- , , , -
. ,
. , .
, , ,
.


, . , ,
, , - .
.
, .
, , - , ,
, - ,
. , ,
- . ,
103

 . , ,
.
,
, ,
, .
, .
,
,
.
,
, . - ,
, (, ., 2011,
.113).

. ,
. , :
1. . .
, , , ,
. ( ):
, !.
2. .
? 10 . ,
. ,
?
3. . :
, . , 100%
? , ? ?
4. .
: , ,
, , .
.
5. ? , ( ,
, )
.
,
. ,
. ,
.
,
,
( . ):

, .
.
,
.
104

 , , .
.
, .
, .
. ,
. .
,
.

. ,
.
.
,
, .
, .

, .
.
,
.
, , , IQ, Q.
,
. .
, .
IQ, EQ ( ).
-
(Akers, M. & Porter, G., 2007, p.68).
,
,
.

: EQ ! ?
?! : ,


- 2012 .
: ,
.

105

. 1.
1
. ,
, - ,
. , , -. -
- .
1. . , ,
. ?
. ,
.

8%

. ,
.

10%

C. ,

.

82%

2. , , ,
, . ?
. .

80%

. ,
,
.

9%

.
, ,
.

11%

3.
, . ?
. .

80%

. ,
.

9%

.
, .

11%

4. , , , ,
, . ?
. , -.
80%
. .
11%
. .
9%
106

5. ,
. ?
.
80%
, .
.
11%
.
.
9%
,
.
6. . , , -.
?
.
75%
.
. ,
5%

.
. ,
20%
.

:
-

11% .
13% .
76% .

, -
,
- .
,
,
, ,
.
,
.

1.
2.
3.
4.
5.

Akers, M., G. Porter (2007) What is Emotional Intelligence.

, .(2012) , -.
, . (2011) , .
, . (2011) , -.
, . (2011) , Locus.

107

BULGARIA AS AN EDUCATIONAL DESTINATION:

ESTABLISHMENT AND DEVELOPMENT OF BULGARIA AS A BRAND FOR
HIGHER EDUCATIONAL DESTINATION
Pavel Radev, International University College Albena, Dobrich
. ,
,
. -

.

.

.
,
.
: ; ; ;
; ;

1. Introduction
The process of researching and selecting an institution and a destination (a city or a country) for
proceeding in to the next level of education from secondary school to higher education, or from one
degree to another at the university could be long and filled with fluctuations. The final decision to
choose a place and an institution to study at could be influenced by many factors economical,
demographic, geographic, cultural, studies-related, etc. Currently, the average number of students
studying abroad is increasing. This is explained as a part of the globalization process. Mostly, the
individuals are making the decision not to do their degree in their country or city of origin because of
the many opportunities for studying, cultural reasons or because of the chance to be away from their
relatives, and so, to be more independent.
1.1. Research proposal
This study aims to explore the opportunities and the needs for development of Bulgaria as a
destination for higher education. On the one hand, it would be helpful for the Bulgarian educational
institutions to attract students from abroad.
The research has several objectives: identifying the best practices of students admission;
providing a theoretical background by a literature review; exploring the types of methodologies and
providing an appropriate one for a primary research; realizing a process of collecting, coding and
analyzing the study data in a way that would be useful for future investigations; developing a state
strategy for promoting Bulgaria as an educational destination; identifying the benefits for the
organizations which offer students services and higher education in Bulgaria; framing the research in a
way to be available for theoretical discussions and a practical use;
1.2. Rationale and background of the research
Bulgaria is a well-developed tourist destination on the Balkans with a beautiful nature,
including a sea side, mountains, mineral springs, etc. At the same time, tourism could be combined

108

with the resources of the Bulgarian higher education, and some marketing and advertising activities
could be used by the government to promote the country on the foreign markets.
The number of the accredited Bulgarian institutions for higher education is 51. However, at the
present moment, a demographic collapse is being observed, mainly due to decreasing births and youth
emigration. This results in the fact that the universities are not using their full capacity the number of
the secondary school graduates in Bulgaria is smaller than the number of available places for
prospective students (Ekip News, 2013). The average number of Bulgarian students studying abroad is
between 24 000 and 30 000 (, 2012). The international students which chose Bulgaria as a
destination for their higher education are around 13 000, whereby most of them enroll in study courses,
such as Medicine, Engineering or naval courses. In parallel, the percentage of those who study
Economics and Philosophy is quite big as well.
The membership of Bulgaria in the European Union provides different opportunities for the
higher education institutions exchange programmes; participation and development of international
educational projects; funding by using European funds; international academic partnerships; issuing of
a Euro pass Degree and transfer of academic credits between all European universities.
2. Literature Review
2.1. Educational Destination
Less influential over students migration are countries, university quality and development
of economies, indicates the scholar of Perkins and Neumayer. Due to the results, the study also debates
that students from countries with underdeveloped economy and poor countries are constrained from
geographic barriers (Perkins & Neumayer, 2003).. The study of Sa, Florax and Rietveld also
confirmed the negative effect of the distance mostly students from the Netherlands prefer
universities, closer to their region of origin and the quality of the offered university programmes are not
so important for them them(Sa, et al., 2004). On the other hand, the study of Lam, Ariffin and Ahmad,
which investigates the push and pull factors for choosing one of the Malaysian universities, claims that
the main push factor for the students is job prospects the university degree which will provide good
salary, a high level of occupation, and fast promotion. In the same time the pulling factors are
academic and research quality of the institution and the facilities at university (Lam, et al., 2011).
According to Bodycott, the Chinese parents and students value the importance of the factors for
choosing a destination for education abroad. Mostly, the differences are linked with the cultural values,
the author recommend marketers to pay more attention to the cultural ideals and differences (Bodycott,
2009).
The study of Johns and Taylor investigates the first destination occupation of fresh graduates,
which has shown that around three quarters of the graduates have a permanent job occupation, another
part continues their education or doing a training course. The factors for choosing university, having
influence on the applicants, are types and age of university, unemployment rate and the average of the
companies, which are promoting their job opportunities inside the university (Johns & Taylor, 1989).
On the other hand, the study of Mainardes, Alves and Domingues, interprets the factors, which
influence Portuguese students in local universities. The highest rated reasons for choosing are defined
as course potential employability and high quality image as well as satisfaction loyalty of current
and former students (Mainardes, et al., 2010).
The study of Wilkins finds differences in the push- and pull- factors influencing the choice of
destination for higher education of the students from UAE who study in Western universities abroad
and those, who study in international university branch campuses in their home country UAE. The
main motives of those who study in a university abroad are represented by the reputation of the higher
education in the country and the opportunity to explore new culture. On the other side, those who study
109

in an international branch campus in UAE prefer to have the same lifestyle and to receive quality
higher education (Wilkins, et al., 2012).
2.2. Educational Marketing
Effectiveness of using emotional approach in branding and advertising of one of the British
Universities is thoroughly investigated in the study of Durkin and McKenna. They prove that the
emotionally driven marketing will develop in the students the feeling of engagement to the
university, which will help for better understanding and value of younger students to get the advantage
conveyed by the institutional brand from which their degree comes (Durkin & Mc Kenna, 2011). On
the other hand, Vander Schee suggests engagement of students through involving them in the student
social and academic life of the university and through employment in the university, giving them tasks,
connected with particular university activities (Vander Schee, 2011).
3. Research purpose
3.1. Research questions
There are two types of questions asked in this research in order to find out which factors and
practices could help to establish and develop Bulgaria as a higher education destination.
As main research questions are indicated the following: Which are the best practices related to
the admission procedures and what attracts the students during the process of choosing an university
and a country for their future education?
The question about the criteria for choosing a country is: What are the factors related to the
marketing of the offered educational services in Bulgaria?
3.2. Problem statement
The researcher presents the following hypothesis based on the list of literature academic
sources:
H1: The average amount of the tuition fees in Bulgaria and the living expenses in the country
are important factors for both current and prospective students at the Bulgarian universities.
H2: The overall rating of the higher education institutions and the image of the destination
country have a high level of importance in the process of researching universities and educational
destinations.
H3: Well-developed facilities and services at the educational institutions or in the destination
countries attract international students. H3: Modern facilities attract prospective students.
H4: One of the main reasons for choosing a certain destination or university is the rate of
employment opportunities.
H5: The prospective students rely more on information provided by relatives, graduates and
friends than on information from the Internet or educational fairs.
H6: Promoting Bulgaria and the local universities on-line could be an efficient strategy for
enrolling more international students.
3.3. Research scope
The target group of this research is foreign students who have chosen to study in Bulgaria,
current applicants for studying in Bulgaria and current students from the European Union and from
non-EU member states.
The purpose is to create an easier access to the Bulgarian higher education system for foreign
students and to establish a brand, which will promote Bulgaria as an educational destination.
4. Methodology
4.1. Research Approach
110

Research methods are often associated with two approaches inductive and deductive. The
approach considered to be the most appropriate for this dissertation project, according to the author is
the deductive approach.
4.2. Sampling
The target population for this research are the foreign students who have chosen to study in
Bulgaria, current applicants for studying in Bulgaria. The purpose is to create easier access to the
Bulgarian higher education for foreign students and to establish brand, which will promote Bulgaria as
an educational destination.
The foreign students, who have taken part in the research, are not citizens of the European
Union but come from Russia, Ukraine, Turkey and various African and Asian countries. The research
has also been conducted among international exchange students, who are taking courses of one or two
semesters in Bulgaria.
4.3. Data collection
In order to fulfill the aim of this research secondary data was obtained from external providers
(Hair, et al., 2011), such as local, regional, and national governments (Bulgarian Ministry of Education
and Culture, National representatives of student councils, etc.), industry and professional organizations
(Leeds University, Nuffic Agency, etc.), the European commission and NGOs. The secondary data
used in this research project is mainly in the form of statistical data, official reports, research articles,
books, etc., obtained from the official websites of the organizations and companies, directly from the
provider and using EBSCO and Science Direct databases.
4.4. Questionnaire
The questionnaire of the research has been online self-administered its available at:
https://docs.google.com/forms/d/1f1aWsTP-wXSGsk6oUtboKBrCKQVyYb3fs8QxIyiOJ7w/viewform.
This was also helpful, because a maximum amount of respondents can be reached and therefore
receive more dependable information. Most of the times, the survey has been posted online on
Facebook, where 85% of the students in 4 years universities have opened profiles (Reuben, 2008). The
questionnaire was also spread by e-mail. Internet was only the way for. Because of thespecificneed of
data for there search the questionnaire design is more than one type, the selected ones are: ranking,
scale and open questions.
The questionnaire is divided in to two parts Factors influence of choice of a country of
studying and Factors influence of choice of university.
5. Analysis and Discussions
5.1. Research sample
For the purpose of this research, qualitative data have been collected through questionnaire of
39 questions, filled from 169 respondents, which is described in the Methodology section. The
structure of the sample is as follows:
Socio-demographic sample consist of three age groups (18 25 years) 63,9% for first group;
second group (25-40 years) 35,5%; group three (above 40 years) 0,6 % (1 respondent), which is
assigned to the group of (25-40 years). Males are 38,5% and females 61,5%. According to the sample
(8,3%) have secondary level of education; (59,8%) are on Bachelor level of education; (26,6%) Master
level of education; and (5,3%) Doctoral level PhD, all of them are graduates or current students. The
sample shows (85,8%) EU/EEA citizens and (14,2%) Non EU/EEA citizens.
5.2. Data analyses, discussion and findings
The followed factors mentioned in Appendix 1 (page 51 - 52): 16. Recommendation from
former graduates in this country and 25. Profiles of the alumni students - realization in the field of
111

graduation are statistically significant. Factors 6.Duration of application process and 37. Overall
rating of the university in the world/European university rankings is between 99% and 95% level of
confidence, determined by means of independent t-test. According to the expectations, the researcher
did not indicate strong differences for the factors: 20. Language of instruction in the university, 19.
Tuition fees, 23. International recognition of the Degree (Diploma) received after graduation, and
the factors related to the job opportunities. Factor number 21.Size of the city, where the university is
located is ranked with the lowest average of evaluation according to the scale, and it is indicated small
differences in the answers of males and females.
In the table in Appendix 2 (page 53 - 54) the results from the test indicate strong significances
for the followed factors: "22. Job opportunities after graduation ", "36. Student life in the city/campus"
which is expected from the author. The level of statistically significance is 99% - 95% .The issues and
the motives of taking course of study are different for every group of age as is mentioned in the list of
academic sources in the literature review. It is expected the group of age 18-25 years to evaluate with
higher rate the student environment in the university campus.
The factors associated to the average of tuition fees, living costs in the region of the university
location and recognition of the degree are ranked from the respondents as important or most
important. In the same time, according to the expectations they are with insignificant differences. Each
group marks those evaluation factors with more than 4,00 according to the scale of the questionnaire.
As was mentioned for the previous variable, the size of the city, where is situated the university
campus it is with small level of importance for the groups.
In Table 1 the study determines the ways of searching for information about university or
destination for education. As Figure 1 shows, the most popular way of information search about
education is Internet More than (80%) from the both groups of ages are researching their future
destination for education and universities via Internet. On second place are the recommendations from
graduates and students (48%) from the respondents between 18 and 25 years and (46%) for the group
of age. On third place is Looking for information at school/university (open days, going on place).
It is important to be noted, that out of the expectations the older part from the sample is using
internet for gathering information about education with equally with the youth group.
In Table 2 the researcher determines the ways of searching for information in Internet about
university or destination for education. As Figure 2 shows, the behavior of the students in Internet, the
most popular web spaces are university and educational websites. Around (80%) from both groups of
age prefer the method of researching the university websites. In the same time (61,3%) from the groups
of age 18-25 years and (78,3 %) from 25-40 years old respondents prefer to search information about
their future destination and university in thematic educational websites.
On second place are the recommendations from graduates and students 48% from the
respondents between 18 and 25 years and 46% for the group of age. On third place is
Lookingforinformationatschool/university (opendays, goingonplace). According to the primary
research in the paper, the interviewees are also active in researching university rankings and getting
information from different Social Medias.
The group of pupils does not understand the profile of the alumni as important factor, which can
be explained with their lower level of education and age. The issues of the group of higher educated
students mark the importance of the professional development of the graduates, same for the overall
standing of the country. Comparing with the group of secondary learners, the students with higher
education evaluate also with advanced rate the modern facilities, there is desire for high quality
amenities.
The author finds differences in the methods of researching university and destination for
education in the answers of the respondents divided by education level Table 3 and Figure 3. It is
112

indicated that only (29%) from the respondents in high school level of education prefer
Lookingforinformationatschool/university (opendays, goingonplace), in the same time the
interviewees with higher level of education are more active in looking for information on place
University - Bachelorlevel (46%), University - Masterlevel (42%), University PhD level (
60%). It could be said, that the pupils are more trusting to the online presented information, and are
taking decision based on online references.
In Table 4 and Figure 4 the author compares the meanings of the respondents divided by group
of education and indicate, that (0%) from the students in high school level of education are using news
websites for getting an information about education. As expected the behavior of the respondents in the
web space it is related to researching the university websites and specialized educational webpages. On
third place is classified Reading of onlinediscussions, blogs, forums, etc.
As is shown in the table in Appendix 4 (Page 57-58) the statistically significant to the factors
related to choose of university of destination for the different groups by student status is high. As an
expected result, application of One Way Anova F-test shows strong significances (99-95%) for the
factors as follows: 14. Membership in the European Union; 19.Tuition fees, 20.Language of
instruction in the university, 28.World famous lecturers, 29.Opportunities for traveling abroad
during the study period exchange. All of the market factors are related with the globalization of the
education observed in our days. The current foreign students are ranking with higher rate the previous
factors. Most of the international students, part of the sample are Non-EU citizens. It could be said that
they asses the possibilities for traveling more than the students, which are residents of the European
Union, which can travel free within the EU member states.
As is indicated in the previous variables, the size of the town it is not important for this groups
and it is ranked with lower rate.
The author compares the means of foreign and local students in Bulgaria (Table 5), associated
to the methods of searching for information about future education. It also examined the student
behavior in Internet during the process of researching educational institutions and destinations. As is
shown in Figure 5 contrary to expectations the percentage of the foreign students, which are looking for
help in the application process for Bulgarian universities is low (22%) from sample of 36 and low
average of the international students which prefer visiting of educational fairs as mean of gathering
information is (30%). On the other hand collecting of information from internet it is more preferable
from the local Bulgarian student, than from international students (87%) for the
currentandprospectiveBulgarianstudents and (72%) for the foreign students. Online researching is save
time it is not costing using of any special resources.
Following the results from the table in Appendix 5 (page 59), the means according to the factors
related to choose of university of destination for education for citizens of EU/EEA State Members and
NON-EU citizens. There are observable differences only in one factor Language of instruction in the
university, there are no differences in the other part of the questionnaire between the means of EU and
NON - EU connected with the factors, the results indicate interval between the means not more than
0,5. Over 95% from the answers are evaluated from the respondents between 3,00 and 4,00, according
to the scale from 1 - not important to 5 most important in the questionnaire.
On the other hand the factor associated to recognition of the Degree from the country is with
higher score for both groups from the sample. Contrary to the expectations the size of the city, where
the educational institution is situated it is not of great importance for the respondents, they evaluate this
factor with score less than 3,00.
The languages of it are thought the courses in the university are with higher importance for the
Non-EU students. It could be explained with the fact, that the English language usage is (34%) in the
European Union, besides the mother language (Eurobarometer, 2005). In to most of the universities in
113

the EU are offered English taught programmes. The Non-EU citizens prefer the English language of
instruction because of his widespread.
The responses given by the sample are summarized in Table 7, Figure 7 it is shown the level of
preferred methods for researching educational institutions and destination in Internet. Among them
after university and thematic educational websites are ranked University rankings (63%) for
respondents from EU state members to (73%) for respondents from Non EU state members and
Reading of onlinediscussions, blogs, forums, etc. (86%) and (60%).
The summarized data indicates high level of insignificant for most of the factors, crossed to the
groups in the sample by age groups, gender, country of origin EU/Non EU, student status and level of
education. The author finds high level of similarity in the answers connected with the behavior of the
respondents in the web space in process of looking for information about education and of the preferred
ways of gathering information about educational institutions and destinations.
6. Conclusions
It will take time to understand the education as a business or industry, from which the GDP of
Bulgaria could increase and until we start to consider the student as a tourist, who is spending more
than three years from his life on one place, while he is spending money for living costs and tuition fees,
attract another students, relatives and friends. The potential of Bulgaria as a HE destination is going to
be developed in the future, the HE institutions is going to be market oriented for the needs of the
prospective students and the local or global economy. That will be imposed due the demographic
collapse in the country and the economic situation in Bulgaria. One of the opportunities for most of the
universities to keep the market and to penetrate to new ones is state strategy for developing Bulgaria as
educational destination and attracting international students, to be followed the example of the
countries around Bulgaria Cyprus and Turkey, and even the example of New Zeeland, Australia,
China, Malaysia, Singapore, etc. Different municipalities in Bulgaria like Varnas are already in
discussion about cooperating of resources and mutual advertisement with the local universities.
It seems to be a complicate process to determine the factors, related with the influences of the
students and the marketing of the education in Bulgaria, because of the fast changes in global aspect
new values of the youth, new needs of the economy, etc. Past studies and theories reveal different
perspectives, but they are applicable for specific countries or regions.
References
1. Ekip News, a. S. V. c. b., 2013. Education and Culture.. :
- []
Available at:
http://www.ekipnews.com/news/bulgaria/obrazovanie_i_kultura/akad_stefan_vodenicharov_broqt_na_
zavyrshvashtite_uchenici_e_po_malyk_ot_broq_na_priema_za_studenti/156355/
[ 15 July 2013].
2. Stoyanova, V., 2012. 24 000. []
Available at: http://www.segabg.com/article.php?id=622511
[ 15 July 2013].
3. Perkins, R. & Neumayer, E., 2003. Geographies of educational mobilities: exploring the uneven
flows of. []
Available at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1857523
[ 20 May 2013].
114

4. Sa, C., Florax, R. & Rietveld, P., 2004. Determinants of the Regional Demand for: A Gravity Model
Aproach. Regional Studies, 38(4), pp. 375-392.
5. Lam, J. M. S., Arrifin, A. A. M. & Ahmad, A. H., 2011. EDUTOURISM: EXPLORING THE
PUSH-PULL FACTORS. International Journal of Business and Society, 12(1), pp. 63-78.
6. Bodycott, P., 2009. What mainland Chinese parents and students rate as important. Journal of
Research in International Education, 8(3), pp. 349-373.
7. Johns, J. & Taylor, J., 1989. The first destination of new graduates: comparisons between
universities. Applied Economics, 21, pp. 357-373.
8. Mainardes, E. W., Alves, H. & Domingues, M. J., 2010. The attrastion of students in undergroduate
course in management: Multycase study on the factors attracting students in Joinville, SC. International
Journal of Business Strategy, 10(1), pp. 115-126.
9. Wilkins, S., Balakrishnan, M. S. & Huisman, J., 2012. Student Choice in Higher Education. Journal
of Studies in International Education, 16(5), pp. 413-433.
10. Durkin, M. & Mc Kenna, S., 2011. Informing the marketing of higher education to younger people.
Irish Marketing Review, 21(1&2), pp. 41-48.
11. Vander Schee, B. A., 2011. Student as Consumers: Programming for Brand Loyalty. Servuces
Marketing Quarterly, 32(1), pp. 32-34.
12. Hair, J. ., 2011. Essentials of business research methods. 2 . ..:M. E. Sharpe.
13. Reuben, R., 2008. The use of social media in higher educatuon. A guide for professionals in higher
education. Edu Guru.
14. Eurobarometer, 2005. Europeans and languages. []
Available at: http://ec.europa.eu/public_opinion/archives/ebs/ebs_237.en.pdf
[ 19 July 2013].

115


, , , .

- , .

,
.
. , -, -
.
,
. , . ,
-.
, .
.
. , . -
, , ,
.
, .
, , . ,
: , , , , ,
, , . , .
o ,
. .
, , -
, -
. ,
,

.
.
.
,

.
. ,
, , , , , .
. ,
, .
, - .
, ,
.
116

 , .
.
,
, .
, :
,
, - .
: , ,
.
,
,
, .
,
. 20% 18
.

, .
, , .
? , ?
,
, .
. ,
- , ,
,
, - ..
,
.

, - ,
.
. ,
.
, . ,
, ,
.
. , -
.
- ,
. , ,
, , .
, , , -
. -
. - ,
,
.
117



, -
, .
, ,
,
.

.
, . -
, -
. ,
, . ,
, -.
, , :
- ,
-
-
-
- ,
- ,
- ,
-
-
-
-
-
-
-


, .
- .
. - .
.
,
. -
. , ,
, - .
1

, , -
.
118

 , ,
.
, .
,
, . ,
. , ,
, . ,
- .
, - .
- .
. ,
, .
,
. , ,
, , ,
. ,
. .
,
, , -,
-, ,
.
.
-, - .
.
, ,
,
, - .
, - ,
.

? , ,
, , .
, .
, , , ,
. ,
, , , ?!
, , ,
, .
, , , .
, .
, ,
- .

, - .
, - .
119

, .
.
-. .
, ,
. .
, - .
, , ,
. ,
.
. ,
-, .
,
.
: .


, , , .
.
, - ,
, - . ,
, , .

- ,
. -
.
- .
2
,
- ,
. .
,
, ,
, .
, , ,
, ,
, . ,
.
. ,
,
- ,
- .
, , , ,
.
120

 .
, , .
- , -
.
,
.
,
.
, .
.


,
.
. ,
.
, - .

, ,
- - .
,
.

,
. ,
.
.


.
.
. , -
, ,
. .
, , ,
, .
, ,
. ,
, .
, .
, .
, .
. , ,
121

 . ,
- .
. ,
, .
, ,
.

122


, , , .
, , , .
. ,
. ,
, ; ; , ; ,
; .
;
,

.

,
.

. ,
. ;
; ; ;
; ; ; ; ; ;
. ,
: ; ;
; ; ; ;
; , , .
, ,
,
. ,
. , ,
.
,
, . ,
,
.
. ,
, .
, ,
. ,
, ,
(http://www.dnevnik.bg/).
-
. - ,
, .. - .

. ,
123

 , .
.

, , , .
:
; ; ;
; ; .

. , , ,
, (http://bgbusinesshelp.com).

, ,
, - . ,
, .
,
(http://bgbusinesshelp.com/).
. :
, .
.
, , .
.
, . ,
,
.
, ,
. ,
, ,
. , ,
.
.
. ; , ,
, ;
.
, ,
, .
() .
.
,
- (http://www.novavizia.com/).

, , 15
, . ,
124

 , ;
; ; ; ; .
30 .
18 (60%). , ,
,
.
: ? -
- 12 (66%). 4 (22%)
, 2 (12%) - . ,
.

. ,

.
:
? 9 (50%) ,
. .

. ,
, ,
, , .
: ?
(100%) . ,
, .

.
, -
.
: (,
) ? 10 (56%) - , 4
(22%) , 4 (22%) .

, , , .
,
, ,
.
: ? 10
(56%) , 5 (28%) , 3
(16%) , .
,
.
,
.
: ? 18 (100%)
, .
, . ,
, , ,
125

 ,
. ,
, ,
.
: ? 12
(67%) , , 4 (22%)
, 2 (11%) ,
. ,
,
. , , ,
,
.
: ? 10
(56%) - , 8 (44%) .
, .
,
,
. , ,
- , ,

, - .
: ? -
9 (50%), , . 5 (28%),
,
. 4 (22%), , ,
.
, ,
,
, ,
.
: ? 9
(50%) - , 7 (39%) ,
2 (11%) - . ,
.
,

.
: ,
? 13 (72%) ,
, 2 (11%) , (17%) . ,
. ,
,
. ,
, .
: ?
18 (100%) , .
126

 , ,
.
.
, .
:
?, 2 (11%), ,
, .
15 (86%), ,
, . ,
, . 1
(5%) , ,

.
:
? 14 (78%), ,
.
. 4
(22%) , .

, .
: ? 5 (28%), . ,
, , , ,
. 13 (72%)

. ,
.

,
.
.

, ,
.
,
.
. -
,
.

.
,
, ,
.

127


, ,
. , .
?
,
, , ,
, .
. ,
, . , ,
. (http://zar.bg/).
:

- ;
, - , .

- , ,
,
.

- -
.

-
-
.

- ;
;
, ,
(http://www.novavizia.com/).
, ,
. .
, , ,
, ,
.

:
1. -
.
2. - , -
.
3. - , ,
.
4. -
.
5. - , (http://www.trud.bg/).

, ,
,
. ,
128

 . - ,
, , ..
, .
, .
. ,
.
,
. ,
, .

1.
http://bgbusinesshelp.com/organization-culture-2/
2.
http://www.dnevnik.bg/dnevnikplus/2008/11/02/575137_organizacionnata_kultura__nachini_na_upotreba/
3.
http://www.novavizia.com/221.html
4.
http://www.novavizia.com/4943.html
5.
http://www.trud.bg/Article.asp?ArticleId=1083166
6.
http://zar.bg/view_article.php?article_id=15130

129

-
-
, , -

USING SIGN BILINGUAL STRATEGIES IN RELATIONS WITH VIDEO-TEXT

Slavina Lozanova, Ph.D. student, New Bulgarian University - Sofia
. - ,
, -,
.
- .
/
-
. ,
- , -, .
: - , , -,
, , .

,
-
. ,
- , ,
, ,
.
,

.
-
,
. -

, (Johnson, Liddel, & Erting,
1989, Lane, 1992). Gregory (1998)
,
,

. (Vernon & Andrews, 1990)
William Stokoe, Ursula Bellugi Edward Klima,
, .
/ (Stutnabb-Kangos, 2008)

, .
130

 -
,

(Strong & Prinz, 1997; Marschark, 1993).

Cummins (1981; 2000; 2003; 2006)
,
,
.
()
() (Cummins, 2003).
, ,

. Cummins
,
(1) (2), , ,
.

. ,

, , .

,
,
( 6 2 ).
, ,
.
.
, , ,
. .
5 7 .
10 , 1.

2,
1. - 1
3 - .
,
1
,
. , -
, / /
.
, ,
. ,
(, 2001), ,
131

, - ,
.

(Cummins, 2000), ,
,
1 2.

( );
( ,
); ;
(
, 2);
( )
,
() (Cummins, 2007, . 3). ,
,
(Cummins, 2006).
, ,
, - ,

, 1,
2 (aplan & Baldauf, 1997).
1
.
,

.
.

: , ,
; ,
, .; !,
, .

-
, , , ,
. ,
,
, , , ,
.
,
,
, , ,
. .
(Svartholm, 2010; Mahshie,
1995), 80- ,
132

-
.
- , .
- -
, (Paul, 2001),
, ,
(Swanwick, 2012).
- , ,
6
, ,
,
e e .
-
- 7 :
1. -
, .
, .

.
2. ,
.
, ;
3. ,
;
4.
(1 2, ,
, .)
(Swanwick, 2010);
5. ,

-
, ,

.
6. .
,
,
,
.
-
,
. ,
, ,
,
, , http://www.signlanguage-school.eu/
7

http://signlibrary.equalizent.com/signlibrary-access-to-worlds-literature-in-sign-language,
133
6

 ,
, , .
,
,
, :
1.
- , , ,
, , ,
.
2. (

) (Nover, Christensen & Cheng,
1998).
,
-, :
,
(Nover, 1997; Schulz, 2012).

- , , - .
- ,
,
- .
, , ,
.


.
(Grosjean, 2010).

, , .
.
1)
, 2) -- (),
3) 4) (Schulz, 2012).
-
/ ,
. . ,
-, ,
,
,
.
,
,
.

134

 -- -
(1 )
(2 )
() -
(1 ). , ,
, .,
.
-
. -
,
.

, ,
, - Schleper (1997)
,
,
, .


. ,
,
.

-
. ,
, -, ,

.


. -
-
.

, . (2001)
. , .
Bench, R. (1992) Communication skills in hearing-impaired children. San Diego, CA:Singular
Publishing Group.
Cummins, J. (1981) The role of primary language development in promoting educational
success for language minority students. In California State Department of Education (Ed.), Schooling
and language minority students: A theoretical framework. (pp. 3-49). Los Angeles: Evaluation,
Dissemination and Assessment Center California State University.
135

Cummins, J.(2000) Language, power and pedagogy: Bilingual children in the crossfire.
Clevedon, England: Multilingual Matters.
Cummins, J. (2006, October) The relationship between American Sign Language proficiency
and English academic development: A review of the research. Paper presented at the conference
Challenges, Opportunities, and Choices in Educating Minority Group Students, Hamar, Norway.
Grosjean, F. (2010) Bilingualism, biculturalism, and deafness. International Journal of Bilingual
Education and Bilingualism, 13(2), 133-145
Kaplan, R. B., & Baldauf, R.B. (1997) Language planning from practice to theory. Clevedon,
England: Multilingual Matters
Lane, H. (1992) The Mask of Benevolence: Disabling the Deaf Community. Alfred A. Knoff.
N.Y.
Mahshie, S. N. (1995) Educating Deaf children bilingually. With insights and applications from
Sweden and Denmark. Washington, DC: Gallaudet University.
Marschark, M. (1993) Psychological Development of Deaf Children. Oxford University Press
Nover, S. (1997) A conceptual framework for deaf education: Two approaches for English
literacy. Star Schools Grant #R203A70030-97. New Mexico School for the Deaf, Santa Fe, NM.
Nover, S., Christensen,K. & Cheng, L. (1998) Development of ASL and English competence
for learners who are deaf. Topics in Language Disorders, 18(4), 61-72
Paul, P. (2001). Language and deafness (3rd ed.). San Diego, CA: Singular.
Schleper, D. R. (1997) Reading to Deaf Children: Learning from Deaf Adults. Washington, DC
Skutnabb-Kangas. (2008) Linguistic Human Rights and the Future of Sign Languages. A day
Forum at Gallaudet University
Strong, M. & Prinz, P. (1997) A study of the relationship between American Sign Language and
English literacy. Journal of Deaf Studies and Deaf Education, 2, 37-46.
Schulz, . (2012) Bilingual Methods and Strategies. Improving ASL/English Literacy Skills in
Deaf HH Students. KYEDHH Summer Conference
Svartholm, K. (2010) Bilingual education for deaf children in Sweden. International Journal of
Bilingual Education and Bilingualism. Volume 13, Issue 2. Special Issue: DEAFNESS AND
BILINGUAL EDUCATION
Swanwick, R. (2010) Policy and practice in sign bilingual education: development, challenges
and directions. International Journal of Bilingual Education and Bilingualism. Volume 13, Issue 2.
Special Issue: DEAFNESS AND BILINGUAL EDUCATION

136



, , , .
, , , .
DEVELOPMENT TRAINING: DEALING WITH DIFFICULT PEOPLE IN THE
ORGANIZATION
Desislava Dimitrova, student, International University College Albena, Dobrich
Konstantin Kostov, student, International University College Albena, Dobrich

. , ,
.
, ,
, , .
,
, . :
,
, ,
?
, ,
, - ,
.
Abstract. With advancing of technologies, developing business and the progress of humanity as
a whole, we need to communicate with more and more people. This itself reveals the question why
talking to some people can be so easy, while others are too aggressive. There are people who always
hold something back and others who pursuit only their own interests. Such personalities are really
common to be met in organizations and such behavior can be fatal for a company if not enough
attention is paid to it. As a result , the following questions come out of this: how should we react to
such kind of behavior, how does it affect the person, respectively us as participants in the conversation,
and last but not least, how can we overmaster ourselves and our interlocutor in such situations. The
following work presents a training, consisting of a number of discussions and tasks, aiming to show, in
the first place, some of the most common types of difficult people, secondly, some ways of their
appropriate identification, and finally, a series of approaches and techniques used for handling such
personalities.

I.

:
,
...
:
...
Roy C. Lilley
137

 - , ,
, , ,
, , . .
, , .
.
. , ,
, .
, , .
, .
, .
:
. 1.

, (,
, .)

(
, );

(
, , , ,
.)

( , .)

: , 2010

. :
? ?
? ?
?
II.
,
, :

, .

.
.
, -
.
,
, , , ,
. ,
138

 ,
. ,
, ,
.
- Krishnarao L. Ukey
. ,
, ,
, , ,
. ,
.
, , .
:
2.1.

, ,
.
. ,
.
, , , ,

. , ,
.
, :
;
, ;
, .
?
,
: , .
,
, .
1.
.
, , , .
,
,
.
?
- ,
( ).
. ,
.
2.2.

139

 , .
, , .
.
.
.
, - ,
.
:
.
.

.

.
2.3.

.
. ,
, ,
.
, .
, .

.
:
,
. , ,
.
.
IV.
()

. , , ,
, ,

.

, (, ., 2013).
V.
:
2012 .,
. :
,
.
140

 .
, , :
/,
.
.
. , , . ,
, ,
-, . 15-20
, , - ,
, .
, .
, ,
. ,
. , , , (, .
., 2009).
,
, .
: ()

.
- .
: , , .
, ,
.
,
, . -
, 1.
I
1.
.
, .
-, , ,
. :
1. .
2. .
3. .
4. .
2. () . :
1. , .
2. , .
3. , .
141

4. , , .
3. , . :
1. , .
2. .
3. .
4. .
4. , :
1. .
2. , .
3.
.
4. , .
5. , .
. :
1. , .
2. , .
3. .
4. .
, ,
.
,
4- :
, , ;
, ?
:
,
. 5 5 .
, ,
: , , , .
.
2
:
.
,
. .
:
1. ().
2. , ,
( )
142

3. , (
).
,
, ,
.
, ,
, , .
:

. ,
, : .
. .
, .
:
.
, ,
, .
,
. .
. ,
, ,
. !
,
,
. , ,
. .
.
! ,
, , ,
- , .
! - !
10 ,
, .
10 3.
, ,
, ;
.
:
, ,
, ,
, . :
, ,
. .
. :
, , ?
, ..
143

. ,
.
VI.
, ,
. ,
, ,
, ,
, , .
. ,
,
, ,
(Pincus, ., 2004). , -
:
, .
, .
, .

, . , , ., , .
, 2009
,
, ,
2010
,., ,
,. ,2013
Lilley,R.C.,Dealing with difficult people,Kogan Page Limited, London, 2007
Pincus, . Managing Difficult People: A Survival Guide For Handling Any Employee
,Adams Media, Canada, 2004
Ukey, Krishnarao L,Dealing with difficult people,International Journal on Human Resource
Management,Vol.2,2013
http://indigota.com/index.php?topic=1764.0#ixzz2C78qT6G8

http://www.trainersdepot.org/
http://www.testove.bg/articles/view/17/61
http://www.cosmopolitan.bg/svetut-okolo-teb/kak-da-se-razbirash-s-trudni-hora.html

144

 1
I :

1
2
3
4
5

, ,
.
, ,
.
.

. ,
. , .
, ,
. ,

, - (
). .
, .

,
, . (
), .

, .
2
2

, , ? ,
. , , - . :
.

. .
.
, .
. :

,
. , ,
. ,
145

! , ,
, , . :
.

, , ,
. ? ,
? ,
, .
: .

. .
- . ,
, , , , ,
. , .
. : .
3

1.
,
,

2. ,

3. 76
4. 36 ,
- .

5. 47 ,

6. 20
. .
7. . 39 .

.
8. .
.
9. 26 .
,
,
.
10. .

.
.
.

146

, , , .
WORKPLACE VIOLENCE - THE CONTEMPORARY ENTREPRENEURS
PROBLEM
Pavleta Dimitrova, student, International University College Albena, Dobrich
. , ,
. ,
.
.
: ; .
Abstract. In the present report are submitted the main characteristics of violence in Bulgaria
and Europe and worldwide. There are analyzed some important topics related to modern entrepreneur
on work place violence and violence in early childhood. There are made recommendations to a
contemporary entrepreneur.
Keywords: violence; contemporary entrepreneur.

, , -
. ,
, -, .
, , ,
, , ,
,
. -
, ,
.
.
.
. :
, ; ;
; ;
- - .

,
.
,
. ,
- ,
, , .

, -
147

, , .
:
- , , , , ..

.
- , ,
. ,
, .
- , , , ,
, , ,
.



.
, ,
, . ,
. ,
, , ,
,
, .
.
.
, , -
, , .

, ,

.
, ,
.

,
. ,
,
.
- . ,
. ,
, ,
.
,

. o

.
148

 5% 20%
, , .
2010 .
(ESENER), 40%
, 25% ,
e 10%.
2002-2006 .
,
ILO, PST, WHO ICN .
,
.
: , , , ,
, , .
,
. , ,
, ,
, , , .
, ,
, . ,
- -,
.
,
,
,
.
,
. -
, .
,
.
, ,
, .
- ,
.
, ,
. , , -.
,
,
: ,
;
, , ,

.

. - ,

149

 . ? ,
, ,
. , .
. - e - , . ,
,
. - , ,
, .
. , -
, : ;
.
. ,
,
.
.
.
, , ,
- .

. ,
. ,
, .
- , ,
,
.

1.

,
. ,
, . .
,
. , ,
. .
, , ,
.
- ,
.
2.

, ,
.
3.

. , ,
.
150


.
4.

.
,
. , ,

- - ,

, .
5.
, ,
, , :
, , ,
, .
: ,
,
? -
?

?
, , , ?
, ,
, .
, .
?
- .
, .
-
. , ,
. ,
. ,
- , , , , , ..
,
, - ,
.
, , ,
, - .
. ,
. .
,
- , ,
.
151

1.

3.

2.

4.

. 1.
?
, ,
. .
,
, .
? -
. , - ,
. - : ,
, .
,
:
;
;
, ;
;
;
, ;
.
, ,
- .

152

 ,
, .

1.
,
.
2.
.
3.
.
, , , ,
, , ,
, - - -
.

- www.nasilie.com

153


, , , .
: ; ; .
?
: , , .
- , .
.
, .
(),
(), - .. .
, : ,
().

, . ,
, (, ,
, )
. , ,
.
. ,
, , .
. ,
, :
- .
- .
.
, :
- ,
, . ,

.
- ,
. , ,
, .
- , , , ..
.
- .
, .
.

, , , ,
.
.
154

 . , ,
.
: :
- , . ,
. ,
.
- .
.
.
, , , : ,
.
-, . , -
, . .
:
- , .
- ( , ),
.
- , , .
,
, . -
- .


. : , . ,
, , ,
, .
,
. ,
. , ,
, ?
,
.
. :
- , ,
, , -, -,
, , .
. ,
. :
- , , , ,
.
. , ,
. :
-; ; -

155

, ; ;
.

70- 80- ,
, , .
, , .
, , ,
, .
, .
, .
, .
, .
. , .
, , . ,
:
, ?
? .
. , ,
. ,
:
, ?
20 ?.
. ,
, .
. ,
. ,
:
?
?.

156


, , .

, ,
.


.
. : ;
; ; ; .
,
,
, .
- , ,
.
. ,
,
, ,
. ,
. - ,
, - .
, -
.
, .
1.
1.1.
.
.
,
, , .
,
, .

.
, 2
,
.
, :
- :
- , .
- .
157

.
.
.
.
.
.
1.2.

,
, .
- , ,
;
,
.
1.3.
.
, ,
.
:
.
.
.
.

.
:
-
.
- , .
- , .
-

, , , .


, ,

.
,
55% . -
,
- .
,
,
.
158

 .
, ,
.

- .
,
,

.

, ,
. ,

. , , .
.
, .


. . ,
-
, .
2.
2.1.
, .

,
. ,
, .
, - ,
.
, ,
. ,

.
, ,
,
.

159

2.2.

paralinguistic, paralanguage
:
- ()
- , ( )
- ( )
- , ,
.
2.3.
, . ,
, ,
-.
,

. , ,
.
,

.


. , -
.
2.4.
.
( 120 Hz), (220 Hz).
, ,
, ,
.
.
.

, , .
, ,
,
.
, ,

.
2.5.
.
,
.
160

, ,
, . ,

,
.
2.6.
,
.
.
, ,
.
.
:


,




, , 4
:

, 2
, ,
.


. ,
, .

.
.
,
. ,
.

,
. ,
.
,
.

161

 , ,


.
2.7.
, .
,
. ,
, .
269 , 2000 .
.
,
,
.
3.
,
Powerpoint , ,
.
.
, ,
-
.
,
,
, :




.

,
.
,
, ,
.

. .
3.1.

PowerPoint KeyNote

. , ,
.
162

 ,
.

.
,
.
3.2.

.
, ,
, , .
, ,
.
4.

. Guy Kawasaki 10 20 30
, ,
.
Guy Kawasaki 10 20 30 :

10 + 20 . + 30 = .

10
Guy Kawasaki 10 PowerPoint
KeyNote . Guy
10
10 , .

.
.
20
20 -
. , , 20 2
. ,
.
,
.
30
- ,
. . ,
. . ,
163


, .
, Guy Kawasaki 10 20 30 ,
PowerPoint , ,
, .
. , ,
,
, , .

164



.., ,
. ,
, .
,

FACILITATION IN THE COLLABORATIVE ACTIVITY AND COMMUNICATION

BETWEEN METHODIST AND SOCIAL WORKER
Assoc. prof. Svetlana Arhipova, Ph.D., Cherkassy National University, Ukraine
Inna Litvin, Ph.D. student, Cherkassy National University, Ukraine
.
- ;
; -
;
,
; -
.
: , , ,
, - , ;
.
Abstract. The article considers some aspects of the activity of a methodologist of the sociopsychological service; the views of the scientists about the peculiarities of professional activity of
social workers; attention to the subject-subject relations, which arise in joint activities and
communicating practitioner, and social pedagogues; analysis of specific phenomena and effects which
occur in the course of this interaction; the experience of work of social-psychological service
development in social teachers skills of socially-psychological service.
Keywords: facilitation, collaboration, methodist, social teacher, the subject-subject relations,
facilitation skills; and behavioral phenomena.
,
: ,
, , ,
.
-

- ,
, ,
- ,
.
165

 ,
, , .
. , . , . , . , . ,
. , . , .
,
.

(. ,
. , . , . , . , . .),
(. , . , . .);

(. , . , . );
(. , . , . ).
,

- , .

-
. ,
- -
.
- :
; ,
, ;
,
, , ;
, -,
, ; ; . -
,
, , , - ,
, ,

(. , . , . , . ).
, - -
, ,
, , ,
.
,
, ,
[2].
-
, ,
, ; ,
166

, ,
- .
.
-
,
.
, :
, .

. , .
.
, , ,
, . , ,
,
,
,
.

, , .

, .
- ( -
), - ;
; ;
; ; ,
.
- :
-; - ; ;
- ; ;
(, ); ;
; ;
.
: ;
; ; ; ; ;
; , .

, ,
. , -
,
- .
, ,
- .
, .

, . ,
167

, , , ,
.
, .
,
, ,
, :
, ,
. ,

, .
,
.
, ,
, .
,
, .
, , -,
, , ;
, ; ;
, ,
.

,
- ,
,
, - .

,
,
.
, ,
- , ,
, ,
, .
,
, ,
,
, .
, ,
.
, ,
, ,
.
, , , ,
, .
168

 ,
, , ,
, ,
.
, , :
- ,
( ),
, ,
- ,
.

1. .. (1999)
// : , , . :
,1999. .2 . 224-227.
2. . (2002)
// .. ., . 267.
3. . (1998) - : .- .
. -.:.

169

DIVERSIFICATION OF THE STUDENT INDEPENDENT STUDY FORMS BY USING

INFORMATION TECHNOLOGIES
Assoc. prof. Maria Birca, Department of Continuing Education, Moldova State University
Aurelia Rosca, Department of Continuing Education, Moldova State University

Abstract. The article presents the ways of organizing individual work of students as the use of
the Windows Movie Maker application for mounting a film about harmless chemical experiment
produced at home by students and the Moodle platform possibilities. It was noted that these activities
increase students' interest towards teaching career and motivate them to use in their later work as many
other offers as the information technologies give.
Keywords: individual work of students, chemical experiment, Windows Movie Maker, Moodle
platform, information technologies.
In modern teaching the independent work of students is considered, on the one hand, academic
work, performed under the guidance of the teacher, on the other hand, a means of involving students in
the independent cognitive activity for personal training in the organization of such methods of
activities.
To create prerequisites for developing a student-centered higher education in the spirit of the
Bologna process, with the reorganization of university studies in three successive cycles
(bachelor/licentiate, master, doctorate), the Minister of Education has determined the application in all
the institutions of higher education from Moldova the National System of Study Credits. As we know,
a credit includes hours present during the courses and hours of individual/independent training.
Independent study is intellectual work carried out by a student to achieve the aims of education in the
studied discipline.
According to the Regulation on the organization of studies in the higher education under the
National Credit System of Study [1], independent study of a student guided by a teacher is included in
the schedule and is a part of the workload of a student. Independent study guided by a teacher is apart
of the teaching load of a teacher. The independent study guided by a teacher is provided for all course
units / modules of the curriculum. The curriculum of a course includes the description of the interactive
forms for the individual study guided by a professor that is implemented by a teacher; topics,
assignments, number of hours are as well the core elements of it. Teachers should develop appropriate
strategies to use the time of the students most effectively.
The graduates of the Faculty of Chemistry and Chemical Technology of the Moldova State
University that during the I-st cycle licentiate have got 60 credits for the psycho-pedagogical module
can be employed as the teachers of chemistry in the secondary education (gymnasium/middle school,
lyceum/high school and professional school).
The detailed study of the university programs in the specialty chemistry in the developed
countries [2] shows that there is the difference between the notions of "theoretical classes: practical
classes." In our country there is a tendency to reduce the number of practical hours, as the laboratory
equipment is expensive and requires additional labor. In order this reduction of laboratory hours not to
affect adversely the training of the future chemistry teachers the possibilities offered by the modern
information technologies can be successfully used.
In the traditional school, the teacher plays the role of the transmitter of the information to
students/pupils who only receive and later reproduces it at the evaluation. In modern school, the teacher
170

becomes the guide of the simultaneous informative and formative process orienting and supporting the
students discover knowledge through their own effort that should be analyzed and integrated into their
cognitive structure. Thus the current century imposes new requirements to any teacher as the ability to
use the computer and work permanently in the activity and all the educational resources related to it. It
becomes obligatory for the teachers to use the Internet for improving the quality and effectiveness of
teaching-learning-assessment process.
In the pedagogical activity a graduate should solve issues connected to the students possibilities
to study, design long and short-term activities, etc. These teaching skills are developed in students
through teaching discipline within the psycho- pedagogical module, which provides a real professional
training required for teaching chemistry in secondary schools. The curriculum for this module provides
an optional subject that in the case of the specialty chemistry is "Chemical Experiment And Its
Applications In Chemistry Lessons". During these lessons the students find out about the rules and
regulations and equipment standards of chemistry cabinet, the rules of labor protection in the chemistry
cabinet, types of chemical experiment, develop short-term projects and carry out two sample lessons in
chemistry. To get ready and hold a sample lesson the students are encouraged to make presentations in
PowerPoint, to perform some real and virtual experiments etc. The curriculum of this subject provides
some activities for independent study of the students: proposes some methods of harmless chemical
experiments that can be performed at home. The next tasks are to write ten causal questions, the
answers that will enable students to understand the meaning of experiments and will facilitate the
drawing of conclusions. The following task for students is to record on video camera the experiment
under consideration. These tasks awaken a lively interest in the students and after investigating
specialized literature and the Internet, they are full of ideas and try to propose different experiences
with chemicals from the bath and kitchen, to get acquainted with the composition of alimentary
products, cosmetics and medicines. The recording of the experiment makes a simple experiment at
home to become the subject of a movie that requires other activities: the scenario composition,
preparation tools and reagents, accurate shooting, composition and writing of titles, experiment
commenting etc. The recording of the chemical experiments at home allows the teacher to assess,
observe all admitted inaccuracies in its performance, analyze the observance of safety rules. The
filming of chemical experiments at home requires the student to be assisted by colleagues, becoming an
interdisciplinary activity performed in a group with all its benefits.
To streamline the process of working on videos, additional hour of information technology was
included, where the students have learned to use Windows Movie Maker [3], which is a feature of
Windows that allows them to create presentations and movies on their personal computers. Movie
Maker allows the presentation of pictures shot by shot, videos, and adding to them the narration and the
background music. The pictures can appear at a particular time while the narration and background
music can appear as a remark, if necessary.
To make a video it is necessary to:
- record the experiment with the help of a video camera, mobile telephone or a digital video
camera;
- change the recording by adding titles, transitions, effects, pictures, music and even narration to
get a professional look;
- save the video in a specific format.
After the film is ready, it must be compressed in order to be loaded on the platform Moodle.
For this, the students got acquainted with the Movie Maker interface which includes the menu bar,
task pane, storyboard / timeline, monitor review and the content pane.
171

 Task pane lists the activities that should be carried out to make a movie, including importing
files, editing and publication of films.
Summary enables the default view in Windows Movie Maker. Also it is possible to use the
summary for viewing sequence or the order of clips from the project for clips rearrangement, if
necessary. Furthermore, you can view video effects and transitions that are added. Audio clips that are
added to a project are displayed in the summary, but they can be seen in the timeline view. The next
image displays the summary view from the Windows Movie Maker:

Chronology. Visualization of the timeline/ chronology provides a more detailed view of the
screening and allows more precise editing. The use of the visualization of timeline allows the
adjustment of videos, duration of the transition between clips and viewing audio track, examination or
change of the duration of the project videos. Timeline buttons allow switching to the summary
visualization to zoom in or out the details of a project, to narrate the chronology or adjust audio levels.
A chronological axis of the film (timeline) allows the proper alignment of the video with narration
and background music. In the next picture there is a timeline visualization in Windows Movie Maker:

Collections pane displays folders for collection, containing clips (small segments of audio or
video). The folders help you organize the contents that will be imported into Windows Movie Maker.
The folders for collection appear in the left panel Collections and clips from selected collection folder
are displayed to the right of the Content panel. There is a Collections pane in the next picture:

Monitor review allows visualization of individual clips or the entire project. The use of the
monitor review gives the possibility to review the project before publishing it, just like a film. The
172

buttons below the monitor review allow the examination of the video playback or pause or fast forward
or rewind one shot after shot, a clip. Split button allows separation of a clip in two, instead of that
displayed on the monitor review. By clicking View, pointing to the screen size and choosing a size for
examining the ability to increase or decrease the preview monitor.

After completing work on the project, we can publish it as a film. A film is a Windows Media
file with a file name extension .wmv or audio-interlaced video (AVI) with a file name extension. avi.
The given file must be compressed if its dimensions are not valid for the task given at home.
This is done using any compression applications, such as Free Video Converter.

Free Video Converter is a video conversion application that supports most video formats, has a
simple and intuitive interface. As for settings, they are all pretty standard. After choosing the format,
choose the codec, video size and quality. The application does not add any "gag", offering only the
choice of the storage of the converted file, and when will be the starting point. Installing is easy to be
done, it is required just to follow the installer instructions.
173

Thus, the following experiments have been recorded:

Getting indicators from plants (beets, red cabbage, onions, blueberries, black currants, cherries,
grapes, etc.)
Getting dyes from vegetables, fruits, berries, tea, coffee etc. Dyeing samples of white cloth.
Determination of pH in various household solutions.
Studying the bleaching of the cloth with various detergents.
The action of various toothpaste on eggshell.
Obtaining carbon dioxide.
Getting soda water/fizzy drink etc.
During the internship students are required to carry out some extracurricular activities in
chemistry. The obtained skills to create a script, to record the activity and to mount a movie will give
the students the opportunity to diversify these extracurricular activities in chemistry. I have encouraged
the students to film students during practical work as well. Some fragments of these recordings can be
demonstrated at their parents meetings.
While working as the teachers of chemistry, our students are eager to participate in forums,
methodical meetings, pedagogical councils, virtual conferences. In many schools the organization of
the evidence of all the teaching activities is introduced electronically, so they will be forced to keep in
touch with students and their parents through the Internet. This aim can be achieved by teaching the
students to use a platform such as Moodle. This platform allows us to monitor student activity, to
provide them not only with course notes, but also with many informative materials electronically.
Using Moodle we can perform the current assessment of the tasks performed by students and loaded
onto the platform electronically. This year the students place on Moodle forum the projects of sample
lessons in chemistry to be able to analyze them thoroughly together.
In order the tasks to be performed the computers are required, thus it will help develop
independent work. On the other hand, a more efficient exchange of information is possible through the
platform Moodle than any other classical methods, the thing that allows educating students in a spirit of
team work.
It has been notices that these activities increase students' interest towards teaching career and
motivate them to use information technologies in their future work.
References
1. Regulation on organization of higher education studies on the basis of the National Credit
System of Study. Annex to the Order of the Ministry of Education no. 726 from September
2010.
2. National Qualifications Framework. Field 442 Chemistry, Chisinau, 2010.
3. http://www.agir.ro/buletine/489.pdf
The article was developed in order to achieve the objectives of project Teacher Education Review
and Update of Curriculum (TEMPUS IV).

174

TEAMWORK. CONFLICT SITUATIONS. CONFLICT MEDIATION

Alina Trache Ovidius Highschool, The Board of School Mediators of Ovidius High School
In order to understand the concept of team, one has to see the complementary relationships
between the partners of an educational institution. The school team is a form of work which involves
relationships between the members of the educational system seen as a closed system of values and
the local community, involved in the educational activity. Therefore, it is essential to show how several
aspects of the educational team may gain different meanings, due to the various techniques used by the
project manager, the school manager, etc.
In order to illustrate a good practice example, we carried out a series of activities aimed at
founding a BOARD OF SCHOOL MEDIATORS in Ovidius High School, activities
which emphasized the teamwork of the Commission for Quality Assurance and Evaluation, the school
psychologist, the Commission for Discipline Inspection and the school management team. These
activities were carried out within the SOPHRD Project ID 64345, 2001, A Continuous Training
Programme within the Ministry of Education and Research project, financed by the European Social
Fund, The Management of Crisis Situations in the School Module II - The Methodology of crisis
situations management in the school.
The first step was to draw up a procedure, together with the school psychologist, within the
Commission for Quality Assurance and Evaluation, taking into account the regulations. A wellorganized school requires an efficient management which emphasizes the
quality, making the rules and procedures a priority. If these are obeyed, they turn into mechanisms
which lead to a decrease of the violence. The teachers, students and parents are integral parts of the
system; the rules have to be known and obeyed by everyone. The behavioural values of the teachers are
essential for the values of the institution. The rules should be set together with the teachers, students
and their parents, taking into account their interests, and they should be encouraged to suggest and
carry out activities in order to prevent violence in school.
During the second school term of year 2011-2012, the Commission for Quality Assurance and
Evaluation used a series of questionnaires addressed to teachers, students and
their parents, in order to improve the safety of students in school in the following year; at the same
time, another purpose was to monitor the anti-violence activities at the school level. The
questionnaires were designed to gather opinions in order to see whether teachers, students and
their parents have knowledge about the problem of mediation, with the purpose of assessing the need
for implementation of a Board of Mediators at the school level, consisting of students.
Half of the questions included were open questions, so that the teachers, students and parents
could suggest solutions for the problems.
In order to set up a BOARD OF SCHOOL MEDIATORS in Ovidius High School, the
school psychologist, together with prof. Alina Trache, the representative of the Commission for Quality
Assurance and Evaluation, applied to every class of students the following: a TEST FOR THE
SELECTION OF MEDIATORS, A GROUP DISCUSSION (divided into groups of max. 8 people, the
candidates were encouraged to have a group discussion on a given topic, or a topic they chose, with the
purpose of assessing the students skills, required by the position of mediators. An observation sheet
was filled in during the discussion), AN INTERVIEW (each candidate had to answer several questions,
each question being awarded max. 5 points). After setting up the Board of School Mediators, a
STRATEGY OF TRAINING THE MEDIATOR STUDENTS was drawn up (Mediation is a process in
which neutral people the mediators assist those involved in a conflict, to manage the problems. The
process of mediation is often the opposite of the usual interaction among students or among students
175

and teachers. The mediator students are trained to facilitate discussions among students or groups, with
the aim of finding solutions. Their purpose is to offer the parties involved a context for a better
communication, which often leads to a solution accepted by everyone). During the training course, the
school psychologist had the following objectives: to set up an intervention programme (taking into
account the students timetable, the existence of a location for mediation procedures); to raise up the
awareness concerning the possibility to ask for mediation (The mail box of mediators, in which
students will leave their applications for mediation, which will be gathered daily by a qualified person
and analyzed together with the programme coordinator); to maintain the programme (meetings between
the mediators and the programme coordinator, monitoring the way in which the Resolution Forms and
the Mediators Assessment Forms were completed, articles published in the school magazine,
brochures, leaflets, video presentations on the topic of conflict, drawn up by mediators, etc.); to
monitor violence in school; to apply some questionnaires some months after the programme
implementation, in order to monitor the way in which students perceive the process of mediation.
After analyzing the questionnaires, the programme staff implemented two codes of behaviour
which should be obeyed by students and teachers. The educational coordinator and the school
psychologist drew up observation sheets, in which both the adequate and inadequate behaviours can be
registered.
The Code of Behaviour for the students of Ovidius High School should not be perceived as a
coercive instrument, but as a tool used to identify the institutional values, to promote the institution
logo, regulating the behavioural norms of the staff. The principles of behaviour listed in this Code of
Behaviour are compulsory for all the high school staff.

176

EFFICIENCY OF INTERACTIVE FORMS OF EDUCATING IN THE SYSTEM OF

EDUCATION
Assoc. prof. Tea Munjishvili, Tbilisi State University, Georgia
Assoc. prof. Zurab Munjishvili, Tbilisi State University, Georgia
The issue of learning and teaching dates back to the beginnings of the mankind. The Hellenistic
schools renowned in the ancient world remain an important source of knowledge to this day.
The instruction aims at the development of generalization, causal effect analysis and deduction
skills.
A guru instructor used to teach a small group of students, which made it possible to
understand capabilities of each individual and stimulate realization of a problem and logical thinking.
Meanwhile, it is hardly achievable in a large group of 25-30 students.
As a result of a universal education, modern teachers have to deal with large numbers of
students, with tutorship becoming a problem due to the time frames. Increasing numbers of students
have called for a likewise increase of the number of teachers.
Unfortunately, true professionals are not so numerous in any field including instruction.
Meanwhile, the inefficient people stand out for their aggressive ways and tenacity. They hold offices
and attract the people of the kind. On the face of it, it is a deadlock. Large numbers of students make
instruction difficult and, at the same time, increase the number of teachers not all of which are good
profeccionals. Therefore, instead of progress degradation is the ultimate result. There are quite a few
certified ignoramuses.
Learning and demonstration of what one knows by means of a computer calls for caution.
Computer is no panacea but an element of studying and teaching. Shota Rustaveli State University in
Batumi, Georgia exemplifies a creative approach. Mastery of a number of subjects there is assessed by
the scale of 100 points 50 out of which are account for the computer. The final examination results are
determined by computer (20 points) and a classical method (20 points).
Its hard to define what part the computer should play in displaying and assessing the
knowledge. We believe that not even the most sophisticated computer can replace an experienced
teacher. Im not sure whether the computer would be OK with Socrates and his followers?
We aim at the preservation of the universal education, higher quality thereof, dealing with a
large group of students as if there were just a few of them in it, a slowdown of the influx of inefficient
teachers and a creation of a comfortable environment for creative instructors and students.
An intellectual system, which would advise a student about the ways and means of making an
appropriate decision, assess the obtained knowledge and, if need be, connect him/her with the lecturer
is the call of the day.
The electronic systems employed in instruction make up a conglomerate used for mastering,
demonstration and assessment of knowledge. Knowledge can be obtained by means of e-books, video
lectures and or a combination thereof. 1/. There is no shortage of software designed for mastering,
demonstration and assessment of knowledge. For instance, the Microsoft developed Moodle software
for e-learning with its learning and knowledge demonstration features.
Systems for the obtainment, demonstration and assessment of Knowledge
177

Online systems for the obtainment, demonstration and assessment of

knowledge

E-book

of demonstration of
knowledge

specialized

for the obtainment of

knowledge

textual,
graphic

universal

video

combined

Fig. 1. Systems for the obtainment, demonstration and assessment of Knowledge

In this report we are focusing on learning, namely by means of computer systems. In any
syllabus, independent work makes up 60% of overall studies. A student should familiarize oneself with
the learned and forthcoming materials, solve tasks, do sums and analyze the issues raised by the
teacher.
To this end, a student should obtain the relevant literature in the native language. The Internet is
a world library, which makes it possible to publish texts, as well as the graphic, audio and video
information relevant to the individual instruction.
An e-textbook should be well-stuctured. Can the ones in all subjects be structured? There is no
cut and dried answer. I asked a professor of geopolicits if a task or a test could be formulated in the
way to make the appraisal of a student by his/her answers possible? In a couple of days, the professor
brought a picture saying that a student was expected to answer the questions: what event does the
picture depict? When did it take place? What happened next? The picture depicted crossing of the Alps
by Hannibal.
The example makes it clear that merely everything can be structured and that a one can always
set a task relevant to the learned material.
We believe that any issue could be depicted in the e-textbook by way of supply of textual,
graphic, audio and video information.
There are various kinds of e-textbooks, all across from the most simple PDF to the more
complex HTML files with the sophisticated search engines. Its the same with the video lectures: the
ordinary 30-60 min. or topical 15 min. ones, with the video embedded self-verification open and closed
type tests.
The e-learning Moodle system is an instance of comprehensive approach to the problem. It
involves compilation of e-textbooks and test training. As the practice has demonstrated, compilation of
178

textbooks and creation of a test-base is a laborious task, which calls for specially trained lecturers,
especially where the test and task base is concerned.
The IT Internet University /1/ has found an efficient and simple way of compiling the etextbooks. Those are created in the HTML format, with the duration of a video lecture not over 30 min.
Each lecture ends with questions for self-testing. There are but few textbooks containing a combination
of the textual, graphic and video information /2,3/.
Studying involves several elements: familiarization, learning, self-verification and getting
clarification of incomprehensible issues.
Reading and listening is not enough. Verification of what one has learned is no less important.
The instruction involves feedback. A teacher puts questions, sets tasks on a taught issue, verifies the
answers, if necessary, re-explains, points out the reasons behind a students mistake and, finally, shows
how a task should be solved or solves it himself.
Studying by means of an intellectual system will imply: a user starts studying a subject by
selecting the relevant level. A subject is taught by means of e-textbook containing illustrating texts,
graphics and videos. Self-verification is an integral part of learning. The system offers to describe a
typical situation, which has been discussed and controls the description all along. The result of a users
action is automatically compared to the one in the base. In case of an inaccuracy, the system offers to
select another way. The user can follow the systems decision-making.
Learning of a theoretical or a practical issue is a multiple process. The final stage is the
appraisal during an examination.
The obtained knowledge is assessed by the relevant software, which is an integral part of the
intellectual instruction system /4,5/. The software contains randomly selected exercises and the answers
are verified according to the teachers tasks. There are two kinds of exercises: first - among the likely
answers, a student can select more than one right answers; second a student should enter the answers
by way of book entries, calculations or simple sentences in the Georgian language. There may be
several answers to a task.
A wrong answer is displayed in the knowledge base.
The is a multilevel knowledge base. In a training or an examination, the teacher determines the
number of levels. After a training (an examination) the user familiarizes with its process and the
substantiation of the answers. According to the result, the system suggests the most acceptable learning
strategy.
After acquiring knowledge and students self testing directly with the next teacher, extended
studies of material generalization, doing exercises and sums should be accomplished through dialogue.
We mainly focus on the software computer system for holding trainings. The article further refers to the
computer program of cybertesting for exposing knowledge and its estimation system with the help of
which the vision of updated education system is achieved (the author of the software package: T.
Munjishvili.Z.Munjishvili).
The basis for any software computer system is the multiplicity of material, formed through
software education method and tasks and exercises, reflected through it. The number of issues is
determinative. Probability selection of few issues among others is implemented during the trainings and
estimation. Relativity between the methods of exposing knowledge and estimation with traditional and
computer programs may compose the following 1:1, 2:1, 1:2, 1:0, taking into consideration the
specifics of certain subject. For example, if the general degree for the intermediate estimation is 60
points, then according to the specifics of the subject 20 points with teachers traditional methods of
179

estimation (essays, coursework, activities, others) and 40 points by software systems shall be
determined and vice - versa.
Any problematic issue should be represented as the entire work of theoretical and practical
exercises. The basis for studying theory and its estimation is testing system. As commonly known, the
tests presently mean one correct answer per N conjectural answers per question. Practically the
following relativity between correct and wrong answers is adopted: 1:2, or 1:3, i.e. one correct answer
should be selected for 3 or 4 questions. In terms of such testing, the probability of correct answer by the
student increases without deep comprehension. The testing process is complicated, if 2 or 3 correct
answers should be selected among N conjectural answers and the relativity between the correct and
wrong answers is the following: 1:3. The tests, where the multiplicity of conjectural answers is given
and the correct answers should be selected among them, is called closed types of tests. These are filed
in the following way (fig. 2).
Question

Correct answer (max 3)

Wrong answers (max 4)

Fig. 2. Closed type of tests structure

The open type of tests is where students are required to write answers and not select them.
Here, the number of answers to the task is not actually limited. The answers may be numbers, words,
sentences, or their combinations:
Task
The goods have been purchased by credit at GEL 52000 at drawback. The liability should be
covered in 30 days. In case of covering the debt in 10 days, the drawback composes 5 per cent. The
operation is reflected through pure amount method. The enterprise applies uninterrupted method of
stock registration. The buyer did not use the drawback.
Debt: Determine the prime cost of the goods purchased, determine the none-operational income,
received through offered drawback, reflect credit debt formation through complicated accounting
paragraph and finally reflect covering of credit debt through complicated accounting paragraph.
Solution
52000
2600
Debit 1610 52000 K 8190 2600 Credit 3110 49400
d 3110 49400 Deb. 8190 2600 kr 1210 52000
The first two answers of the task are numbers, while the third and fourth answers represent
contestation of numbers and words. Some numbers here are account, while others reflect economic
operations. In answers the words debit, credit are used in wrong meaning with different alphabetical
script (Latin, Georgian).
In foreign language the common form of assignment is represented as a text. In the sentence,
there are few words, missing, which should be found by the student. In such a task, there are dozens of
answers. The structure of the task (open test) is the following:
180

Task

Correct answer (max 30)

Fig. 3. Task structure (open test)

The software system should acknowledge wrong versions in any case and conjugation of the
used words, existing in answers, as well as syntax and semantic analysis of the sentence.
Naturally, both tests should be grouped according to the subjects and the number indicated in
advance per subject should be accomplished through probability. In this case, the relativity between the
number of open and closed tests are essential. The number of open tests should be preferably equal, or
maximum twice as much to the closed ones. At the same time, the difference between the estimation
points of the open and closed tests is also important. Practically, the point for the correct answer in
terms of the closed test, should be 4 times less than that for the open ones. The contents of the tests are
of great importance. Surface contents of the test is discrediting for exams and education process. Both
types of test should be formed of several complications. In training mode advancing from one level of
complication to the upper stage should be accomplished with certain criteria.
The software program developed by us and put into operation for further exposure and
estimation of knowledge Cybertesting satisfies all the requirements above. Preparing and holding
trainings and exams with cybertesting consists of the following stages:
1.
Formation of database for tests and organizing dictionary;
2.
Formation of assignment for training, intermediate and final test;
3.
System functioning: trainings, intermediate tests, final exams;
4.
Printing protocol and other information describing the proceeding of examination.
The system is multi lingual. The given version includes the realized multi-lingual versions in
Georgian, English, German and Russian languages. Encryption of testing and tests with special
algorithm

is

used

such

as

T-

ZTMMZ
TNM.
Any task may be illustrated, or published with visual pictures, graphic images or videos. The
formation of colloquium and exam assignments together with the duration of exam shall be
implemented by the lecturer with the given assignment. The tasks composed on the subject refer to the
topics, anticipated by the syllabus. The tasks are composed according to the subjects. For example, the
first topic is composed in conformity with the topic of 01001-01030 etc. Lets say, 1 simple task from
the first topic should be necessarily submitted among all other tasks presented at the exam, while from
the second topic 1 simple and 2 complicated tasks, etc.
If the formed assignment is designated for the training, then the order number of training will
indicate the complication degree of the tasks, designed for the training.
Upon clicking on the respective button of the test window, the system will select the number of
tasks per each topic, through probability on the basis of the assignment. Then, the tasks selected from
each topic are united, arranged according to probability and delivered to students with the following
181

fields for details: Full name, academic year, group, semester, information about the examination taken:
the time allocated per exam, the total number of tasks, among them simple and complicated tasks;
maximum points per simple or complicated task. The exam window submits the text of the task,
selected through probability, as well as the number of answers and the points attached for correct
answers; after that the timer turns on.
In the tasks with open types of tests there are as many fields, as the number of answers is. The
fields are enumerated according to the numbers of questions asked. The student should necessarily
write the answer in the respective field of the question under the similar number. After answering all
questions, the answers are fixed upon pressing the respective button, as the system analyzes the
correctness of the answers given and exposes warning notifications. If the task is illustrated with a
graphic image or video, then on the right side of the window, the picture, or video will appear. By
clicking on it, the image is enlarged or returns to initial sizes.
The training/exam is ended: as initiated by the student, or upon giving answers to all questions
or expiration of time limits. In any case, the detailed information about the exam is generated including
the following: the points, received by the student, the number of correct, partially correct, or wrong
answers and missing tasks, the reason for ending exam. The results of t he exams shall be published on
the website realized by the RIA Technologies.
Technical basis of the system: Local calculation network, internet, standard configuration
computers, while general system software is supported with: WINDOWS XP and further
modifications, OFFICE 2007/2010, SQL Server 2005 SQL Server 2008, WINDOWS Server 2008.
This report depicts the first version of Intellectual system for the obtainment of knowledge, with
the textbook given in HTML format. A topic is presented by way of a text, graphics and video
materials. The textbook is placed on the FTP server. The training adapted knowledge demonstration
and appraisal system we developed is an integral part of the textbook. The system is placed on SQL
server and operates by means of the client-server hi-tech.
The practice of the educational institutions and our own experience shows:
1.
The conditions relevant to the compilation of e-textbooks should be created. Our school
should initiate it.
2.
To this end, an initiative group should be formed at the school to coordinate the creation
of the e-textbooks.
3.
The textbooks approved by the school should be uploaded.
References
Z. Munjishvili, T, Munjishvili, Excel 2010, Interactive Exercises and Tasks, p. I,
TSU, Tbilisi 2013, http://press.tsu.edu.ge/ge/net_editions
2.
Z. Munjishvili, T, Munjishvili, Excel 2010, Interactive Exercises and Tasks, p.II,
TSU, Tbilisi 2013, http://press.tsu.edu.ge/ge/net_editions
3.
Z. Munjishvili, T, Munjishvili, A. Meladze. The Knowledge Demonstration
Online System. Sakpatenti, copyright certificate #5222. 2012.
4.
Z. Munjishvili, T, Munjishvili, A. Meladze. The System for E-Planning and
Management of Instruction. Proceedings of the North-West Polytechnic Institute, p.5; the
North-West Polytechnic University Press. St-Petersburg. 2011
5.
M.B. Chelyshkova,. The Theory and Practice of test Compilation: Teaching
Guide, Moscow, Logos press, 2002. p. 202.
6.
http://www.intuit.ru
1.

182

NGOs AND EDUCATION: ENVIRONMENTAL EDUCATION AT THE ROMANIAN

BLACK SEA COASTAL AREA
Carmen Bucovala, NGO Mare Nostrum, Constanta, Romania
Mare Nostrum NGO is located in Constanta and was founded in the summer of 1994 as an
association of specialists in order to address the continuous degradation of Black Sea marine and
coastal ecosystems. Most of the Mare Nostrum members are specialists in different domains such as,
marine research and environmental protection; however, they recognized that the capacity of science
alone to solve the severe ecological imbalances is limited.
Mare Nostrum is an organization comprised of citizens concerned about the severe degradation
of the Romanian Coastal Environment, whose mission is to promote the transformation from the
current unsustainable practices and attitudes towards more sustainable and environmentally conscious
methods regarding the utilization of the Romanian Coastal Zone. In order to achieve its mission, Mare
Nostrum is focusing on environmental education, public awareness campaigns, advocacy, and
lobbying.
Mare Nostrums purpose is to attain the sustainable usage of the Romanian Black Sea Coastal
Zone, in order to preserve and prevent the further degradation of the habitats, species, and
social/cultural elements within the region. The origins of the environmental education are linked to the
moment when the man realized the connection between him and the biosphere. The temporal
localization of this activity cant be precisely established. There are elements referring to the
relationship between man and nature in the folklore of many nations and also in the biblical writings.
As the man started to write elements from his recent history, many narrations relating to the nature
conservation appeared.
We can say that the education for sustainable development represents a systematic tackling of
the natural and man made environment and has the objective to teach the environmental values and to
assure a connection between the knowledge and the adequate behavior.
It is a process that implies a helical path in which all elements: experience, knowledge,
values, behavior and actions regarding the environment are important, all of them leading to an
educative process that increases the mans responsibility regarding the nature and his own future.
In present it is spoken about a second alphabetization in the environmental science domain,
which can be realized in an uniform manner, in a life long learning approach. In this context, there are
formulated questions regarding the information that must be inserted to assure a global look over the
actual problems of the environment. The selection of the information is a very important element in
context of the avalanche of knowledge that we are confronting with each day. It is considered that there
are three levels to accomplish the ecological alphabetization:
The scientific training (implies a reaction of consciousness about the existence of some aspects
tat begin to be understood);
The functional training (implies getting knowledge of work);
The operational training (implies the applying of the knowledge by daily behavior);
The education for sustainable development emphasizes the possibility of increasing the degree of
understanding regarding the environment and its problems; the development of the ability to
understand and differentiate the external stimulations, to process the initial perceptions; the
encouragement of using this abilities in different contexts increases the capacity to understand the
functioning of the environment, the interactions between the organisms and the environment; it helps
183

the learners to get a set of values regarding the nature and also motivation to keep the qualities of the
environment; it helps the learners to get the abilities to identify the problems of the environment and to
try to solve them.
That is why the following goals and objectives of the teachers in-service and preservice were
followed for NGO Mare Nostrum training projects:
Raising the awareness about the environment in general, the environmentindividuals
society connections, the environmental problems, and the need for a management of resources that
favors environmental protection.
Acquiring knowledge about the environment and environmental problems, and
about the processes for solving them.
Developing attitudes that favor environmental protection and defining values.
Developing capabilities for solving environmental problems.
Adopting behaviors that are beneficial for environmental protection, and increasing
active participation in actions in this direction.
From this perspective, the strategic objective human resources for the educational system
need the achievement of the following:
consolidate the new school curriculum and training of teachers for the development of the
school based curriculum;
update psycho-pedagogical and methodology training of the teaching staff according to the
requirements of school development;
stimulate the intrinsic motivation of pupils and students, associating them to the organisation
and administration of the learning system.
The steps that have been follow have been:
Collecting existing materials and develop new supporting material for education for sustainable
development with a theoretical approach (the place of the EE in the schools curricula), and new
teaching methods to be used with examples of lesson plans adapted for several types of
ecosystems/biomes, like the Black Sea coastal area, the Danube Delta, the mountains, and the
Danube;
Organize 5-8 workshops/training every year (a 5 day long theoretical workshop, and a 4 day
long a hands on training in April 2004, with 60 participants). The target groups included
teachers from the schools in Constanta, students from Ovidius university (Biology, Ecology,
Geography, and graduate students), and principals from schools in Constanta County;
Conduct a follow up activity where trainees will show the effectiveness of the methods that
were suggested (the teacher that took part of the training will implement the methods in their
class/schools for at least 100 students each, to collect the conclusions, to provide a proposal for
the SDC (school decision curricula) in the frame of environmental education, and to suggest an
activity for an environmental project that can be developed by the school, with the help of NGO
Mare Nostrum.
One of the main aspects of formal education for sustainable development programs is students
active participation. Positive results in EE programs are more likely attained when students are allowed
to participate in the different steps of the program (project planning, development and results
communication).

184


- , , .
. ,
. ,
.
, ,
, .
: , , .
Keywords: motivation, bonus system, system for labour motivation.
, .
,
.
, ,
,
.
, ,
,
, .
:
- : .
- :
. , .. ,
- : , ,
, .
- :
. , .
.
- . -
, .
,
.
, .
,
:
1.
.
2. .
3.
.
..
, ,
.
185

4. .
, .
, .
5. . :
o ;
o .

.
6. . ,
. :
- ;
- .( .1)

. 1.
: , . , " " (4,
2002 .)

, :
- - () .
. ,
800 , . 800/20= 40, 40/8= 5 , . 5
20 .
, . ,
. , ,
.
-

, . :
.
-
, ,
. -
186

, . ,
.
:
- ( );
( ) ;
( );
, - ().
,
. .
: ,
, , .
, :
( , );
( );
( ).
,
. (,
,
, /.)
,
. , .
-, ,
.
-
, -.
, ,
.

, :
- , , .
, ..
, Best Western Hotels,
.
, , ,
.
- . ,
.
. ,

.
- . , ,
,
. 6.
- ,
8 ,
, ..
187



, , , ,
..
.
- . ,
. ,
,
,
- ,
.
, , .
,
,
( 1).
1.

( )

, ,
.,

,

( ,

),

, ,
,

, ,
,
.

,
188

, . ,
, :
- , ,
, ,
;
, , .
, ,
, -
, ,
, , - ,
..
-
,
, .
- ,
,
,
, , 5
, ,
, .

,
:
-

, ;
,
-;

.. -,
, .

189


- ( )
, , .
CONTRIBUTION TO CROSS BORDER ISTRO-PONTIC DESTINATION FOR
CULTURAL TOURISM (NEWLY FOUND FACTS AND LEGENDS)
Krasen Rusev, Ph.D. student, University of Sofia St. Kliment Ohridski
. . 2007-2008 . , 7 -
. .
, ,
. - 100
, , , .
-
21 .
: , , -,
, , , , . . , ,
.
Abstract. In Albena resort every seventh person is a permanent guest and has made several
recordings for the most attractive trips to Nessebar and cape Kaliakra. Tourists want new routes. Were
conducted fieldwork in nearby Albena border area between Bulgaria and Romania. In the region of the
Danube-Black Sea were selected 100 sights in the area of Dobrich, Silistra, Ruse and 100 sights in
counties Giurgiu, Calarasi, Constanta. The selection of the ten most interesting newly discovered facts
and legends of the region of the new tourist destination is consistent with the changed profile of the
tourists in the early 21st century.
Keywords: cultural tourism, Cross Border Destination, Istro-Pontic, birth date of Jesus,
Cybele, Jason, Ovid, H. C. Andersen, Catherine the Great, Eliezer Papo.

.
,
.
2001-2006
. -
100 ,
, , ,

, , .

2010-2012

-
190

.
3 . 100 100
, .
, ,
-
.
200 10- - -
, .
.
21- ,
20- .
XXI

XXI :
. ,
. :
,
;
, ,
, ;
. ,
.
,
. - ;
,
;

, ,
, ;
; , ,
;
.
,
, ;
, ,
, -
- ;

, , ; , ,
.;
,
,
, .;
.
. , ,
191

 ,
.
10- - - ,
-
200 10- - -
. ,
,
.
, , ,
- . - :
1. ,
, , 354
( . ) ,
. 25
, ,
25 .
.
2. . , ,
1841 ,

, - ,
,

-,
-,
-,

,
.
3. , ,
, .
,
, ,
. , , ,
,
, ,

,
. , ,
,
4. 7 . 50-
. , ,
, . 9 ,
.
() ,
.
, , ,

( ),
14 , 73- .
192

 , ,
, , ,
,
.
6. ,
19 12 .

.
7. , ,
, - ,
, .
8.
,
. ,
345, - .
9. , 10-21 1774

- .
, ,
,
,
.
10. ,
. , .
- ,

, .
- , , ,
.
, .
, , .
5.

- ,
.
, , ,
, .
, , .
:
.

193



Investigation with german speaking tourists in Albena resort
2003 -
,

.

6 . , ,
61% .

.
- .
: , 24 , 100
, ,

.
,
, , ,
, .

,
.
2007 2008 -

, 100 , ,
, .
, 8-
- . 1, 8, 9, 13, 16, 17, 19 23
.
1. ?

1
2
3
4
5

1
62

2-5
23

6-10
8

194

11-15
5

15
2

8. ?

1
2
3
4
5

1)
2)
3)

84
10
2

4)
5)

1
1

9. ?

1
2
3
4
5

1)
2)
3)

2
4
6

4)
5)

87
1

13.
- .
?
1) ,
2) ,
3) ,

61
16
11

195

4) -
5) ,

1
1

70%
60%
50%
40%
30%

Series1

20%
10%
0%
1

S1

16.
?

1
2
3
4
5

1)
16 4)
2)
34 5)
3) : , , 3D , ,

22
11
17

17. ,
. ,
?

196

80%
70%
60%
50%
40%
30%

Series1

20%
10%
0%
1

S1

1) ,
2) ,
3) ,

76
14
7

4) -
5) ,

1
2

19. ,
?

5
4
3

Series1

2
1
0%

1) 30
2) 70
3) 100

10%

20%

30%

40
32
14

197

40%

4) 120
5) 120

8
6

23. ?

1
2
3
4
5

1) ,
2)
3)

46
23
19

4)
5)

8
4

,
. ,
, ,
,
. ,
, , ,
.
-
.

- , ,
: ,
. , , , , ,
, - , ,
, , . ,
(,
), .
( - !),
, .
, ,
.
, - ,
, ,
, ,
-
. ,
, 67 . ,
198

 ,
, , , ,
, , ,
. , 35 ,
, -, ,
, .

.
, 69%
, , .

, ,

.

199

. - , , .
- , -

SOCIAL ENTREPRENEURSCIP BASIC CONCEPTS AND CHALLENGES

Assoc. prof. Kameliya Vunova, IUC Albena, Dobrich
Yuliyan Narlev, Ph.D, Economic University - Varna

Abstract. In this paper some characteristics of the modern Social Entrepreneurship have
been observed. His basic parameters like Entrepreneurship management and Entrepreneurship were
analyzed. Some directions for there application where presented.
Keywords: social entrepreneurship, entrepreneurship approach, social value, social
management.

e , -

, , , , , ,
.
,
. ,
. ,
.


.
, ,
,
, , , ,
, .
,
-
. , - , ,
.
,
, , ,
, ,
.
, , ,
.
200


, ,
,
, .
- :
,
.
- ,
,
, .

- .
, . , . , . , .
. .
,

;
; - , ;
, ;
.
, ,
, . - ,
-
,
. ,
, , , .
1977 ,
, , ,
. . (2).
,
, .
..., , ...
,
. , ,
, -
, , . . ,
.
. . -
, .
, ...
..., ,
(3). ,
1985 , ,
, , ,
. ,
201

 : , ,
, , . .
, , , ,
, .
, ,

.
, , , ,
.

, ,
.
,
,
(4).
.

. 2009
, 40% - ,
946 3.4
(5). , 48- - ( ),
- - ; -
, , , 2.7
; -
1.4% . ,

. , ,
, ,
, , , .
,
.

. ,
, , , , ,
. , , ,

, , , , , .
,

.
, ,
.
, ,
,
, ,
, . . .
, , ,
202

 ,
, (6). ,


- , , .
, -
.
. .
, , .
,
, ,

.

, ,
. , . , . . (8)

,
.
, ,
.

. ,

, , ,
.

, , .
,
, , -
. , ,
.
- ,

, , ,
, (Internet), ,
-,
.

..
,
, ,
, , . (.
1.2.)
. . ,
,
203

 . , ,
-

, .
1.

;

.

;
.

,

.
;

.

,
.

,
.
,

.

;


.

,

.

,

,
.

: Sykes, . & Block, Z. (1989). Corporate Venturing Obstacles: Sources and Solutions. Journal of
Business Venturing, Vol. 3 (2), 67-89, 69.

,
.
,
-.
, ;
204

 ;
, , , .

, , ,
, , .

.
, - -
:
.
,
- -
.
,

.
,
. ,

.
.
: ,
, ..
,
.

.
, ,
,

.

, ,
.
.

. ,
,
, , ,
.
-
, ,
, .

205


1. , ., , . (1989) . : .
2. , . (2004) . : .
3. , . (2002) . : .
4. , . (2005) . : .
5. , ., , . (2005)
. : .
6. , . (2006) . : .
7. , . (1996)
. : .
8. Kyr, P. (2006) Entrepreneurships Paradigm Building towards a discipline.
http://www.uta.fi/entrenet/hankerekisteri/hanke2_paradigm.htm,. 12. 2007, 1-19.
9. Mair, J., Robinson, J. & Hockerts, K. (2006) Social Entrepreneurship. New York: Palgrave
Macmillan.
10. Nicholls, A. (2008) Social Entrepreneurship: New Models of Sustainable Social Change.
Oxford: Oxford University Press.
11. Sykes, . & Block, Z. (1989) Corporate Venturing Obstacles: Sources and Solutions. Journal
of Business Venturing, Vol. 3 (2), 67-89.
12. Skillern, J., Austin, J. & Leonard, H. (2007) Entrepreneurship in the Social Sector. Harvard
Business School, Sage Publications.
13. Zahra, S., Rawhouser, H., Brawe, N., Newbaum, D. & Hayton, N. (2010) Globalization of
Social Entrepreneurship Opportunities. Strategic Entrepreneurship Journal. Vol. 2, 117-131.
14. EU. (2011) A new Partnership for Cohesion Convergence, Competitiveness, Cooperation.
Third Report on Economic and Social
Cohesion;htpp:/ec.europa.eu/enterprise/csr/official_doc.htm, 12. 2010, 1-54.
15. www.UNESCOInstituteforStatistics/2010/Correspondence on education indicators.
16. www.worldbankglobalwealthdisparity.

206



- , , .

PRO AND CONS THE HOME-SCHOOLING AS AN ALTERNATIVE TO THE

INSTUTIONALIZED-BASED EDUCATION
Miroslava Dimitrova, Ph.D., International University College Albena, Dobrich
.
-
.
- ,
, , ,
, -

,
. ,

.

.
, ,

.
: , , ,
.
Abstract. Home-schooling is an alternative form of education which gains an increasing
popularity in the last decades. Its supporters outline the advantages of homeschooling as a system that
adapts more naturally to the individual needs of the child and as a result more healthy , safe and
beneficial environment for better academic accomplishments is created. The home-schooling gives an
opportunity for enhanced practical application of the study material, thus leading to a successful
professional development for the future. There are however a number of challenges which calls for a
more in-depth debate over the regulation and the quality control of the home education. The paper aims
at discussing the advantages and disadvantages before the home-schooling based on a number of
researches in the last two decades. The technological innovations provide new horizons for distant
forms of education and the public interest towards home-schooling is expected to increase in the future.
Keywords: home schooling, institutionalized-based education, home education.
. ( . home- schooling )
,
-
. ,
207


(Tylor 1997).
-
(Lines, 2000). .
,
. ,
, , ,
.
.
.
, ,
. ,
,
,
. , , -
, .
, (
150 ). ,
. 16
, 18 - ,
. 19
.

,
60 70 ,
, .
-
.
,
,
. 80
,
,
.

. , ,
.

.
.
.
, 2013
,
.

.
208

 ,
. 80
50 . ,
1,5 2,5
(National Home Education Research Institute,
15% .

. 1
.
1.

.

,

,


,

5
12 .

,

,

.
.

, ,

,
,

209

2100

500

100

500

1%
400-600

5063
400

7400

400+

.

1992

400

. , 2000

2010
200

200-500

.59 60 100

20 000-100 000

, 2,5

60 000
.

(, ,

,
.)
, 21 000

, 30 000-100 000

: http://en.wikipedia.org/wiki/Homeschooling_international_status_and_statistics

.
, SAT, ACT, PSAT.

.
: ,
-,
-
, . (Debra
Bell, 2009). 90
(Barbours Reeves, 2009),
.

. ,
, ( ): 1)
, 2) , 3)
. 2
210

 .
, - 100.
2.

-
48,9%

38,4%

25,6%

16,8%
/
15,1%

12,1%
11,6%

9,0%

8,2%

2,7%

1,5%

22,2%

: http://en.wikipedia.org/wiki/Homeschooling

, ,
. .
,
(Seuffert 2012). .
,
, , .
,
,

. ,
- . , ,
,
.
.
, , , , .,
,
. ,


, .
, .
, , -
(18-20 )
- .
,

211

 .
- ,

. (Seuffert 2012).
( )

.
, .
,
. ,
.
, -
, .
,
.
- ,
-.
. (Yatiman et al, 2012).
(NHERI),
,
- -
.
15-30% - (Seuffert, 2012).
. - .
- -.

(Villieger et al, 2012).
, -
.
, .
,
. ,

. - ,

.
-
, , ,
-
.

.
.
- ,

.
- , - ,
212

 .
, -
- . ,

- ,
, -
. , , - -
- .
, ,
, ,
,
- -
.

, , ,
, .
, ,
.

.
( ).
,
- , .

, . ..
, , , .
- - ,
, ,
. ,
. . NHRI 2003 ,
75% 18-24 , 50%
-
-
(Drenovsky Cohen 2011). ,
-
.
(2009)
: ) ,
, , .
,
, ,
, ,
.

; ) . ,
213

 , ,
.
,
, , .
, .
, -
,
.
, , , ,
, ,
,
, .
- , ,
, , -
, ,
; ) :
,
, .
, , ,
.
, , .
.
- ,
- , - ,
-,
,
- - ,
-
. -
, .

,
( )
. ,
,
, .
,
, , , -
; ) :

,
. ,
.
. , -
; )
: ,
.
214

, .
, , , ,
, , , ; )
: .
, ,
. ,
- : ,
, , , .

. ,
- , - .
. ,
,
(
) , ,
.
, ,
. .
,
.

, ,
; ) :
.
.
, , , , ,
., .
, ,
. ,
.
,
.

. , ,
.
, .
, -
.
, .
, .
,
.
-
. ,
. ,
.

215

 . ,
- .
- , ,
.
,
. -
, .

. .
,
- . ,
,
,
. . ,

, .

,
. ,
,

. ,
, -
, , ,
, -
, , .
, , ,

: , -
_(Seuffert, 2012).
, - .

Assen S. H. (2010) New Followers of an Old Path Homeschoolers, The Journal for
Quality&Participation
Barbour, M., Reeves, T. (2009) The reality of virtual schools: A review of the literature,
Computers & Education
Bell, D. (2009), The Ultimate Guide to Homeschooling, ApologiaPress
Drenovsky, C. , Cohen, I. (2011) The impact of homeschooling on the adjustment of college
students, International social science review
Dufur, M., Parcel, T., Troutman, K. (2013) Does capital at home matter more than capital at
school? Social capital effects on academic achievement, Research in Social Stratification and
Mobility
Houston, R., Gl , Toam, E.F (2003) Homeschooling: an alternative school choice, Southern
economic joursnal, V.69
216

 Lewis, L., L., Kim, Y. A., Bey, J., A. (2009) Teaching practices and strategies to involve innercity parents at home and in the school, Teaching and teacher education
Lines, P. (2000) Homeschooling comes of age, the Public interest No 140
Lindahl, M. (2005) Home versus school learning: A new approach to estimating the effect of
class size on achievement, Scandinavian Journal of Economics
Lyons, L., Gorond G. (2002) Homeschooling: Expanding its ranks and reputation,
Education&Youth
Seuffert, V. (2012) Ginnys 10 essetntials for teaching your preschooler at home, Seton Home
Study School
Tylor, L.A. (1997) Home in school: Insights on eduction through the lens of home schoolers,
Theory into practice, Volume 36
Villiger, C., Niggli, A., Wandeler, C., Kutzelmann, S. (2012) Does family make a difference?
Mid term effects of a school/ home-based intervention program to enhance reading
motivation, Learning and instruction
Walker, A., K., MacPhee, D. (2011) How home gets to school: Parental control strategies
predict childrens school readiness, Early childhood research quarterly
Yatiman, N. A. , Aziz N., F., Said I. (2012) Affordances of homeschool journey in rural
environment for childrens performances, Procedia Social and Behavioral Sciences
http://en.wikipedia.org/wiki/Homeschooling_international_status_and_statistics
2013
http://www.dailymail.co.uk/news/article-2524448/Evangelical-Christian-family-appealsupreme-court-stay-U-S.html 2013
http://www.homeschoolingbg.com/index.php?id=2#.UmaEdbOJTj4
2013
http://hsbg.wordpress.com/ 2013
http://en.wikipedia.org/wiki/Homeschooling 2013

217



FROM PAPER BOOK TO ELECTRONIC BOOK
Mihail Croitor
Abstract. In this paper the evolution of books from paper format to electronic format is
considered. It is analyzed, how models of learning (self studying) has been changed in relation with this
evolution. The integration of e-book readers with distance learning environment was proposed.
Keywords: electronic book, book reader, electronic manual, distance learning
. ,
, (),
.
.
:
.

.
. ,
, , , ; .
.
, .
.
, 2
(, )
(electronic book reader).
,
.
1996 DEC [1],
- . 1998
NuvoMedia Softbook Press
. (
, LCD ),
.
. [2].
NuvoMedia Softbook Press Gemstar,
.
Gemstar .
2004-2006 .
(
Xerox 70- XX [3]), .
,
, .
218

, .
, , .
. .
:
1. .
. .
2. . , ,
. .
3. . , ,
. ,
.
4. . .
.

1. .
2. ,
.
3. .
, ,
, , .
.
, . , [4], ,
, , ,
, . , ,
. ,
, . ,
,
.
,
.
, . ,
(),
, .
, ,
.

.
[5]. ,
[6].
, : ,
. ,
. 150 [7],
10 1500, ,
219

 5 150,
50%.

, .
,
.
,
,
. , ,
, ,
.
, , .

1) EBOOKREADER.RU, ?, http://ebookreader.ru (verified 03-122013)

2) .. , www.nbchr.ru/PDF/vf2_7.pdf (verified 03-122013)
3) Barrett Comiskey, J. D. Albert, Hidekazu Yoshizawa, Joseph Jacobson, An electrophoretic ink
for all-printed reflective electronic displays, Nature 394, 1998, pp. 253-255
4) Levine-Clark, Michael and Christopher C. Brown, E or P? A Comparative Analysis of
Electronic and Print Book Usage, Electronic Resources & Libraries, Austin, March 19, 2013,
http://www.slideshare.net/MichaelLevineClark/erl-ebooks-2013 (verified 03-12-2013)
5) , Ipad , , 01.10.2013,
http://www.rg.ru/2013/09/30/uchebniki-site.html (verified 03-12-2013)
6) PUBLIKA.MD, ,
http://ru.publika.md/link_967191.html, 20-07-2013 (verified 03-12-2013)
7) , ?, http://lib.1september.ru/2006/04/9.htm
(verified 03-12-2013)

220

- ,
, .
CLUSTER FORMATION: EDUCATIONAL PACKAGE FOR TRAINING AND SELFTRAINING
Associate professor Dimitrina Kamenova, Kiril Kamenov
International University College Albena, Dobrich
Abstract. Study justifies the cluster approach as advanced management tool in today's
instability and unpredictability. Avant-garde is linked to the lack of tradition of complicity in a joint
activity of the Bulgarian economic entities, with underdeveloped attitude towards the organization as a
self-evolving phenomenon based on the continued use and development of the potential of its own
resources, and the openness to the outside world, and the lack of trust between the people and
organizations. In view of the implementation of the cluster approach it is presented an educational
package suitable for application in both group training and self-study. Using educational package as a
base for training and the experience in the organization of the cluster actually give reason to display
some of the main difficulties and problems in setting up a cluster in native conditions.
.
.

,
,
, ,
.
,
, .
,

.

.
, ,
, :

.
, ,
. ,
, ,
,
,
221

. , ,
,
( ) ,
,
() .
,
,
, ,
, . ,

.


, , ,
, ,
, .

.
.

.

:

;
;
;
;
,
.

,
, ,
, , ,
/ .
, ,
, ...
,
, ,
222

 ...
(, ., .11).
; ; ; ;
; ; ,
,
.
:
1)
;
2) ( ,
);
3) ,
;
4) - - -
;
5) /
, ,
, .
,
.

. .
. .
, , ,
. -
.
:
1) ,
, ,
.
2)

3)

.
4) :
,
,
,
.
223

 ? -
:

;
; ;
.

;

,
-
.

, ;
.

PR ;
;
;
.

:
.
- - . -
, , :
,
- -, ,
, .
,
. - :
.
,
, ,
/
.
, ,
,
.
, ,
, ,
.
,

, .
224

 ,
, .

.
, ,
,
, .
, ,
.
.
,
,
.
, .
,
, .
. ,
.
.

. :
1. ,
-.
2. ,
,
.
, (.1)
.
, ,
, / ,
./ .
,
,
,
, . ,
,
.
, :
, ,
;
.
,
.
, ,
.

, ,
, .
225

 ,
.

:
1) 20
, , ,
,
;
2)
.
,
, ,

, , .
3) .
I. :
,
, ,
, ,
.
II. :
1)

,
, ;

10 .
- :
() ,

.
2) ,
,
,
,
- ,
;
, ,
.

226

III.

.
,
, , , ,
, .
.

, .

() :
:
()

, ,

.

, ,
, ,
, .

227

. 1.
1. ?
1) ,
, .
2)

.
. .
2. !

:

228

:
!
1:
- - 4 ,
!
2:

,
!
3: ! -
.
: , ;
; ;
;
;
: , , , .

229

, ,
, ...
,
, , ....
.
. : ,
, 2004, . xii-xiii

1: - ,
!
1:
8 1990 , .
2:

, (
8

(
,
): 23 1947. , ().
, (1971)
(1973) . -, 1973. ,
- .
, .

. , , .
.

, -
.
. ,
, .
.
Competitive Strategy: Techniques for Analyzing Industries and
Competers (1980), Competition in Global Industries (1986), The Competitive Advantage of Nations (1990).
Competitive Strategy (1980) . ,
,
,
, - , -
( - ). . -
. ,
, , .
() .
230

 ), ,
.
3: - -
,
- .
4: /
,
,
, .
,
. 9 - -,
.
2:
!
1:
.
2:
,
.
-
, .
3:
.
4: , /
, ,
,
.
,
10 - -
.
1: ,
,
, ,
, ,
/ .
,
:
,
9

Michael E. Porter, What is strategy?, Harvard Business Review, Nov-Dec 1996

.
231

10

,
,

//.

2: : ,
, , , ,
,
,
.
: , ,

,
, .

.
Michael E. Porter, Locations, Clusters, and Company Strategy, in Clark
Oxford Handbook of Economic Geography, Oxford: Oxford University Press, 2000, p.254

1: ,
, :
1:
.
2: ,

(, , ) (, ,
) .
2: ?
, ?
!
232

. 2.
3:
!
1.
2.
3.
4.

.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................

: , ,
.

,
.

OECD Proceedings, Cluster Focus Group, Boosting Innovation, The

Cluster Approach, Paris 1999, p.12
233

 1: :
. ,
- !
1: -
,
,
, .
2:

( / ) ,
,
. 11
3:
Competitive Advantage: Creating and Sustaining Superior Performance,
NY The Free Press, 1985.
4:
1) ( : Value chain),
,

.
- Competitive Advantage: Creating and Sustaining Superior Performance.
2) ,
, .
3)
:

4) ,
.

,
.
5) ,
.

11

OECD Proceedings, Cluster Focus Group, Boosting Innovation, The Cluster Approach, Paris 1999, p.12
234

6) ,
,
.
7) ,
. ,
,
.
8) .
.
, ,
, .
9) , ,
:

10)
.
:
1. ?
!
2. ?
,
?
3.
?
!
4. ? 10-
,
/!
()
/
: ,
! :
, !
..
.
: , ,
.
.
235

 : ,
,
, ,
.
:

.
:
,
/ ,
.
: ,
, ,
,
.
:


,
, ,
.

( 12)

, , ,

,
.

Michael E. Porter, chapter Clusters and Competition in On Competition, Harvard Business Review, 1998,
p.211
236

12


1:

,
!
1:

.
2: .
, , ,
. :
,

. 3.
:
3

, ,

.

, ,
,
.
3:
13.

. . (Institute for Strategy and

Competitiveness) , (www.isc.hbs.edu),
(cluster-mapping initiative), . http://data.isc.hbs.edu/isc/index.jsp.
237
13

 4:
.
5:
, , ,
.
6:
.
2: ,

.
, .
1: :
( ),
,
,
,
,
.
2: :
,
,
,
,
,
.
3: , :
;
, :
1. ,
2. ,
3. ,
4. ,
5. ,
6.
.
4: :
,
,
,
238

,
,
,
.

3: ,

?
3.1. -
- !
: 3.
- !
-
?


( )
. : ...................................................
4: :

, , !
4.1. - ?
4.2. / ?
4.3. - ?
4.4. ?
4.5. ?
: !
5:
,

!

:...............................................

239

:

. .

.

1:

,
, :
?
1.1. ?
1.2. , ,
?
1.3. ?
1.4. ?
1.5. ?
: ( )
, .
, / ,
, ,
/ .
,
.

() (Co-opetition)
(collaborative problem-solving).
2: ,
? - !
3: ,
?
3.1. !
3.2. ?
3.3. -
, ?
4:
!
4.1. !
4.2. ,
!
4.3.
?
4.4.
?
4.5. ?
240

5: ,
! , ?
6: ?
6.1. ? ?
?
6.2. , ?
!
: !

1.
2.

..

6.3. ,
, ?
: !

241

 7:
!
: - ,
:
,
, .

, ,

, .

1: ,
, / ,
.
: :

,






-

;
;

!
2: ,
?



242

: - !
,
, .. "
",
. - ,
, .
,
.
3: : ,
, !
1: -
,
!
2:
- ,
! .

3: . 1 !

1:
,
- .
243

1. (/)
, -;
2. ;
3.

4.
5.

;
;

6.

7.

8.

9.

10. -
;
11. .
2: -!
? ?

( )

. 4.
3: - 14 ,

.
!

. Cluster Navigators Ltd, 2001, www.clusternavigators.com

244

14

( ). , ..
,
.
.
:
) ,
( , , ), /
) - , -
, , , ,
.
.
(, , ), ,
/ .
. , , -
, , .

: , ,
, ,
.

1: ECGroup (

) 15 ,
!
1.1.
?
1.2. ?
1.3. ?
: Economic Competitiveness Group, Berkeley, CA
: www.ecgroup.com
2: -
, -
!
) , , , ,
, , , -;

15

Economic Competitiveness Group, Berkeley, CA, www.ecgroup.com

245

) , ,
;
) , , ,
.
:
,
,
.
3:
?
: , , ,
.

10

1: -, ,
!
2: -
:
2.1. ;
2.2. ;
2.3. ;
2.4. !
-
- ,
" ".
, ,
, - ,
, ( )

:
- ;
- , ()
;
246

 - ,
(. )
- .
-
.
:
,
, ;

- , " " ,
.
- ,
..
-
, /
/,
: ,
, ,
..


;

;
,
;

, "" ;
, ,
"" , -
, ;
,
, , .,
, .
: .
IV.
:
1)

;
2)
,

;
3)
;
4)
;
5)
,
;
247

6)
;
7)

, ()
;
8)
;
9)
( ) ,
, ;

:
():

10
;

, .;
, , .
,
,
, , .
, ,
:
1.
, ;
2. , ,
, , .
;
3. ,
,
;
4.
, ;
5. ,
.
248

 - ,
,
, ,
. , ,
, , , ,
, ;
6.
,
,
,
, .
, .
7. , , ,
, ,
. ,
,
, , ,

.

, ,
-
, :
1) ,
;
2)
,
,
, ,
;
3)
() 10 -

.
: www.culinaryarts.bg;
. , . , 3,. 1, 2 4,
.: 058 / 655 626, 058/655 568; -mail: akig@abv.bg

1. , . . . : 2.
2. , . 5, 1., .208-213.
249

3. .
4. , . (2004). ,
.
5. , . (Institute for Strategy and
Competitiveness) , (www.isc.hbs.edu),
(cluster-mapping initiative),
. http://data.isc.hbs.edu/isc/index.jsp.
6. Cluster Navigators Ltd, (2001)., www.clusternavigators.com
7. Economic Competitiveness Group, Berkeley, CA: www.ecgroup.com
8. OECD Proceedings, Cluster Focus Group, Boosting Innovation, The Cluster Approach, Paris
1999, p.12.
9. Porter, M. (1998). chapter Clusters and Competition in On Competition, Harvard Business
Review, p. 211.

250

STRATEGIES TO STREAMLINE PSYCHO-PEDAGOGICAL INTERNSHIP FOR

MOLDOVA STATE UNIVERSITY
Assoc. Prof. Liliana Rotaru, Ph.D., Moldova State University
Abstract. Vectors of change, the FACT That The Number Of Those Who Have Increased
access to education, the continuous process of learning Throughout life, Changing of learning methods
and paradigms in education, Diversification of offerings in education, all these symbols determines the
process of Improving Conditions psycho-pedagogical practices, so the student - future teacher, Could
Achieve the Objectives submitted by school, in the world WHERE success depends on ability to
Provide quality, diversity, Meeting the Needs, advantages and optimal efficiency. Easy access to
Compel universities to keep up nowadays with the Labor Market Needs and Future Alumni, in order to
become launch ramps, allowing the simulation of roller students as future teachers. In this context
Moldova State University, elaborates strategies in order to help students to exceed Their Situations
concrete using various resources (knowledge, practical abilities, social representations, values and
attitudes). All these symbols, can be developed on the basis of the theory, through the practical
internship Which is based on a system of knowledge, skills and attitudes that allows the student to
adapt to different Situations, to solve problems and carry out projects
Keywords: psycho-pedagogical internship, strategies, competence, teacher, curriculum.

I hear and I forget.

I see and I remember.
I do and I understand.
Confucius
Like any profession, the teacher involves an accumulation of knowledge, skills and competence
that must hold those who choose to pursue a pedagogue career. Preparation for a teaching career occurs
in parallel (concurrent model), by following the students, over years of study at university, scientific
training activities (special) in the fields and the specific discipline / disciplines) education to be taught
in science (proper) and education science.
Separation of specialized academic training and the psycho-pedagogical one is contraindicated,
since they are related to each other [5, p 206]. Indeed, the knowing of a field does not make you
teacher, only expertise is not sufficient to transform the educational message. They must be completed
by the knowledge, skills and psycho-pedagogical competencies and method for a teacher to be able to
act successfully on training and educating students to have the ability to transform scientific knowledge
into authentic teaching posts. Meanwhile, all purchases gained by studying specialized disciplines and
pedagogical, teachers are better understood and become sustainable by direct knowledge of curricular
and extracurricular ambience. Psycho-pedagogical internships help future teachers to effectively face
the situations they will face in educational practice, statements related to the design, organization,
management and evaluation of the educational process. Furthermore, by practice, all the knowledge
and skills acquired enabled combined and adapted to particular situations and contexts.
Initial training of teachers is conducted by several important principles: the close link between
educational background, literacy and the pedagogical dynamic relationship between psychopedagogical and practical training, teaching future contact with competent teachers, experienced
mentors, the orientation of the participants and individualizing their formation according to the
principle of unity in diversity, thus taking into account the personality of each future educator. [9, p
251

206]. Thus, professionalize is the formation of a set of abilities and skills in a given area based on the
assimilation of a system of theoretical and practical knowledge, controlled trial of a deductive model of
occupation. [8, p 136].
Teacher education contains both, theoretical and practical achievements. Theoretical concerns
general education, specialized education and the pedagogical one. The last one involves two sides:
knowledge of pedagogy, ethics, sociology and practice pedagogy knowledge, didactic methods.
Preparation teachers in a practical training component aimed at other Teaching, namely practice
psychological - pedagogical. In order professionalize of teaching, practical training and the
psychological and pedagogical stage is a major activity, or acting as a pivot of staff professionalize
[6, p 67], representing middle size are driven all other theoretical content, and all of the student's
mental availability .
Stage the practice as a form of training of students is an essential part of the university
educational process. It comes to achieving the fundamental principles of the initial training process are
the dynamic process of learning and professional behavior. The training of future teachers internships
fulfills two basic functions:

form and develop a range of skills (pedagogical, social, managerial);

check the readiness of the student for the position of school teacher, perform the
functions of project.
So the constant improvement in order to improve pedagogical internship remains a constant
concern of the State University of Moldova, and especially specialized departments responsible for the
training of teachers for secondary education. USM prepares teachers of history, civics, mathematics,
computer science, physics, astronomy, chemistry, physics, biology, foreign languages and literatures
and Romanian language teachers. In order to assess the effectiveness of pedagogical practices
performed by students in training in the areas mentioned, Department of Quality Management,
Assessment and Curriculum Development MSU conducted an interview through a questionnaire
applied practice mentors. Assessment allowed the analysis and identification of how
these Practice there are is perceived by your students and their mentors identified finality actual and
"desired ones" of pedagogical internships, their connection with the current requirements of the labor
market in our country, how it contributes to the training of future internships teachers education cycle
etc. At the same time, interviewees proposals outlined some ways to streamline their pedagogical
internships so that they become an primordial activity and the real social and economic importance.
It was established that , there are a number of normative documents for organizing and carrying
out their psycho-pedagogical practical in higher education institutions in the Republic of Moldova
[1,2,3,4], is also proving many gaps and inconsistencies: organizing internships their development,
curricular objectives, the goals practices, their role in the training of teachers, but also on the position
of mentor - school teacher and Methodist - Professor to these stages and to the student-trainee, and to
The final products of practices.
The questionnaire was completed by pre-university teachers - student interns mentors from
twelve schools, Chisinau. Mentors expressed their opinion on the organizational forms of pedagogical
practices and their students on the professional skills of trainees from eight faculties USM forming
teachers for secondary education in Republic of Moldova.
Questionnaire analysis helped identify the so-called "strengths" in the training of the teachers,
but some problems related to the organization and the internship has a deficiency or referring to
holding professional skills and competencies by students in training. Table 1 presents the
strengths and weaknesses of the preparations of the USM students in the psycho-pedagogical
module.
252

Table 1. SWOT-analysis
Strengths

Weaknesses

Possess extensive theoretical knowledge

Good teaching outfit
Active and responsible involvement of student
Meets stages lessons
Implementation of modern technologies
Systematic training hours
Formation of self skills
Apply student-centered learning

Attitude towards practice

Classroom Management
Develop the project and lesson
The formulation of
Lack of involvement in extracurricular
activities
Lack of teaching experience
Weak vocabulary

Since understanding that the problem is a prerequisite for success, methodologists and
specialists from the pedagogical faculty, together with the Department of Quality Management,
Assessment and Curriculum Development USM have proposed some solutions to improve the situation
and pedagogical practices efficiency.
For monitoring students internship activity in their practices - didactic ICT (paper 1) and
pedagogical (paper 2), which come to replace old system of presentation of the so-called Student
characteristic. These, is often the student's own laboratory stag rates and does not reflect real situation
they have not contributed to the objective evaluation of student work in pedagogical practices. Authors
evaluation papers trainee student activity emerged from the objectives and purposes of pedagogical
internships when they established must do student internship. Formulating clear and precise criteria for
evaluation, they consider that the evaluation sheets student activity in pedagogical practices will
contribute to raising the level of objectivity in assessing trainee activity by involving all coparticipants pedagogical practice activities - student (the self), tutor, mentor teacher, university
professor - Methodist.
Paper 1.
The paper of students intern activity in teaching practice
Student__________________________________________ Year__________Group___________
Conducted internship at __________________________________________________
Period of the internship __________________________________________

Obligations for the student intern

Teaching

To identify the peculiarities of the educational process

within the institution where the practice is
To refer to the design of long-term
We analyze curriculum and curricular products used in
achieving their professional teaching discipline
We analyze the lessons carried out by mentors
We analyzed the activity assisted to the educational
authorities
We noticed the connection process and the education
actors in teaching
253

Accomplished Unfulfilled

We drafted a brief teaching on discipline

Make recommendations for improving the educational
process
Educational To attend the tuition classes carried out by the tutor (1
hour per week)
Activities
Long-term project to study educational activities
We prepared a draft educational activity conducted in a
tutorial lesson.
Activities of Be present in the institution every day 6:00 - (according
to regulations)
the
institution
To participate in the activities in the school ( teach,
extracurricular activities, parent meetings, seminars
method.)
Demonstrate the correct attitude and ethical behavior in
communication with students
Establish relationships with staff and administration
institution - mentor teacher, students, colleagues, etc..
Develop an activity report after internship completion.
Other
comments

Teacher mentor _____________

Mark _____________
Class master mentor _____________ Mark _____________
Methodist ___________________ Date______________

Signature
Signature
Signature

Paper 2.
The paper of students intern activity in teaching practice
Student__________________________________________ Year__________Group___________
Conducted internship at __________________________________________________
Period of the internship __________________________________________

Teaching

Obligations of the student intern

Accomplished Unfulfilled
To conduct educational activities according to the
schedule
To refer to the design of long-term
Develop teaching project for each hour taught
Develop curricular products (docimologic tests,
handouts, teaching materials, etc..).
To attend classes during the internship taught
colleagues
254

Educational
Activities

Activities of
the
institution

Analyze hours of practice in the assisted agenda

Carry out the tutorial hours (1 hour per week)
Educational activities to develop draft
To study the psychosocial climate of the classroom
observation and application of sociometry
To develop pedagogical feature of the group of
students and a student
To be present institution 6:00 every day (according to
regulations)
To participate in the activities in the school (the
teachers, extracurricular activities, parent meetings,
seminars methodical)
Demonstrate the correct attitude and ethical behavior
in communication with students
Establish relationships with staff and administration of
the institution - mentor teacher, students, colleagues,
etc..
Develop an activity report after internship completion.

Other
comments

Teacher mentor _____________

Mark _____________
Class master mentor _____________ Mark _____________
Methodist ___________________
Date ______________

Signature
Signature
Signature

By gaps identified above, a major problem is funding practices psycho pedagogical. Each
educational institution I and identifies individually, schools application and financial resources
remuneration mentors and methodists. The university's teaching that addresses remained unmotivated,
including financially, to help effectively guide the student intern, and sometimes lack of motivation and
their attitude was felt indifferent or even averse student intern.
One of the methods of pedagogical practices efficiency by motivating mentors has been
identified by the Ministry of Education proposal pedagogical universities. The redact Regulation
attesting teachers in primary, special, complementary and specialized secondary (Approved by order
of the Ministry of Education 336 in 03.05. 2013), and introduction Map lending and quantification
methodology, accumulation and recognition of professional credits criterion "mentoring" for offering 4
credits (120 hours), the changed attitude their teacher-mentors to students and trainees not only by their
acceptance practice stage, but also because offering an effective guide, advice and assistance
methodical teaching trainees.
From another perspective, the methodists and the faculty is not too much involved in
monitoring student intern, reducing its role assessing student work only under the feature that last one
done himself and sign his mentor and one of the managers of the school in which he conducted the
stage. Thus, most of the Methodists not monitored trainee activity - not have to attend classes on it had
255

to teach, not helping to identify strengths and weaknesses and agree not viewing methods. So, we
consider that practical activity monitoring is important , or collaboration between trainee and Methodist
contribute to accountability, and student stimuli to assess its work and improve its quality, to secure
self-improvement and professional development of the student intern, Department of Quality
Management specialist departments proposed to designate as just teaching methodologists staff who are
employed through competition, in order to increase their accountability and establish as one of the
performance indicators for participation in the competition for teaching positions at MSU - teacher
guide student satisfaction trainees in specialty practices and / or psycho.
Vectors of change, the massification of education, lifelong learning, changing learning methods
and paradigms in education, diversification of education determines the continuous improvement of
pedagogical practices so that students - future teacher education cycle to meet all objectives imposed by
the school to keep up with labor market requirements in a world where success depends on the ability
to provide quality and diversity, satisfaction, and timeliness advantages.
References
Documents
1. Curriculum integrat al stagiilor de practic la modulul psihopedagogic. Ciclul I Licen. -CEP
USM: Chiinu, 2012.
2. Plan-cadru pentru studii superioare. Aprobat prin Ordinul ME nr. 455 din 3 iunie 2011.
3. Regulamentului de organizare a studiilor n nvmntul superior n baza Sistemului Naional
de Credite de Studiu. Aprobat prin Ordinul ME nr. 72 din 20 septembrie 2010.
4. Regulamentul cu privire la organizarea stagiilor de practic la Ciclul I. USM, 2008.
Monographs and studies
5. Cuco C. Pedagogie. Polirom: Iai. 1999.
6. Dumitru I. Caiet de practic pedagogic. Tipografia Universitii de Vest din Timioara, 2004.
7. Ionescu, M., Radu, I. Didactica modern. - Dacia: Cluj-Napoca, 1995.
8. Pun E., Potolea D. Pedagogie. Iai: Polirom, 2002.
9. Ionescu M., Chi V. Strategii de predare si nvare. - Editura tiinific, Bucureti,1992.
The article was developed in order to achieve the objectives of project Teacher Education Review
and Update of Curriculum (TEMPUS IV).

256



, , .
BUSINESS MODEL OF INSTRUMENTAL PRODUCTION MANAGEMENT IN
BULGARIA
Asen Lasonin, Ph.D. student, University of Rousse Angel Kanchev - Rousse
.
.
/ , -
.
-, - ,
.
: , , .
Abstract. In this report are described the main details of the technology of introduced
innovations into business model of the toolmaker companies. The goal is to analyze and present the
term smart instruments and evolving of their introducing economy-technical effectiveness. There are
precised the relations between deliverer-producer, producer-client, thanks to online monitoring that is
grounded in new-introduced business model of toolmaker companies.
Keywords: business models, toolmakers , smart tools.

, .. , ().
, ,
, , , ,
, ,
. (Chesbrough H.,2006; Slywotzky A., 1996). -
, ,
( . smart tools), . ,
, ,
, ,
(Osterwalder A., 2005).
,
,
,
.
: (1)
; (2)
,
; (3) ,
,
.
257


1.
,
. ,
,
,
. , ,
, ,
.
, .
:
; ;
, .

.
,
.

.
.

(, ., . , 2002). ,

. ,
-, . ,
,
,
. ,
. /,
. ,
( ., 2001).

, . ,

, ,
, ,
-. ,
.
, ,
.
2.
- -
, Mould Jini (MJ) .


258

 (smart). ,

(. 1).

. 1. (Stark, R., P. Mller, 2009)

. ,
.
, ,
,
,
.
3.

, (.2).

. 2. (Alonso, M., 2007)

: ,
//, /- / .
4.

, (. 3).
, . ()
,
. ,
259

 ,
, , .

. 3.

, .4,
, , ,
// , //.

. 4.
: (Visnjic, I., B. Van Looy, 2009)

(1) ,
, (2)
(3), .
5.
, ,
.
,
,
260

 , ,
(Visnjic, I., B. Van Looy, 2009).

. , ,
.
,
,
.
,

,
, . ,
- ,
, .
6.
//

( ) ().
.
: , -
,
.

.1 . 2 .
. 1.

0- 6

13 200

10

400

11

//,
,
,

3,8
3,1
0,65

. 2.

90
261

8900

12

4,2

%
//,
,

5
4,7
4,32

0,84

0,5
6

1,11

43
0,38

,
: 0 < 0,45 <
1, .
, PULIDO COMERS LTD
, .

,
, ,
. . .
.

, .
:
1) ,
,
, .
2) ,
, ,
.
3) ,
,
. .

1.

Alonso, M. (2007) Product service system benefits and barriers. Diss. Cranfield
University.
2. Chesbrough H. (2006) Open Business Models: How to Thrive in the New Innovation
Landscape, Boston: Harvard Business School Press.
262

3. Osterwalder A. (2005) Modelling Customer Relationships in e-Business.16th

Bled
eCommerce Conference, Bled, Slovenia.
4. Schuh, G.; Sauer, A.; Schmidt, C.; Schnung, M.; Spille, J. (2005) Erfolg mit
Betreibermodellen. Studie im Maschinen- und Anlagenbau, Aachen.
5. Slywotzky A. (1996) Value-Migration: Think Several Moves Ahead of the Competition,
Hardcover.
6. Stark, R., P. Mller (2009) Product-Service Systems Methodologies in Research
and Industry - PSS for Industrial Applications. In: Seminar on Industrial Product-Service
Systems, Berlin, March
7. Visnjic, I.; Van Looy, B. (2009) Manufacturing firms diversifiying into
services:
Aconceptual and empirical assessment. In: POMS 20th Annual Conference, Orlando, Florida
USA.
8. . (2001) , .
9. , ., . (2002) , , .

263

INTEGRATION OF CORPORATE INFORMATION SYSTEMS AND

DYNAMIC ANALYSIS OF DISTRIBUTED BUSINESS-PROCESSES
ON THE BASIS OF SOA AND PETRI NETWORKS
Gia Surguladze, Lily Petriashvili, Nona Otkhozoria, Georgian Technical University, Tbilisi
Abstract. Problems of integration of corporate information management systems, for their
object-, process- and service-oriented analysis, design and implementation are considered. On the basis
of open and closed models of mass service the analysis of the developed network commercial control
system indices is done. Using Markovian processes the model of service organs optimum number
determination of user-server architecture and algorithmic schemes of its solution are worked out.
Object-role modeling problem for intercorporate automated systems and its implementation is
considered. The creation concept for the distributed databases for various financial structures on the
basis of Service-oriented architecture is offered. The web-application forms on Ms Visual Studio.NET
platform by The NORMA software and Ms SQL Server package are realized as a result.
Keywords: integration. Information management systems. Distributed business-processes.
Markovian processes. BPMN. SOA. Petri Networks. CPN. ORM.
Introduction
The design of distributed systems of electronic business and commerce control needs the
solution of the problems of informational support, software and hardware of separate functional units
on the basis of new network information technologies [1,2].
System operation conditions have to satisfy the following main demands:
system functioning has to be done with the use of internet-internet networks;
it has to provide information safety and protection;
the system has to have friendly relation interface with users;
its service has to be simple.
Computer network system of commercial objects control is oriented for operation in multi-user
mode, that requires the guarantee of system functioning safety. Relativistic, network base systems of
data have special parole systems for registration (Login ID) and operation of users [3,4].
Case study
The work presents the problems of inter-corporate business process management. The questions
of business processes integration, information composition and synchronization related to multiapplication environment are suggested. Considering the inter and intra-corporate management aspects,
main attention is given to the strategies of software product development in the organizational systems
[5]. To provide the Integration of the horizontal and vertical management in the inter-corporate
applications, the possibilities of service-oriented architecture and its practical realization examples are
described. Based on the business-processes model, which occurs between the Tax Service of Ministry
of Finance and the Banks, formation of the incapsulated business-functions in the web-servises and the
inter-corporate application process functioning examples are shown (Fig.1).

264

Fig.1. Incoming Order Fulfilment(): with services

Figure 1 represents the service business-process scheme of the request of received encashment
process: in the Bank received encashment process starts at the pre-determined time. Windowss
service in the database tables views the processing encashment lists, call the GetActiveOrder-'s
method, adopted encashment number lists will transmit to the RequestAmountFromMof method,
which forms XML messages and calls Revenue Services Web service. Revenue Service returned
XML messages to the bank's Web service, which includes encashment numbers and the
corresponding amount, this information is recorded to the database. Employees of the Bank views
encashment list using program, then Web-service method `Get is called , which accepts that, after this
calls procedures from database, which performs transactions, pays sums from account in the Revenue
Services account, whether the amount will be repaid in full the status will change to `active" and will
unlock the card by the employee", etc. [5].
Figure 2 shows global-local network integrated model where the software-hardware problems
and the ways of information protection and renewal are presented [6].

Fig. 2. Integrated model of Intercorporate Network

Information protection requires the solution of two problems: the provision of data continuity
and guarantee of secrecy (installation of limitations for data receiving). In order to provide data base
265

continuity the structural limitations and directly data value limitations are used. Limitations on
structural level are based on the description of functional dependences (relations, attributes, etc.) in data
bases. The special notions of key attributes, indexes (simple or composite) are introduced. They help to
realize information ordering, retrieval and selection in relational files. Continuity limitations on data
value variation is realized with triggers. These are key on-key out functions that provide data continuity
in logically connected tables (relations). Initiation of standard or private functions in the system is
determined by the user, while the triggers do not depend on the program. It is keyed-on every time
when information renewal happens in data base. One of their functions is to report data change
statistics in the system.
The paper presents the solution of general resources synchronization problem of the distributed
system given in Fig.2. In Fig 3 the corresponding stochastic Petri network model is constructed and
investigated. It is constructed with grapho-analytical editor and is realized as cause and effect
predicative Petri network, provides control of sequential and parallel processes and fixing of time
parameters of their execution.

Fig. 3. Fragment of stochastic Petri Network for model of integrated

information system
The server of the systems main office is modeled with Petri network position (S). For request
formation (say, it satisfies Poisson distribution) random-generator (G) is introduced [7]. The results of
request analysis (I) and processing is given in positions (Oi - the results are obtained without general
local resources, OLi - the results are obtained with general local resources, OSi - the results are obtained
with general global resources).
Process simulation is done as follows: if solution block gives .F. then the request is formed
using general resources and it applies to local servers (precisely speaking, the request passes to waiting
position of processing), marker is placed in Mi and is waiting until Ti (local resource) or Tsi (global
resource) adapter opens. Generally we can assume that elements of S vector of synchronization receive
markers on sequential (synchronous) opening of adapters. When there is a request in the block and
marker has arrived in position then the adapter opens. By means of a channel the request receives the
necessary data and the marker passes to position Ei. In tables of Fig.4 the results obtained with
simulation of this scheme are given. The relation of requests satisfied with local and global resources
are given in case of different time parameters of network components (service organs).

266

Fig. 4. Results of the simulation process

For investigation of the proposed scheme the mass service model for steady state regime has
been used (M/M/m, M - Markov property, Poisson/Exponential distribution; m - number of servers).
The object-oriented, visual program modules [7] have been developed. For computer network a class
(new type) has been developed the closed parameters of which are: request arrival frequency, service
time, number of servers, etc., while class methods absolutely present the steady-state regime of network
operation and provides the estimation of optimum values of its parameters.
The problems of modeling and studying the processing of requests in the banking corporation
based on service applications and systems analysis. Introduced the concept of building an integrated
automated UML-based standards and service-oriented architecture. It is proposed the use of colored
Petri nets (CPN [8,9]) to construct a simulation model of inter-corporate service processes and study
the temporal characteristics of its functioning (Fig.5).

Fig. 5. CPN-model of corporate communications for data transfer

Based on the analysis of Petri nets when the parameters change the delay time (Wait - position)
in the range [0 - 300], obtained results, shown in Table 1 and Figure 6.

Tab.1
267

Fig. 6. Results of Simulation Processes

Object-Role Modeling (ORM) problem for intercorporate automated systems and its
implementation is considered in the article. The creation concept for the distributed databases for
various financial structures on the basis of Service-oriented architecture is offered (Fig.7). The webapplication forms on Ms Visual Studio.NET platform by The NORMA software [10,11] and Ms SQL
Server package are realized as a result [4]. ORM is a method for designing and querying database
models at the conceptual level, where the application is described in terms readily understood by users,
rather than being recast in terms of implementation data structures. It views the application world as a
set of objects that plays roles. Sometimes it calls fact-based modeling because ORM verbalizes the
relevant data as elementary facts see [12]. It may represent unity elementary facts:
f1- Client has Name
f7- Incasso has Incasso_Status
f2- Client has Account
f8- Account has Account_Status;
f3- Client has Type
f9- Account has Branch
f4- Account has Account_#
f10- Client has Status
f5- Account has Currency
f11 - Withdrawal from the Account specified in the Incasso,
f6- Client has Incasso
. . . etc.

268

Fig. 7. ORM Diagram

Conclusion
During the systems projection stage, the joint work of the business analysts and systems
(software) shall be required to precisely determine the major requirements for the realization systems.
In this point of view, application of ORM and BPMN models, being currently considered as the agreed
standard for all stakeholders of the business sphere significantly facilitates the elaboration of the
problem detection phase thus giving the possibility to create the primary carcass of the automation
system [13]. However, the ORM instrument describes the system on the data structure level only and
does not provide the determination of the process structures and scenario-relevant system behavior. To
describe the workflow and business process lifestyle, the BPMN model is applied. Business Process
Modeling Notation secures the opportunity of synchronization of the business model and informational
model thus being considered as De Facto standard for description of the web-service based business
processes. The priority is given to the visual side of the modeling graphic elements and compatibility of
the diagrams.
References
1. Watson K., Nagel Ch., Pedersen J.H., Reid J.D., Skinner M., White E. Visual C# 2008. ISBN
978-0-470-191354. Wiley Publishing, Inc., Indianapolis, Indiana, 2008. 1211 p.
2. Robinson S., Cornes O., Glinn J., Harvej B., McQueen C., Moemeka J., Nagel Ch., Skinner
M., Watson K. Professional C#, v.1,2. Wrox Press, Birmingham, 2001. 1002 p.
3. Surguladze G., Shonia O., Kvavadze L. Distributed database management systems. (Ms
Access, SQL_Server, InterBase, JDBC, Oracle). ISBN 99940-35-18-5, GTU, Tbilisi, 2004. 230 p.
4. Surguladze G., Bulia I. Integration and Building of Web-Applications for Entererpises. ISBN
978-9941-20-165-3. GTU, Tbilisi, 2012. 334 p.
5. Surguladze G., L. Petriashvili, O. Shonia. The Visual, Objectoriented Modelling, Design,
Analysis and Implementation using .NET technology and Petri Net. Bulletin of Georg.Acad.of
Science. v.172,N2, 2005. pp.
269

6. Bolch G., Surguladze G., Petriashvili L., Chikhradze B. Elaboration of the software for the
management of resource of the multiprocessor systems using Borland_C++Builder. Trans.of the GTU,
2001, 4(437), pp.47-53.
8. Surguladze G., Turkia E., Gulua D. Perfection of Object-Oriented Projecting with a ProcessOriented Approach. Intern.Conf., Educat., science and economics at univ.Integrat.to intern.educ.area.
Pock, Poland, 2008. pp557-562
9. Jensen K., Kristensen M.L., Wells L. Coloured Petri Nets and CPN Tools for Modelling and
Validation of Concurrent Systems. Univ. of Aarhus. Denmark. 2007. 40 p.
10. Surguladze G., Bulia I., Urushadze B. Management of the Integration of Information Systems
with a SOA and UML/Agile based Methods. Transact. Georgian Technical University. Automated
Control Systems. ISSN 1512-3979. No 2(13), 2012. pp. 7-22.
11. Halpin T., ORM 2 Graphical Notation, Neumont University. 2005. http://www.orm.net/
pdf/ORM2_TechReport1.pdf

270



, , .
DRAMATIZATION AND SOCIODRAMA METHODS IN CONTEMPORARY
ASPECTS OF APPLICATION
Zornitsa Rasheva, International University College Albena, Dobrich
. , ,
, , ,
.
- (, , , )
. a ,
.
Abstract. Problems associated with the current education as poor discipline, lack of motivation,
normal social relations, values are increasing rapidly. This requires the introduction of interactive
didactic teaching methods in order to greater involvement of students / children, students, adults / in the
training process. The sociodrama and dramatization methods involve participants emotional and
spiritual and have great therapeutic and pedagogical effect.
The education system in Bulgaria in the last 20 years has changed extremely fast. The
development of the information technologies accelerates the introduction of new teaching methods. At
the current situation the establishment of new interactive techniques and methods for education is very
popular and has distribution in all levels.
Drama as a learning method is gaining increased interest throughout Europe and the world.
There is a wide rank of different participatory drama techniques which are developing rapidly.
However, no methods should be used merely because of its popularity, but they should preferably be
used when based on conscious arguments or clear evidence. British drama pedagogues Allan Owens
and Keith Barber estimates their arguments with four categories:
a) play as universal expression;
b) practical experiences;
c) empirical evidence
d) ideological reasons
Firstly, play is an essential element in the life of a human being. This is apparent with children,
but invisible and suffocated with adults and young people, who for several social reasons have quitted
creative playing. Such reasons can be fear of ridicule, finding safety in rigidity of values and standard
behaviour and disbelief in personal potential for creativity. By giving the children, youth and adults an
opportunity to play seriously through drama, we can offer them a genuine second chance for
learning through play. We can also offer them an opportunity to enjoy the learning process, an aspect
that is all too often ignored in formal education. In this way drama in a safe environment can lower the
barriers of learning, since negative attitudes often prevent learning in formal settings.
Secondly, practical experience of drama workers show us that it is possible to act drama as a
learning method even in such situations which seem to be very difficult for supporting learning. By
offering a new start, drama has functioned as a motivating impulse for people with learning
difficulties or low motivation for learning. Therefore, the use of drama in such situations has also
271

opened doors for social inclusion by increasing self-esteem, personal and emotional skills and approve
creativity.
Drama can also serve as a holistic therapeutic healing device (Koskela 1999; Blatner 1996). It
can offer a safe environment to explore difficult personal issues through safely distanced allegories and
symbols of drama. The holistic group processes as such have also proved to have healing effects on the
group members. For example, a group process can offer sense of belonging, opportunities to reflect
oneself as a personality and enjoy mutual support (Jauhiainen 1999; Blatner 1996).
Thirdly, the empirical evidence shows that process drama has had a remarkable impact on
learning of various groups in prisons, schools, youth shelters etc. This evidence has been gathered in
several countries that have practised drama as an alternative arena for learning for several decades.
Effects of drama use have been researched, and the results showed that drama can promote qualitative
learning, which considers the different individual learning styles. Participatory drama seems, for
example, to use and combine practically all the different learning channels and processes such as
auditive, kinaesthetic, visual, tactile, multi-sensory, mathematical, interpersonal, intuitive. However,
due to the complexity of these processes, it is difficult to measure this kind of quality learning.
Sociodrama is a powerful teaching strategy that combines a case study approach with traditional
role-play methodology to illustrate critical issues in end-of-life care. Building on principles of adult
learning and communication skills, the sociodrama method enables the skilled facilitator to draw on the
learner's past experiences as resources for teaching and reflective practice. Sociodrama is J.L. Moreno's
term for the application of psychodrama techniques to group, community, or organizational situations.
Like psychodrama it utilizes group dynamics, enactment, and psychodramatic methods such as the
double, role reversal, soliloquy, the mirror and asides. Unlike psychodrama it is typically used with
groups wishing to explore common issues in training, in organizations, community groups, and
educational settings often with a focus on social and political issues. It always focuses on group
concerns rather than on individual concerns.
Fourthly, reasons for the use of drama can be ideological. Drama can be used as a tool for
empowerment and therefore it can promote social change and inclusion of marginalised groups, and
create a chance based on their own priorities, not those dictated from above or through the formal
education system.
Participatory drama (not just any drama) is considered as a democratic and critical device for
learning, where both the teachers and pupils can learn from each other, and more precisely learn
together. A teacher/educator of participatory drama can never be a fully learnt specialist of the
subcultures s/he is working with.
The sociodrama works well in settings such as the classroom, community groups, religious
centers, workplace settings, faculty associations, organizational or departmental meetings, professional
trainings and in the corporate world where sociodrama is a method of choice for skill training.
Sociodrama can be used in residential schools where confidentiality and emotional safety cannot be
guaranteed, at Parent Teacher Association meetings and other community groups where people prefer
not to reveal so much of their own personal story, and in professional role training where one focuses
on the shared professional role rather than the individuals personal life.
Sociodrama has been used to train teachers, therapists, lawyers, medical professionals, hostage
negotiators, etc, . where practicing in live simulations can aid in skills development. Sociodrama is
often used very effectively to focus on large social and political issues involving oppression, social
justice and social and political issues of a local and global scale.
272

Application of sociodrama
The Problem
Sociodrama is used to look into and experience the future. When a group of individuals meet to
implicate sociodrama, the stage of a possible future experience is set and a future problem is ready to
be explored. The problem at hand is one that benefits the entire group involved. As an example,
students in a sixth grade classroom would concentrate more on a bullying problem rather than the
problem of what to eat for lunch. Figuring out what to eat for lunch is the problem of one person, and
may be figured out without using sociodrama. Solving the issue of bullying in the classroom is a
problem that most likely affects the entire class. The bullying problem then evolves into a theme for
the scene. There are no plots or scripts created before hand; lines and actions are improvised.
The Stage
When creating a space for sociodrama to take place, a comforting and open place should be
created. Individuals participating in sociodrama should feel comfortable to be able to express
themselves. Pecaski McLennan (2006) outlined the importance of a safe environment for children when
she said, a safe and comfortable space is essential if educators are to use sociodrama to encourage
caring and nurturing interactions between students (p. 454). There should be compassion and
understanding evident in the participants and director of the group to allow for a sense of emotional
freedom in the students.
There should be no physical limitations on the sociodrama stage. Individuals participating
should be able to move around as they need, therefore, the larger the room the better. Props can be
used to signify roles within the physical space. For example, Eckloff (2006) stated that sometimes a
role can be held b a chair, so that whoever sits in the designated chair takes on that role temporarily.
The Director
In most cases, the role of the director is to act as a facilitator for the actors and audience
(sometimes there are two people, one for each role). The director leads drama analyzing techniques
such as freezing the scene and character shielding (Telesco, 2006). Freezing the scene allows for the
director and audience to talk about the scene as if the actors are not present. Character shielding
freezes all actors except one, which allows that actor to tell the audience more about themselves and
how they feel about the scene.
When preparing for a sociodrama, Telesco (2006) suggested that directors meet with the actors
beforehand to discuss the scene. Directors must know the roles before the scene takes place in order to
facilitate the sociodrama most effectively.
Characters
Before the scene begins participants should take some time to discuss and develop the scene and
character roles. The audience can ask questions to better clarify and give meaning to the scene
(Eckloff, 2006). In terms of the past example of a sociodrama scene about bullying, students will want
to ask questions like: Who is involved? Where does bullying mostly take place? How does bullying
make the bully feel? How does bullying make the victim feel? Asking questions like those mentioned
above help actors to gain a clearer definition of who their character is and how to feel.
Characters do not necessarily need to be living human beings. A sociodrama scene may be used
to discover how a fire truck feels when seeing so much despair and loss through the fires it has seen.
Characters may also be humans that have already passed on or not yet born. A sociodrama scene may
be played to discover the effects of abortion on a fetus. Blatner (2006) stated that, in a sociodrama
about abortion, the fetus may be given a voice, using the principle of surplus reality. This reflects the
way the mind works: while someone who is dead or not yet born does not have a voice, those voices
are imagined, and heard inside our minds. In that sense, psychological truth is expressed (p. 32).
273

Actors must work hard to get to a deep level of thinking when attempting to act out such complex roles
like the unborn.
A strategy used to allow for more input and feeling within a character is doubling. Doubling
allows for participants to reach a characters inner most feelings and may also disclose the kinds of
issues that are not generally admitted in ordinary discourse (Blatner, 2006, p. 32). Blatner mentioned
five levels of a characters thoughts that participants can explore: open statements, inner voice,
subconscious / preconscious, unconscious, and psycho-sociocultural level (2006). All levels are
important to explore, but the fourth and fifth levels of thoughts is when the deep learning,
understanding, and empathy for others grow.
De-roling
While acting in a scene, actors are to stay in character for every second. Not until the de-roling
process takes place should an actor step out of the realm of their character (Telesco, 2006). When debriefing, actors have the opportunity to talk about what it felt like to be in their characters shoes and
situation.
What sociodrama is worth
Within a classroom, sociodrama can be used to delve into issues like bullying, divorce, and
friendship. Students can develop empathy for others by stepping into anothers shoes. McCaslin
(2006) stated that when developing characters and roles, students may benefit from researching
readings and interviews of role models in the community.
For children that are mildly emotionally or behaviorally disturbed, sociodrama can be very
beneficial. These children may learn about how their behaviors affect others. In terms of seriously
disturbed children, however, sociodrama may not be a positive behavior management technique.
McCaslin (2006) noted that children who are seriously disturbed need to make sense out of their own
environment before they can enter another; moreover, until they know who they are, they will have
difficulty being someone else.
Sociodrama can benefit many businesses. In terms of public relations, businesses can use
sociodrama routines in order for personnel to communicate more effectively throughout all departments
of their company (Mickey, 1995). Workers may feel more apt to discuss their feelings about their
company when using sociodrama in meetings.
Police officers also benefit from trainings involving sociodrama. By learning about what the
culprit may be feeling, the officer may be more knowledgeable in catching the person.
Research on sociodrama
Multiple case studies have been done involving analyzing sociodrama and the effect it has on
groups of people. Moreno and Borgotta (1951) did an experimental sociodrama session bringing
together a number of persons working in various branches of industry who had special interest in
dealing with industrial problems (p.74). They did interviews with the sample to compare how
interviews for solving problems differed from sociometric approaches for solving problems. From this
experimental session, Moreno and Borgotta (1951) noted that although ideas generated from a
sociometric approach were well-formed and more efficient than interviews, a weakness in the
sociodrama approach used was that the director/facilitator was the same person. They believed that this
led to biased results and findings.
Mickey (1995) highlighted a case study done within the Disney World theme park. Deede
Sharp and Sue Rye were looking to train the employees to make sure our guests have an enjoyable
experience and realize that although cleaning poop up is not fun, it is its an important job and one
that is respected and appreciated. They used sociodrama to incorporate a comfortable language within
274

the business. Mickey noted that employees are cast members, management and employees together are
a culture, and customers are their guests (1995). By creating these metaphors, Deede Sharp and Sue
Rye felt that a drama in which both the management/employees and guests play certain roles so that
the Disney culture can continue to exist and entertain (Mickey, 1995, p. 89).
Conclusion
Sociodrama is a powerful way for a group of people to investigate issues in society. There are
many benefits of how sociodrama helps people relate and communicate to others. As the advantages in
the case studies show, sociodrama will undoubtedly continue to be used in classrooms and in the
workplace to help groups of people investigate and communicate their feelings about society.
References
Blatner, A. (2006) Enacting the new academy: sociodrama as a powerful tool in higher education.
ReVision, 28(3), 30-35.
Blatner, A. (1996) Acting-in. Practical application of psycho dramatic methods.
Cornett, C. (2007) Creating meaning through literature and the arts: an integration resource for
classroom teachers (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Eckloff, M. (2006) Using sociodrama to improve communication and understanding. ETC: A
Review of General Semantics, 63(3), 259-269.
Hannula, A. (2000) Tiedostaminen ja muutos Paulo Freiren ajattelussa. Systemaattinen analyysi
sorrettujen pedagogiikasta. Helsingin yliopiston kasvatustieteenlaitos, Helsinki.
Koskela, V. (1999) Elmntehtv Legioonateatterin opetukset Kokemuksia ja ajatuksia ohjaajan ja
kouluttajan roolista. Kuikka, Suvi (toim.): Friikki. Nuorisoteatteritoiminnan opas. Vapaan Sivitystyn
liitto.
McCaslin, N. (2006) Creative drama in the classroom and beyond (8th ed.). Boston,
Massachusetts: Pearson Education, Inc.
Moreno, J. (1955) The sociometric school and the science of man. Sociometry,18(4),15-35.
Moreno, J. (1953) How Kurt Lewins research center for group dynamics started.
Sociometry, 16(1), 101-104.
Moreno, J. & E. Borgatta (1951) An experiment with sociodrama and sociometry in industry.
Sociometry, 14(1), 71-104.
Moreno, J. (1943) The concept of sociodrama. Sociometry,6(4), 434-449.
Owens, A. and B. Keith (1997) Drama Works.
Pecaski McLennan, D. (2007) The benefits of using sociodrama in the elementary classroom:
promoting caring relationships among educators and students. Early Childhood Educatiol
Journal, 35(5), 451-456. doi: 10.1007/s10643-007-0195-2.
Rohd, M. (1998) Theatre, Community and Conflict Resolution. Hope is Vital Manual for educators and
youth workers.
Telesco, G. (2006) Using sociodrama for readical pedagogy: methodology for education
and change. Radical Pedagogy, 8(2), 1.

275



, , .
.,


, , ,
EVOLUTIONARY CHANGE IN LEGAL EDUCATION IN THE USA FROM THE
BEGINNINGS TO THE MODERN
Julia Roskopina, Ph.D. student, Cherkassy National University, Ukraine
.
; ,
; ;

, , -, .
: , , ,
, , .
.
; ,
; ;
,
, ,
.
: , , ,
, , .
Abstract. The article describes the main stages of the development of American legal education,
legal education model are highlighted in force in different periods; peculiarities of legal education in
the United States, the characteristic of the modern training of lawyers in the United States on the basis
of the curriculum of law schools at Harvard, Yale, New York, Michigan universities. It was revealed
that the system of legal education United States was formed under the influence of cultural, historical,
political, economic and social changes taking place in American society. In the USA legal education is
also reflected and features of American society, its socio-cultural dominant: the autonomy of the
individual privacy, independence, democracy, active citizenship, self-worth individual.
Keywords: legal education, the training of lawyers, "Harvard model ", specialization,
curriculum, training course.


.
,
- .
, , ,

.
276


, ,
. ,

.
, , .
. , ,
-, .

. XVIII 70- XIX
. ,
, .
.
, .
,
, .
.
,
.
,
.
,
. ,
.

.
-, -.
- ,

[1].
-,
[3].
70- XIX
XX . , ,
.
.
, .
1878 (),
,
[2].

() .

. ,
12 % [4].
277

 ,
.
.. .
.
,
.
. , , ,
(), , .
.

. -,
, -, ,
, ,
, .

: ,
, .
.
, ,
.
, ,
.

20- 30- XX
.
, ,
,
.
, , ,
, , .
6070-
, , -, .
,
, .

-
.

.
, ,
.
185 ,
[5]. ,
, ,
, .
278

 XIX
. ()
. 3 .

, ,
[6].
, ,
, .
,
, [7].
, ,
, , , , .
, -
: Contracts (), Torts ( ), Civil Procedure
( ), Constitutional Law ( ), Lawyering (
)
:
95 % , , [
2009: 78]. , -
40 ,
30 , 20 [8].
,
.
5 % , , ,
.
- . ,
,
, 1776
.
,
.
, . ,
,
, .
, ,
[9].
, ,
.
. ,
,
.

. :
, , .
.
279

 .
.
, ,
, .
,
, .
, .
. , ,
, ,
, ( ).
,
.
.
,
. ( ),
( ), (
). ,
,
.
, ,
.
. , 2009
- 2008,
.
: -

. -
, :
,
,
.

,
: , ( ), ( ),
( ) . .
,
, .

.
.

[ 2002: 11].
, ,
.
1992

280

 ,
.
,
. :
;
;
;
; ;
;
;
, ,
;
;
.
,
. :
;
, ;
.
,
.
,
,
.
,
, ,
.

. ,

.

.

1. Dubin & Peter A. Joy. Clinical Education for This Millennium: The Third Wave, 7 CLINICAL
L. REV. 1, 13 (2000).Edwin Rekosh. The Development of Legal Clinic Teaching: A Global
Perspective in The Legal Clinics: The Idea, Organization, Methodology (Warsaw: The Legal Clinics
Foundation, 2005).
2. Encyclopedia of Law and Higher Education / edited by Charles J. Russ. Dayton: Dayton
University. 2008. P. 582.
3. .. : /
.. , .. // . 2006.-1, -346 .
4. . . // .
2000. 8. . 3038.
281

5. . : //
. 2002. . 7. 2. . 611.
6. . , ! ( ) //
. 2003. 14. . 27.
7. . . // . 2009.
3. . 7384.
8. .
// . 2002. . 7. 2. . 1318.
9. - ., ., .
// . 2002. . 7. 2. . 1925.

282


. - , , .
- , -

ETHIC CONCEPTS IN SOCIAL ENTREPRENEURSCIP

Assoc. prof. Kameliya Narleva, IUC Albena, Dobrich
Yuliyan Narlev, Ph.D, Economic University - Varna
Abstract. In this paper some characteristics of Social Entrepreneurship have been observed.
His basic parameters like Entrepreneurship Social Value and Social Management were analyzed. Some
directions for there application where presented.
Keywords: Social Entrepreneurship, Entrepreneurship Approach, Social Value, Social
Management.

e , -

, , , , , ,
.
,
. ,
. ,
.


.
, ,
,
, , , ,
, .
, ,
, , ,
,
, .
,
,
, ,
;

, , ,
.
283

 , ,
, ,
;
;
.
,

.

.

. .

.
- , . ,
,
,
.
(),
,
, ,
.
,
, ,
.
,
, ,
.
. , . , . . , . .
,
, , ,
. ,
, (. 1).

284

 1.

.
.
.
.
.
.

.
.
.
. .

.
.
.
.
.

.
,





.

,


.


,


.

,
,

.


,
.

.



,

285

,
.,
.

,

.
. .

,





.

, ,
,

: . (1974). ( . ), : ; ,
. (1997). . : ; , ., , . (1993).

. : . ; , . (2007).
. : .

,
,

.
.
.
,
, .
, ,
, , .
, ,
, .

.
, .
, ,
.
, ,
: - ,
. :
, .
, , ,
.
, ,
,
.
, , ,
. , , .
286

 , ,
, ,
, .
, , ,
,
.
, :

,
, - ,
.
.

.
,
, ,
.
, ,
, .

, -

.

. ,
,
.
, . ,
,
, , .
,
.
,
. ,
, , .
.
, ,
, . ,
, ,
. .
,
, .
,
-
. ,
. ,

287

 . ,
.
,

. , ,
,
, . , ,
. ,
, .
,
:

.
, ,

. ,
- ,
, .
, - ,

- .
.
, - ,
,
. ,
. , ,
,
.
, ,
. ,
, : -
,
-
. , , , , . ,
,
,
.

. . .
, .
,
.
.
,

288

. (social contract),
, , ,
: () ().

, ,
, .

.
, , .
, , ,
, ,
.
.
,

. , .
, ,
.

. ,
.
, ,
.
,
,
, ,
.
, , -
, . . .
,
- , ,
- , .
, ,
:

,
,
, , .
, ,
, . ,
, ,
, .., .

-
. -

, , , ,
, ( ,
289

 ), ,
.

, ,

.
;
;
: ;
.
, ,
,
.

1. . (1974). ( . , : ;
2. , . (2007) . : .
3. , . (1997) . : .
4. . (1974). ( . , : .
5. , ., , . (1993) . :
. .
6. Nicholls, A. (2008) Social Entrepreneurship: New Models of Sustainable Social Change.
Oxford: Oxford University Press.
7. Sykes, . & Block, Z. (1989) Corporate Venturing Obstacles: Sources and Solutions.
Journal of Business Venturing, Vol. 3 (2), 67-89.
8. Skillern, J., Austin, J. & Leonard, H. (2007) Entrepreneurship in the Social Sector.
Harvard Business School, Sage Publications.
9. Zahra, S., Rawhouser, H., Brawe, N., Newbaum, D. & Hayton, N. (2010) Globalization
of Social Entrepreneurship Opportunities. Strategic Entrepreneurship Journal. Vol. 2,
117-131.

290


. , . -, , .
. - , , .
FROM KNOWLEDGE MANAGEMENT TOWARDS SELFDEVELOPMENT
Ivelina Yoveva, Ph.D. Student, IUC Albena, Dobrich
Assoc. Prof. Dimitrina Kamenova, Ph.D., IUC Albena, Dobrich
Abstract. In the contemporary dynamic world information abundance and access are changing
fundamentally socio-economic values of numerous individuals, groups and organizations. The accent
and stress is being shifted from the pure materialistic success criteria towards the elaboration of certain
approaches and techniques for results achievement in the most optimal way. In this direction the
possibility and abilities for management of personal specifics and knowledge appear to become crucial
determinant for sustainable development in highly unstable environment.
.
, .


- .

.
: , ,
, , .

. ,
,
. ,
XX ,
,
- .
, ,
.
,
,
. :
- ;
-
;

291

-

, ;
-

.
-
, ,

,
.

()
90- . ,
(Kent State University, 2013). 2002-2009 . ,

(Serenko; Bontis; Booker; Sadeddin; Hardie, 2010)
. ,
, ,

- (Nonaka, 1991; Alavi, Leidner, 1999).
90- .
(),
,
(Grundspenkis, 2007; Wright, 2005). ,
(Smedley, 2009).
Frand Hixon, (1999),
(),
, ,
, .
.. Web 2.0,
21. .
,
.
(2007)
, , ,
. , ,
.
, .
() ,

.
:

292

. 1.
: , 1995

:
(- )
, (
, .. )
, .
16 (, , )
() ( )
. ,
,
. , ,
( ) (
) ,
(), .
17
18 .

, , (1995),
,
.
, .
16 : ,
; , ,
.
: ) () ,
; ) ,
; )
,
(, ..)
; ) ,

( , ., . . . ., , 198, . .
. ., , 2005.

, . .
.
18
()
( ) .
17

293

. 2.
: , 1995.
(1995)
, ,
(http://tuj.asenevtsi.com).
, ,
19 ,
. ,
, . ,
- , ,
,
, ,
.
,
(, , )
.

, :
,
, , ,

. (1995)

, , ,
.

. ,
, 50- .
. , , ,
. ,
... , , ,
. .. , ,
, , . , ,
, - ,
. .
... ( 2,. 205-206).
19

294

 /
(, , ) , , ,
, ..
.. ,
, , .

. -

.
, ,
, , ,
.
,
- .
,
- . -
, , .

,
. , ,

.


. - ,
, ,
,
,

.

, ,
.
2:
? 0% , ; 50% - ; 50% - , 0% . ,
, ,
, . 3:
? 33% :
, 67% -
, 0% - . ,
,
.
4: ? 75% , 25%-, 0%- , 0%- .

.
5:
295

 ? 10% - ; 90% , 0% - .
,
.
6:
, ? 75% - ; 25% -
; 0% - .

. 7:
? 0% - , 96% - ,
; 4% - .

8:
? 75% - ;
25% - ; 0% -
.

,
,
.
() , ,
( )
, .
, ,
, ,

.

, .,(2007).
.
2. . (2005). . ., .
3. , ., . . (1981). . ., .
4. Grundspenkis, J. (2007), "Agent based approach for organization and personal knowledge
modelling: knowledge management perspective", Journal of Intelligent Manufacturing.
5. Frand, Jason; Hixon, Carol (1999), "Personal Knowledge Management : Who, What, Why,
When, Where, How?", Working paper, UCLA Anderson School of Management.
6. Kent State University, 2013, "Information Architecture and Knowledge Management".
7.Nonaka, 1995, The Knowledge Creating Organization.
8.Serenko, Alexander; Bontis, Nick; Booker, Lorne; Sadeddin, Khaled; Hardie, Timothy (2010), "A
scientometric analysis of knowledge management and intellectual capital academic literature (1994
2008)". Journal of Knowledge Management
9. Smedley, Jo (2009), "Modelling personal knowledge management"
10. Wright, Kirby (2005), "Personal knowledge management: supporting individual knowledge
worker performance", Knowledge Management Research and Practice

1.

296

http://tuj.asenevtsi.com/Informatica2/I023.htm
http://www.tuj.asenevtsi.com/KM/KM17.htm

297



Abstract. In the paper are analyzed the types of talking and the senses of talking with shy
people. The author of the paper is working at this plan and I she has some cases in my drawing classes.
It is difficult to communicate with very embarrassing people. There are presented some important
features and methods for such communication management.

1. 20
, - ,
.
21

- ,
, ,
.
. ,
.
.
, ,
, , (, .
, . 167-245).

,
. ,

, . - .
.
21
- . ,
, .
20

298

,
.
2.
, , .
. ,
, . ,
, ,
,
.
,
, . ,
,
.
( , )
.
, ,
, , ,
. .

, , ,
, .
. ,
. . .

, ,
- .
, ,
.

. ,
, . . ,
. ,
, . , ,
.
,
, , .

. ,
.
. ,
- /
.
3.

299

 , ,
. ,
, . .
,
. ,
, ,
. , ,
,
. ,
,
, , -
.
, . , , ,
,
.
, , ,
, . , .
, ,
- . .
, , , , , ,
, , .
, : , ,
, , , , .
, ,
.

,
. ,
,
.
, /
, , -,
.
. ,
- .
4.
, , .
, //, .
:
, , , .
, ,
.
, ,
. . ,
, . , , ,
300

 , , , , , .
, ,
. :
, ,
. ,
. , , ,
.
5.
20102011 . 20 , . ,
.
, .
,
,
. .
, ,
- , , , ,
. ,
. ,
, .
, ,
. ,
- 3-4 . ,
- ,
, 2010 .
, -
. , .
, .
, .
, ,
.
. , .
, , .
.
. - ,
. , . ,
, .
,
.

, . .
.
.
, , , ,
,
301

, .
, . ,
. ,
, ,
- , , .
, , , .
, ,
, . ,
, ,
.
, .
. ,
, .
, . ,
. - .
, , , .
, .
- -
, .
, , ,
. , ,
. , .
. -.
. - ,
- . . ,
, , .
2 -,
, .
.
.
.
. , .
, 4- , . ,
, ,
, , .
, ,
, . ,
.

302

 - -
1)
.
2) ,
.
3) .
4) , .
5) ,
, .
6) , ( 2006), ,
, ,
.
.
7)
, -
.
8) , ,
, , ,
, .
9) , ,
.
10) , .
.

1.
2.
3.
4.

, . (2012) , , .
http://www.estestveno.com/node/59
http://dete-bg.com/?p23
http://pedagogy.swu.bg/wpcontent/uploads/2012/04/Todorina_Ped_obshtuvane_haracteristika.pdf

303

-, - .
. ,
,
: .
, .

,
, .
.
: , , , , ,
, , , , , .
Abstract. Nowadays for a serious competitive struggle for market share, for making every user,
the companies and their managers are often faced with a serious choice: to follow or not written and
unwritten ethical standards. Business relationships have their facade side that should be well known
and respected.
The present study seeks to establish the extent of knowledge of the students about
communicative culture of the personality, identifying their knowledge gaps and recommendations for
the development of tasks that could be overcame. By thus will increase the preparedness of the students
for busily business culture.
Keywords: Business relationships, knowledge, market share, companies, managers, consumers,
ethical standards, communicative culture, personality, students, competitive struggle.

.

, - .
.

,
, . ,
,
, ,
.

, .
, ,
.

,
.
304

 ,
, , , , ,
. .
.
,
.
,

2009 .

, , ,
, .

, ,
, .
.
.
, , ,
. -
.
22:
1. - ,

.
2. - , .
3. - , .
,
.
.
:


,





, :
1. :

,

22

, , , , . 1996 .
305


2. :

,

3. :
//

, ,

, .
.

, , .


.
, , :
1.
2.
3.
4. ,
5.
6.
7.
.

.
26
/20 6 / -
, .
, .

. ,
. ,
-, - ,
, .
,

.
2.2.
:

306

 ,
, ,
,
. ,
.

, .
,

. ,
,
5-15, 50-100 ,
. 23
.
20
,
. , ,
.. ,
.


,
.
:
-

-
, :
/
/
/ - - , -
- -
. - , - .

:
-
- 24
.

23
24

, . , "", . 1996 .
, .

, 2002 ., 1
307

2.3.

:
. 1.

1.

2.

3.

.

26
,
.
16 , .
.

3.
4.
5.
6.
7.
8.
9.
10.

.

. .
. . .
. .
.
. .
. .
. .
.
.
. .
.
.

,
: , ,
, , ,
, , , ,
308

 , , ,
,
, ,
. .

13
, .
, , -
, .
:
. 2.

9-10
11-13
14-16
17-18

8
2
3
7

%
0,40
0,10
0,15
0,35

3
4
. 5
6

, 40 %
3, , 4,
. 5 6.
-
, .

,
25 ,
3 .
4.2
:

. 3.

1.

2.

3.

%

%

%

< 2
2
5
15
25%
75%
4
16
20%
80%
4
16
20%
80%

,
15 75 %
, ,
-, 2009 .

25

309

 5 , 25 %.
, ,
.

- 16 80 % , 4 20 % .

,
.
. 16
80 % , 4 20 %
.
.

:

20
15

10

5
0

< 2

, -
,
12 ,
10 .

:

310



100%
80%
60%
40%
20%
0%

< 2
2

,
5%
.
-
,
.

-
.
-

.

, , , ,

.

..
.

.

.

, :
311


,
.
,

,
.
,
,
.

312



, - , .

CIVIL EDUCATION CREATION THROUGH LIFE RITUALIZATION IN THE

KINDERGARTEN
Tsanka Nencheva, Mariyanka Hristova Central kindergarten, Sevlievo, Bulgaria
. ,

.
: (, , , ), .

130- .
, ,
,
.
2020, ,
,
(2006-2015 .)
.
,
- .

,
.
26.

,
: .. ; ..
;
; .
, 2006 .
, .



.
:
-
(3-7 );
1. , . - . I .
. ., 1996 .
313


, ..
, ;
,
, ,
;
;
- ;
, ,
,
.

. 2006 . , ,
, ,
.
.
1. .
, - .
, , , -
.
2. , , .
, . ,
, , . -
, ,
.

:
1. , ,
2.

!

, , !
, !...
3. :
1. ,
.
!
: , ,


!
2. !
, !
,
, !
314

4. ,
:
. :
, ( );
, .
, - , - .
.
. -
1. ,
. -
,
.
.
,
, .
; ;
: , , , .
- .
, .
.
2. , ,
. .
-, .
,
.

. , ,
, , .
, - . , ,
. - 6 .
. ,
( ) .
- - ,
- .
,
. ,
, .
,
. -
, : .
: -, ,
, , ,
,
. ,
315

; ;
.
. ,
, 8,45
. 9,00 .
12,00 , ,

. , . ,
, .
.
, ,
: . ,
, -
. -
.
3. .
, ,
, .

, , ,
. .
,
- .

. ;
- .
, , ,
- .. .
4. ,
.
01 ,
. -
, .
,
.
. .
5. .
22 ,
, .
.
, - .
, , ,
.
, ,
, ,
.
316

 ,
, , .
- , .
6.

. ,
. 24 , ,
.
7.
. .
,
.

: , , ,
.
.
; - , - . ,
. , .
.
, - .
:
, , ,
. . 5 . .
, ,
. ,
.

1. , ,
, , ,
, .
, .
2.
. ,
; .
, ,
; , .
,
, .

317


1. , . (2005) . .
, .
2. , . (2009) .
. , .
3. , . (2009)
. ..,.
4. , . (1996) - .
I . . .
5.
- .
6.
(2006-2015 .).
7. 2020.

318




, .
.
:
1) :
;
, , , ;
.
2) :
;
;
: , ,
.;
, ;
MS PowerPoint 2010, Windows Movie Maker, Sony Vegas Pro, MS
Word, MS Publisher .
;
;
, ;
() ;
;
.

, , , , .
,
, , .
:
1. 6 , ,
;
2. :
3. : , , .

(- )
;
, ;
; .
( , ,
, ):
:
1. ;
319

2. .

- - ,
( ) ;
.
- - ;
.
- - ( ).

, , . ,
. (),
, , .

1. , .
.
2. . .
, ,
, .
3. . ,
, .
4. , .
:
, .
(
) ; ,
, ;
( ;
,
) , ).
, .
;
, , ,
.
, , ,
, , , ; :
, , , ; ;
; . (
, rual-travel.com).
() ,
. :
;
, , ;
, ,
, , ;
320

 .
-
: , , ,
(. ; ,
.), (. ,
), .
, .

1. . ,
.
,
.
2. .
, . ,
.
,
, .
: ; ;
; ; .
3. 2.
:
- .
- ; -
, ..
- ; ,
.

: 02.12.2013 .
: 31.01.2014 .
1.

1.

2.
3.

, .


(
, )
,
(
)
.

.
.I

09.I
. 9.

,

, ;

4.
5.

6.
7.
8.

321

.,
.

10.I
20.

.I
09.I
10.I
20.
21.I
10.

; ,
,

.,
.
,

322


. - , ,
, .

THE MEDIATION AS DIALOGIC INTERACTION

Associate Prof. Dimitrina Kamenova, Ph.D., Hristina Petrova
International University College Albena, Dobrich

Abstract. The partnership vision and the integral mediator role in the shared academic-practical
and communicative space may be especially constructive now when one puts the emphasis on the
individual prosperous and social renovating processes. The mediation transformation in a real factor of
change is possible by more adequate dialogic partnership presentd in the current article as a threephase mediation training model. The research outlines seven mediation types and the respective
mediator's profiles. The models are valuable for further research observations as well as for selfreflection especially on the part of professional employees on the position of labour mediator and
mediator.
: ; ; ;
.
. ,

. ,
.
. ,
,
.
Keywords: contemporary manager; conflict management; mediation; dialogic interaction.

,
, ,
,
.
,
,
, ,
, .
,
.
, , , .
323


1.
,
.

.
,
, , , ,
, .
, ,
, ,
,
. , ,
.

, ( ,
) . :
,
;

,
;

- , :
;
;

;
;
;
( ) , ;
, ;
, ;
;
.

324

 - ,
,
.

, , :
;

.
, ,
. , ,
, :

, ;

, ;

, .
, :
, ;

, ,
- .

, ;

.
,
.
.
.
.
, .
2.
,
,
,
(, 85%
325

 ; , - ,
, ;
( ) ,
, ,

; , ,
, ;,
: , , , .,
, , , , , ,
.),
.
2013 2013 . 340

27,
. .
-
.
:

, ,
( ),
, ,
.
, , -
.

:
1. (
)
2. (

)
3. ,
.


, :
;

,
, .
, ,
, .. .
326
27

, , .

. , ,
- .

. ,
, .
,
, .
-
, .
:
-;

,
- ;

, , ..
;

.
. , ,
.
/
. , ..
. .

.
.
,
.
.
.

,
, .
, ,
.

. ,
327

 , , , .
, .
, .
.
,
. ,
, ,
.
3.

, , ,
// .
,
/ .

, 90% ,
. , , ,
. ,
.
, ,
/.. /

- .
.
//
,
,
.
-
, (
) -
-
.
, -
.
,
.

, :

;

,
.
328


. ,
,
.
:
,
;
, / /
;
,
;
, ,
, .
;
,
- .

, .
;
, ,
;
, , ;

.

/?

;
( )
, , ,
;
(
, .) ,
.

;
,
, , ,
;

329

 (-
)
;
() ,

.
, :
, .
( ),
(, );
,
- .
, , ;

.
:
, ,

,
, - ", ;

;
, -
;

;
-
;
,
;
, .
:
, ,
;
,
, . .
, .... ;
, .

330




, / .
,
,
. ,
-
,
.
-
.

, . (2011) . - .
Billikopf, G. (2003) Conflict Management Skills. University of California.
Pierce, K. (2013) Dealing With Difficult People, bookboon.com
Spiers, C. (2012) Cool It! Anger Management& Conflikt Resolution, bookboon.com, pp. 42-47.

331



, ,
. , . , .
Abstract. Nowadays the question of motivation for learning without exaggeration can be called
as a mainly. The Motive is the source of activities and perform the functions of incitement and the
formation of sense . Activity without motivation is not performed or it seems to be largely
unsustainable. According on the feels of the young person in a particular situation depends the
efforts volume which will be applied for the absorption of certain learning.
. ,

. ,
. ,
, .

. ,
, . - ,
,
.
, ,
, , ,
!
2011~2012
, , , ,


. , , ,
. , ,
.
15 , 13 2 . ,
, , , ,
.. .
, 2012~2013 ,

, 15 , 12 3
. ,
. , ,
,
, , . .

332

 .
.


, ,
,
.
,
. ,
, ,
, 2012~2013
.



. (
2012 . 2013 . 6 )
.
, .
11 .
: - :
) ,
) ,

1:
1

)
8
2
)
7
13
, 8 15
,
, .
2 ,
, . ,
.
: .
, :
)
)

2.

333

)
)

8
7

1
14

,
, 8 ,
.
1 . 14
- ,
.
:
?
) , -
) ,
3.
3

)
)

7
8

9
6

, , ) ,
), ( 1 ) ). ,
. ,
,
. 9
), .
4 : , ,
, ?
)
)
)
)
4.
4

)
0
9
)
1
4
)
11
0
)
3
2
,
:
334

 11 15 ( ),
9 4 .
:
( )?
) ; )
5.
5

)
2
10
)
13
5
,
13 15-
. 10
.
:
, , , ?
) ; )
6.
6

)
3
13
)
12
2
, 5,

. ? 3 15,
- 13.
7: : ?
- ?
) ; ) ; )
7.
7

)
0
12
)
3
3
)
12
0
12 15
, 3 .
, , , , , ,
- 12.
8 : ?
) ; ) , ; )
8.
335


)
)
)

0
1
14

8

9
5
1

14 ,
1 . ,
. ,
, .
- 9,
, . 1 .
.
:
?
) ; ) ; )
9.
9

)
0
0
)
6
12
)
9
3
,
, .
. . 9 15
, .
9 3. 12
.
10: , :
)
)
10.
10

)
10
1
)
5
14
10
.
1 , ,
, - .
11 :
, , , , ,
?
) ; )
336

 11.

)
)

0
15

11

13
2

, 15
, - 2.
,
!

,
. ,
. ,
.
,
, ,
. ,
.
.

.
- .
, , ,
.
, ,
. ,
. ,

, . , . ,

. ? , ! .

337



- .
, - .
, , ,
. .
: - , ,
, ?
,
. , ,
. "" ,
30 .
,
.
. , ,
:
,
;
,
;
;
;
, ;
/
/;
/,
/[4].

, :
, , -
, ;
;
,
;
-,
[5].
, ,
, . Microsoft
Live@edu,
.
- . Web
2.0 . Web 2.0 -,

,
338

 ( )
, ,
[3].
.
, ,
, .

, ,
, .
. , ,
.
[9]:
168 ;
Facebook 695000 510 040 ;
Skype 370000 ;
Tumblr 20000 ;
Flickr 6600 ;
600 ( 25 ) YouTube.
Go-Globe.com:

. , .
. [2].
.
, , : , ,
.
, ,
.
: ,
, ,
,
339

 . ,
.
:
(, )
. , ,
/ , , ,
,
.
,
.
,
.
, network ( . .) ,
, ( ) [1].

.
:
, ,
. :
, . ,
- , .
, .
, .
, ,
. .
,
,
..
. , ,
. ,
- .
. ,
-. , ,
.

.. -
100 000 25 000 , .
, ,
. .
,
. ,
,
.
. .
.
, , , , , ,
340

.. , .
, ,
. ,
, (
, ..) [12].

.
,
. ,
.
,
,
. , ,
. , ,
. .
.

.
,
. ,
,
, .. ,
() [10].
:
1. , ,
(), ();
2. , ;
3. ()
[10].
- .
Facebook
, ,
[7].
Facebook ,
,
[8].
, ,
.
, .
- Facebook . .

, . ,
- , ,
, , .
,
, , .
- .
341

, . ,
,
.. - .
, ,
, .
, ,
. , - ,
, . , -
, .
Facebook
Comenius. ,
, .
. - -
.
, ,
, .
, , .
, Facebook - ,
web 1 5 , ,
, , , IT
. . ,
.
Facebook , ,
- , .
.
.
, , , .
- , .


. :
Facebook ,
.
() ,
Facebook [8].

, , , .
, , , , , .
, .
,
web 2.0- .
, , .
, ,
. ,
. ,
.
.
342

 Facebook, Skype-
, e-mail- .
8 . ,
. ,
, ,
.
? . " ,
. ,
, ,
[2]. .
, .
, .

, :
!
.
, Facebook,
. , .
, . ,
, ,
.
Facebook, .
.
Facebook , , , .
.
, , , .
, -
.
Facebook ,
, , , ,
, , ,
,
[8].
, .
. :
, ,
. ,
. .
.
. ,
. -
.
- , , ,
.
,
, .
343

 :
Facebook, : [8].

.
. .
.
.
,
.
.
, - ,
, , .
, .

:
Personal Learning Networks 96% are very interested, interested, or somewhat interested, 3%
might be interested, 1% not interested
Blended Learning 96.9% are very interested, interested, or somewhat interested, 2.1% might
be interested, 1% not interested
Social Media In Education 96% are very interested, interested, or somewhat interested, 2%
might be interested, 2% not interested
EModeration - 91,9% , , , 1% , 6,9% [11]
3-5.09
,
. , .
-
. :
1. ?
a. E-mail

b. Skype

c. Facebook

d.

e.

2. /
?
a.

b.

3. /
/ 0 5/?
a. E-mail
b. Skype
c. Facebook
d.
e.
4. / ?
344

a.
b.
c.
d.

345

 , - ,
, . facebook.
,
. , ,
. Skype
/.
,
- .
, .
.
.
. ,
.
:
, ;
, ;
;

, ;
, , ;
, ;
;
; [6]
: ,
, .
, ,
, .
.
, , .
, ,
, .
,
, .
346


1. ., 2011, ,
, 6-8 2011
2. ., 2013, , ,
3. ., 2011, , Web 2.0 2.0, .
, 6-8 2011
4. ., ., 2008,
, - 2008, 47, 5.2
5. OPENINN,2010,
N 2010 4076/001 001
6. ., 2012, , . , .50, .9
:
7. . , 23.10.2013, Facebook
, : 19.11.2013 http://econ.bg
8. ., 2.07.2013, Facebook , : 19.11.2013
http://www.vchas.com
9. ., 30.12. 2011, 60 [o],
: 19.11.2013 http://socialevo.net
10. . . , 29.04.2013,
, , : 19.11.2013
http://spisanie.virtualna-kultura.com
11. Katie L., 13.09.2013, The 10 Biggest Educational Trends (And What Teachers Think),
: 19.11.2013 http://www.edudemic.com/biggest-educational-trends/
12. Openinn- A Knowledge Generating House and e-Assesment Model, :
19.11.2013 http://openinn.eu/bg/learning-material/using-innovative-and-advanced-level-icttools/virtualni-klasove

347

 --
, - , .

THE BRIDGE CHILD-TEACHER-PARENT IN THE PRESCHOOL

Tsanka Nencheva, Mariyanka Hristova Central kindergarten, Sevlievo, Bulgaria
:
, ,
.
.
, .

( ).
.
, ; ,
, .
,
. ,
; -
, .
,
,
. -
, , , , ,
. ,
.
,

. ,
, : --.
-- - ?
, :

.
:
1. - -.
2. .
3. -,
.
4. ()
- .
:
1. .
348

2. -
.
3. , ,
, .
4. .
5. .
--:
1 : o , -.
2 : a :

():
, , , ,
,
.

,
, .

.
3 : --.

,
--.

--.
4 : ,
--.
5 : .
6 : --
.

, .
.
,
.
-- ,
:
1. -
1.1.
.
.
1.2. ,
.
1.3.
.
1.4. :
349


;
;

, : ;
.
1.5. . ,
.
1.6. , :
, , .
1.7. :
:
-5. 6., 10 ;
;
;
;
; .

2.
2.1.
:
: - ;
; ; ;
:
; - .
2.2. .
2.3. .
6/2011 .
2.4. .
2.5. .
3.
3.1. : ; , .
.
3.2. , , . .
4.
4.1. :

: ; :
, , ,
;
; ;
-
1 ; ;
; .
350

4.2.

- :
1 ; ; 24
; .,
;
()
;
- 6. 24 , .
:
; ; ()
; - 6.
.
- 6.
:
, :
; , ;
; .;
, , ,
, ;
- : , ,
,
.
.

5.
5.1.
.
5.2. Facebook ,
.

1. --
, .
2. --
.
3. --
.
4. -- ,
, , .
5. --
.

1.
- .
351

2.
(2006-2015 .).
3. .
4. 2020.

352





, , .
, , ,
, ..
, .
,
.
.
, . , ,
. . .
!
, .
. . ,
, , ,
, ... !
?
.
.
, ,
, . ,
, , ,
, .
. ,
, ... .

. , ,
. , 1 .
.
.
, , .
.
, ,
, 11 ,
! - !!!
.
,
, , ,
.
, .
.
.
353

 .
, :
,
.

.
, a ,
.
, ,
.

...
, ..?
... ,
.
?
,
?
?
?
,
, .
, ...
, .
,
, .
, , ,
.
, .
. , .
, , .
, .
. , .
. , .
.
.
, .
. , ! ,
.
, .

354

I I TO

, . - .

SMILES FROM THE WALLS OR PROJECT-BASED EDUCATION IN RUSSIAN

LESSONS
Mariana Belcheva, Professional school D. Talev Gotse Delchev
.
10 , , .
,
,
, .
,
: , , ,
- .
, , ,
.
: ,
; ; ;
, , .
Abstract. An attempt for creating a model for project-based education applied in 10th class
Russian language lessons, II Year of studying. In order to create conditions for both acquiring
competences in the foreign language as well as improving the communicative skills of 10-graders, the
teaching materials in the topics My day and Hobby are restructured and the lesson procedures are
reorganized. Working on a project is inspired in the pursuit of cohesive utterance of the Russian
language, which is obtained through learning sub-competences such as phonetics, vocabulary,
grammar, speaking, reading and writing from an early stage. Experimenting with new opportunities,
approaches, methods, techniques and resources is a way towards optimizing the teaching process.
Keywords: Project-Based Education, Complex Acquisition in Oral and Written Activity,
Reorganization of the Teaching Process, Project Task, roduct, Student-Centered Teaching.


, ,

- .
. ,
. 28

/2006-2016/ ,
28

, . . , 6,
355

, .
, ,
.



, , ,
, .
10 ,
- ,
,
. 29 , , ,
,
.
-
, , ,
. 30
(Action
learning). ,
. 31
, ,
.
, .
,

.
. 32

,
. 33

. , /72+72 9, 10 /,
,
: : ,
, , . .
,
, .

http://www.mon.bg/top_menu/general/educational_programs, 10
http://mon.bg/opencms/export/sites/mon/left_menu/documents/strategies,
2008-2013.
31
http://bg.wikipedia.org/wiki/ _
32
http://liternet.bg/publish/kdimchev/metodika.htm, .,

33
., - / / .
, 4, 2004
29
30

356


,
.
.
- .
-

.

,
(, , , ) ,
, ,
.


, .
, 34 .

, ,
, ,
.

, .
: - ,
(), - (, ),
(, ).
. . 35
. 36,
, , ,
, .
, ,

, , ,
- . 37
. , ,
, ,
. 38
- ,
, .
.
, ., 1
2010.
35
http://www.ivanpivanov.com/
36
http://mon.bg/opencms/export/sites/mon/left_menu/projects/unesco/sbornik-dobri-praktiki.pdf

37
, ., ,., ., , ., , 2006
38
, ., , ., 1996
357
34

 (, , , ) (
, , , , , , ,
, ). 39
,
, ,
.
,
.
.
- (9 )
(10 ).

.
,
, , -
.

, , .
, , , , .
,
,
.
, ,
, , ,
.
. . . 40

.
, ,
, , .
, , , ,

, .
, ,
.
,

.
- -
.

, ., , ., 2004
http://distant.ioso.ru/library/publication/iaproj.htm, .. .

39
40

358

 .
/ , ,
.. / -
.

, , ,

/, , /.

.
, ,
, ,
.
,
.
-
.

.
, ,
. - (
, , )
(9 ).
,

.
.
4 ,
:
1.

2.

3.

4.

5.
.

/, , / ,
.
:
1.
3 ;
2.
, , , ;
3.
-
( ;
, ; , ,
).
4.
;
5.

;
359

6.
;
7.
;
8.
;
9.
;
10.

;
11.

.

, . ( 1)
. 41

.
( 1, 2). :
.
,
.
(, , ,
.),
.
/50-60 /,
.
,
, .
E-mail ,
/ , ./.
:
a)
, ;
b)
,

, ,
.
icrosoft Word, Microsoft Publisher
. , , ,
.
.
(
) ,
( 1). 42 43
.
,
.
, -
.
41

, ., , 2008
, ., , 2008
43
, ., , . , 2005
360
42

- ,
, , (
2).

.
1.
.
2.
.
4.
.
3. ,
.
4.
.
5.
.
6. ,
.
7.
( ).
8. ,
, :
, , ,
.
9. ,
.
10. , , ,
,
.
11. .
-
.
, -
.

,
.
,
.

1. , ., ( )
2010.
2. , ., , ., 2004
361

3. , ., ,., ., , .,
, 2006
4. , . . , 6,
5. , ., , 2008
6. , ., , ., 1996
7. , ., , . , 2005
8. ., - / /
. , 4, 2004
9. http://www.mon.bg/top_menu/general/educational_programs, 10

10. http://mon.bg/opencms/export/sites/mon/left_menu/documents/strategies,
2008-2013.
11. http://bg.wikipedia.org/wiki/ _
12. http://liternet.bg/publish/kdimchev/metodika.htm, .,

13. http://www.ivanpivanov.com/
14. http://mon.bg/opencms/export/sites/mon/left_menu/projects/unesco/sbornik-dobri-praktiki.pdf

15. http://distant.ioso.ru/library/publication/iaproj.htm, ..
.

362

363

364

365

366



,
.

, .
, .. .
,
.
,

, ,

.
: ; ,
.

. ,
.
/1/, ,
, . ,
, /2/ -
, .
, ,
.

/2/.

.
.
/3/:
- ;
- ;
- .

.

,
;
/4/-
, .

367

 ,
. ,
, .
,
.
-

, :
- ;
- , ;
- .

, .

. .

.
.
,
. .

, ,
.
,
, , ,
.
,
,
.

.

.
,
- , ,
, , ,
.
.

,
09.02.1883
.
, ,
. ,
- - .
.
,
368

 .

, .
. ,
, ,
, ,
.
,
, .
, , ,
. : ,
- , .

- .
.
.

: , .

(), - ()
.

-
.
, .
,
,
.

. :
- (
) ( );
- , ,
, , ;
-
, ;
- ,
, , , -,
;
- - ;
- - -
/ , ,
, /;
- , , , ;
- , , ,
;
369

- -
;
-
, ,
.

//.
-
, ,
. ,
.
, ,
.
SWOT-.
:
- ,
;
-, ,
, ;
- - ,
, ;
- ;
-
;
- ;
- .
, -
.
.
: ,
, ,
, .
, .

.
-
, .
- 11.06.2009 .
.
:
-
;
- ;
- ;
- ;
- ;
- ;
370

- ;
- .
:
- ;
- ;
- ;
- , ;
- .
2009/10 ,
,
2013/14 . ,
/ ,
/.
.
-, .

,

.
, ,
, .

. ,

.
.
, , ,
,
. ,
:
" ", ;
, .
- -
- ,
- , ,
, .
, , ,
- .
, , :

371




( %)

2010/11

2011/12

2012/13

40%

65%

74%

-
//. ,
, :

-

,

2010/11
15
151

2011/12
23
210

2012/13
25
246

90

140

186

.
-
. .

.

1. The Recommendation of the European Parlament and of the Counsil of 23 April 2008
2. ,28.05.2009, 12 2009

/ 2020./,.119/4
3. 2020 ..
,
9 2013 .
4.

2008-2013
,
www.minedu.government.bg,.7.

372

, ,
,
. .
- ,
.
, ,
.
, , ,
. ,
, , ,
, .
- ,
. ,
, ?.
, ,
, .
,
-,
.
.
, , , ,
. ,
. ,
. ,
, , , ,
? ,
, ,
?
,
? . ,
.

.

. , ,
.
, .

. 12 18 , 373

 ,
, -
.


, -
, ,
.
, 12-13 18-20
.
.
. ,
, .
-
. -
- .
, ,
.
, . ,
, .
, ,
. ,
. , ,
, . ,
, .
.

. ?
- ,
- , .
,
- , - ,
.
,
?
, , ..
. , ...
.
, ,
, .

, .

.
, .
- ,
374

 . ,
, - .
. -,
,
.
, - .

,
, .

. ,
.
. ,
.
,
. , , -
, . ,
. - -
, ,
. ,
,
, .
, ,
, -,
.
, .
. 1 .

. 1.
375

 , ,
.
.
, ,
.

,
.
-
. , -
, - . ,
.
, ,
, .
- .


,
,
- . ,
. ,
,
.
, ,
, .
.
, - -
.
, ,
,
, . ,
,
,
, . ,
- , -
.
- ,
( ),
( ). , ,
, ,
, . . 2
:

376

. 2.
.
- , ,
- .


) .
.
.
.
,
, .
-
.
) - , - ,
, .
.
,
.
( I)
) -. ,
. -
,
. e ,
. - ,
, .
-
, , .
- ,
, ,
.
377

) . -
,
.
( II)
) .

.
. , .
- .
-
. ,
.
) ,
, .
, ,
. ,
-, ,
.
, ,
, .., ,
. , ,
.

) , .
, .
) .
,
.
, ,
.
,
.
, -
.
:
, ,
, - , .

1. , . (2010) .
2. . (2013)
3. Erikson, E. (1968) Identity: Youth and Crisis
4. http://www.socioego.ru/teoriya/postr_organiz/daft/soder.html
5. http://www.referati.org/evoliuciq-na-upravlenskata-misyl/33727/ref
378



,
, .

Abstract. This article is based on the research provided in November among the students in
Professional high school Konstantin Draganov Kumanovski, Devnya town. The students were divided
in four groups aged -15, 16, 17 and 18. The main purposes were connected to the ethnic and social
status of the students, their views and opinion on some actual problems of the Bulgarian society and
their personal realization in life. It was a quiz costisted of 34 questions the students filled in. The main
point was how the students see theirselves in a multicultural and professional environment.

, . 2013 .
39 , 60 , . 29
10 . ,
34 , ,
.

,
, ,

. ,
,
,
, .

-15 ., 16., 17 ., 18 .
, . , ,
, . ,
, -
.
.
,
. , .
, , ,
. 15
; .
7 4 .
, , ,
, . ,
379

 , , .
, ,
550 .
, - , ,
. 60% ,
, , ,
30 %. , , ,
- 42%.
15 ,
, ,
.. .
,
, . ,
, , -14.29%.
, ,
. ,
. ,
, 85%. ,
, -
42%. ,
, . -
. , ,
.
. ,
. , 400-600 .
,
.
- , 15 ,

. ,
. - ,
. ,
, - 72%. 28%
, , .
- ,
/ . ,
.
.
,
, ,
. 60 % ,
1/3 , .
, ,
, . 30% ,
, , 60 % .
380

, , ,
, . 70 %
15
- ,
.
, . ,
, - 40.
16- 11 20 .
: -6 , -1 ,
- 1 1 , .
, , ,
. ,
900 .
, .
, 20 ,
. , ,
1 , , 600-800
. - 16 15
5 6,

, 80 %
, 20 -. 8,
,
, , 60.
,
.
9 , ,
22 ,
- 5 . 9.6 .
,
, 100%, , .
7 ,
, / ,
, . 16
42% , -
, , -
. , , .

. 42% ,
, . . .
, . ,
16 ,

.
. , ,
- -, , 381

 - .
15 ,
.
19, .
, 60% ,
. - 16
. 70 % 65 %
. , ,
,
.
, ,
16 , ,
. . ,
. 57 % ,
, , .
- 66 %.

, . -
,
, 30 % , .
.
, 30 % 30 % .

, .
33 % .
, 30 %
, ,
40 .
16- , ,
, ,
, .

, , , - .
,
.


. , 16

. ,
.
.

.

382

 ,
, . 40 %
400 20 % 1000 . -
, 400-600 1000 .
,
. ,
, .
, ,
100 % ,
.
. ,
20 % , ,
, 70 % , .
/ . ,
, 70 % , 20 %
. . -
, 2
, 10.6 ,
12 . -
, 20
, - 4 . 12
, .
, , ,
. -- 33 % , ,
33 % , .
33 % .
17
, ,
, 30 % . ,
40 % . 30 %
30 % , - .
. 100 %
,
, ,
. 90% 50% , - .
, .
, -
- . 10 %
, .
30 % 50 %
. .
, 70 % 50 % ,
383

 .
.
, ,
17 ,
, ..
.
, ,
50% 20% . 27
,
. ,
,
. , .
, 50%. 20% , 30% .
10%
, , .
- , ,
. , ,
. . . 40 %
.
- 50 % 30 % .
-60 % , 20 % ,
20 % . ,
. ?
: 100 % , -40 %
, . 60 % .
, ,
.
, 10 % . 60 %
, , .
, 50 % .
, 17
,
, .
- ,
, . ,
. ,
, ,
. ,
. -
, ,
, .
,
.
18 ,
, ,
. ,
384

 , . ,
400-600 ,
,
400 . , ,
.
- ,
,
- 40 %. ,
, ,
, . 5- ,
-10 . 18 ,

. 60 % ,
, 40 % .
, .
, , ,
, ,
.
, , 20 %,
, 40 % , , . ,
, 60% . , -
.
,
. , ,
40 % , , ,
40 % .
, 60 % , 40 %
. 60 % 100 %
, - -
, 40 % .
, , ,
40 % . 40 % ,
, 20 % . 18
, - - ,
, .. -
- .

, ,
, , ,
.
26 ,
, - ,
: , 60 % . 40 %
, ,
385

 , 60 %
- . ,
,
, , 20 % ,
. ,
. , 40 %
. 60 %
, .
.. 18
,
. 40 % ,
, . 60 % ,
, 20 % 18
, ,
, . 20 % 100 %
, ,
.
18 , , .
, .
,
. , ,
, ,
. 80 % ,
, ,
. 18 ,

, .
. .
, , ,
, - -
. ,
. ,
, .
/ , .

.
, ,
, .
, ,
, ,
.
,
.
. ( 80 %)
,
386

, .
(),
, .
,
.

. ,
,
. ,
,
,
.
,
.
. ,
.
,
, .

, ,
, , . . .
.
,
, .
. ,

.

387


-

.
,
. , .
,
.
,
. ,
, .
- . ,
- , , ,
.
. , , , ,
, . ,
: , , ,
, , -, ,
, , , ,
.
. , ,
, , , .
. - ,
. , ,

, , ,
, , .
, ,
, . ,
. , , , .
, , , ,
.
, , , ,
, , ,
, ,
, , , , , , ,
. ,
. ,
, , . ,
, :
- !- !
, .- , .-
! !
? , ,
388

 e : ,
, , .
, - ,
. , ,
. . ,
.
. :
, , , ,
, , .
, . ,
: , , , , , ,
, . ,
. ,
.
, ,
, .
.
. .
, .
- , .
,
, ,
.
.
, , ,
. ,
. , .
, . ,
,
. , . ,

. ,
.
,
. ,
, , .
, .
, ..
, , , .
,
. ,
, , - , .
, .
, , .
. ,
. ,
.
389

 .
- .
, .
. .
. . ,
.
.
, , ,
.
, .
, .
. , ,
, , :

, ;

,
, ;

,
.
, , ,
, .
, . . ,
: , , ,
, , , , .
, .
.
, ,
, , ,
. ,
, . -
, .
.
, , ,
.
,
, .
. ,
, .
, .
, :
1. ;
2. -
390

 .
, ,
(), - ?
3. -
. .
4. -
, , , :
, ,. -
5. ... .
, , ,
.
6. .
7. ( , ).
, . , ,
, , .
8. !

, . (2012) .

391


- , .
DAY OF THE CHILDS SELFMANAGEMENT
Tsanka Petkova Nencheva Central kindergarten, Sevlievo, Bulgaria
. ,

.
: , , , ,
, , .

. - ,
, , ,
, .
,
; .
, .
. ,
, .
,
.

,
. , ,

.

(2006-2015 .) ,
,
, .
. , 2006 .
, ,
.

.
:
;
-
;

;

, ;
392

 ,
,
;
.
8 .
,
. ,
6 . .
-,
. 6 . , ,

. , ,
, . ,
- . - ,

. -6 .
. ,
( ) . -
;
, - .
,
, .
. ,
,
.
, .
, - , ,
: .
: -, , , ,
, , .
, ; ;
.
. ,
, 08:45
. 09:00
. 12:00 ,
, -
-.
, .
.

.

: . , .
, .
393

 - .
.

1. , ,
. ,
, . ,
; ,
; ,
.
2. ,
- ( ; ;
; ; ..).

.
3. - .
, - ,
.
.
, , ,
, ,
.
4.
.
, ,
.
.

1. , . - .
I . . ., 1996.
2.
- .
3.
(2006-20015 .).
4.
, , 2007.
5. 2020.

394