НАЗВАНИЯ ЗА ЖИЛИЩЕ В БЪЛГАРСКАТА ЕЗИКОВА КАРТИНА ПРЕЗ СРЕДНОВЕКОВИЕТО / NAMES FOR LIVING PLACES IN THE BULGARIAN LANGUAGE PICTURE OF THE WORLD IN THE MIDDLE AGES

This study presents the linguistic and semantic realizations of the concept of living places in the Old Bulgarian classical and original works from the 9th – 11th centuries and in the works of Patriarch Euthymius. A system of words and collocations and their use in different contexts are analyzed in view of their relation to Christian culture and the medieval picture of the world. The author traces the process of enrichment of the names for living places and the changes in the conceptual content of the studied words and collocations. Keywords: names for living places, medieval conceptosphere, history of the Bulgarian literary language

Adventure and Games for Diabetes Prevention

According to the Centers for Disease Control and Prevention, diabetes prevention represents a critical need for the health education curriculum, given the rise of the disease and its precondition for today’s youth. An active understanding of diabetes encourages young people to take control of the nutritional and exercise factors that keep the disease in check. When teachers use experiential activities, or “adventure” education, students perform tasks that illustrate conceptual content and reinforce learning. Research has found that current modalities to be successful but lacking the physicality to meet the recommendations of the American Heart Association and the Society of Health and Physical Educators. Games such as Toll Road Boogie; Tom and Jerry, or Insulin and Sugar; Wacky Receptor; and Tusker Monster, or Fat Cell Tag help children meet the 60 min of physical activity that are required most days of the week. This article offers several examples of how to design and implement games and incentives into lessons that are both enjoyable and illustrative of diabetes prevention-based education for ages 8 to 18.

Conceptual Dimensions of Pedagogical Differentiation in School Education

The purpose of this paper is to analyze the conceptual content of pedagogical differentiation in school education, as it emerges from the descriptions and discussion of authors, researchers and experts through content analysis of 22 publications in the Greek and international literature in various scientific texts, books, journal articles and conferences. From the analysis that was performed, twelve dimensions or otherwise characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence and were included in four broad categories that are: a. “processes”, b. “context”, c. “the learning outcomes” and d. “assessment”. The results of the research show that in secondary education the dimension with the highest frequency is the modification of the supportive learning context, followed by meeting the needs of the students and the continuous improvement of the learning for all students. From the publications studied on pedagogical differentiation, which referred to primary and secondary education together, it appears that the most frequent dimensions are the modification of the supportive learning context and meeting the needs of the students. Dimensions with the lowest frequency of occurrence in secondary education include the possibility of learning option / multiple options, the development of procedural knowledge skills and continuous assessment, while in the publications for primary and secondary education together, the dimensions of development of life skills and continuous assessment were not identified.

Construing the scene in Julian of Norwich’s “A Revelation of Love”

Julian of Norwich’s “A Vision Showed to a Devout Woman” and “A Revelation of Love” are texts which present two accounts (short and long, respectively) of her mystical experience. Julian was an anchoress whose work is known for its vivid imagery and bodily resonance it provokes in the reader. New research on Julian’s work has focused scholarly attention on the significance of embodied cognition for the exploration of the mystic’s writing. The present paper identifies a gap in this research in that cognitive-linguistic aspects of the anchoress’s text are still largely ignored. The article discusses the connection between perception and cognition and its potential role in structuring Julian’s longer text, “A Revelation of Love”. The Cognitive Linguistic analysis focuses on selected excerpts from the long version portraying scenes from Julian’s visions, where visualisation is particularly significant for meaning construction. Providing a link between recent findings from cognitive science and current cognitively-oriented studies of Julian’s texts, the paper draws on the concept of construal pertinent to the fact that the language user may conceive and present some conceptual content (an apprehended scene) in alternate ways. The Cognitive Linguistic investigation connects Julian’s work to the visual and material culture of her day, revealing how the mystic transforms the familiar imagery into vivid, dynamically unfolding images. It is concluded that cognitively-informed research is likely to shed new light onto long-standing issues in scholarship on Julian, particularly those that concern the interplay of language, culture and cognition.

The Value-Semantic Basis of Pedagogical Activity: a Comparative Analysis of the Position of Teachers and Pupils of Pedagogical Classes

The relevance of the research is justified by the tendency to implement the axiological approach in education in the context of the need to construct a single space for the training of pedagogical personnel, therefore the question of the value-semantic expectations from the teaching profession is important. The purpose of the work is to determine the teachers and pupil’s value-semantic foundations of pedagogical activity. Sample of the study: 61 pupils of teacher classes, 425 teachers. Methods: operationalization of existing standards (educational and professional) and conceptual content analysis, which made it possible to develop an author’s methodology of values, laid down by educational and professional standards and adapt the MUST-test (for diagnosing values for purposes). Results: pupils are focused mainly on themselves, and teachers are focused on creating conditions for their activities. The system-forming values of the first — the ability to implement an individual approach to the child and knowledge of developing technologies, and the second-knowledge of the characteristics and technologies for creating a safe and comfortable educational environment. Diagnosed the tendency for teachers to replace the actual values with the declared. Teachers and pupils have approximately equal values-relationships aimed at the educational environment and professional activity, but values whose goal is the child occupy lower places in the rating. In both groups all values are expressed approximately equally, but they put different personal meaning into them.

Some Characteristics of the Referential and Inferential Predication in Classical Logic

In the article we consider the relationship of traditional provisions of basic logical concepts and confront them with new and modern approaches to the same concepts. Logic is characterized in different ways when it is associated with syllogistics (referential – semantical model of logic) or with symbolic logic (inferential – syntactical model of logic). This is not only a difference in the logical calculation of (1) concepts, (2) statements, and (3) predicates, but this difference also appears in the treatment of the calculative abilities of logical forms, the ontological-referential status of conceptual content and the inferential-categorical status of logical forms. The basic markers or basic ideas that separate ontologically oriented logic from categorically oriented logic are the (1) concept of truth, the (2) concept of meaning, the (3) concept of identity, and the (4) concept of predication. Here, this differences are explicitly demonstrated by the introduction of differential terminology. From this differential methodology follows a new set of characterizations of logic.

New Remarks on the Concept in Logical Use

The main thesis of this paper is directed against the traditional (cognitivetheoretical) definition of the concept which claims that the concept is the '' thought about the essence of the object being thought'', i.e. that it is “a set of essential features or essential characteristics of an object''. But the '' set of essential features or essential characteristics of an object of thought'' is a '' content’’ of the thought. The thought about the essence of an object is definition and the concept is not definition but the part of definition! Besides as the part of formal structure of thought, the concept possesses calculative logical properties that in formal logic (be it syllogistics, or the logic of propositions, or the logic of predicates) come to the front place of formal logical computation. Without the calculative properties of the concept, there would be no calculative properties of propositions which express the thought (thought structures). The calculative properties of a concept include the (1) degree of its logical generality (degree of variability), the (2) logical relations it can establish within the whole of the conceptual content, the (3) operability of the concept in structure of affirmation and negation, the (4) deducibility of either axiomatic or probabilistic systems. Therefore, I believe that, from the logical point of view, the definition of a concept should be applied in favor of its calculative properties that it possesses.

Child Protection Vocabulary in the Children Act 1989: Power, Ambiguity and Heterogeneity

Regardless the few decades that an established legislative framework in Child Protection has been in effect, the responsibility of the Law and the Child Protection System is to continuously explore social needs, as they change, transform or new ones are introduced to adapt to the circumstances in the attempts to safeguard and protect children. This paper is not focusing on those adaptations; it draws on this responsibility to argue that in an ever-changing world, wherein needs and demands are shifting, Child Protection Vocabulary needs to be more explicit and adaptive to those changes. Vocabulary like ‘best interest’, ‘resilience’, ‘power’, and ‘vulnerability’ are commonplace in child protection legislation, regulation, policy and practice. That said, the question of interpretation is always of concern; how are the varied agencies, stakeholders, authorities, groups, and individuals approaching safeguarding and child protection when the heterogeneity of the language used is ever-increasing? This paper provides a conceptual content analysis of Child Protection Vocabulary found in the Children Act 1989. The analysis will be drawing on the amendments in Children Act 2004, as well as the Children and Social Work Act 2017, but will preserve its focus on the Children Act 1989 as the foundation for the contemporary Child Protection System. Implications of the findings are provided at the end.

Kamil Kilani’s Adaptation of Shakespeare in Arabic Children’s Literature: Acculturation Versus Enculturation

Children’s literature is a young literary genre which is guided by a complex set of motivational, cognitive and metacognitive considerations. In the Arab world, children’s literature emerged in tandem with the modern translation movement but has started to prosper as an independent literary form only recently. Translating for children is an arduous task with myriad challenges on the linguistic, sociocultural and educational levels. This paper aims to research Kamil Kilani’s Arabic adaptation of King Lear as a model to translate for children. Kilani’s translations are significant because they are adapted in a way which responds to the needs of children without simplifying the lexical and stylistic components of the source texts or compromising their cultural content. The paper adopts a descriptive methodology supporting the main argument with comparative examples from the source text and the target text. The analysis shows that Kilani’s adaptation revolutionized the source text’s form and structure, while preserving its conceptual content, language level and style exquisitely. The results suggest that translating for children does not have to embrace cultural adaptation strategies and can instead embrace a model of acculturation between the source text cultural content and the target text readers.

THE CONCEPT OF CONTINUOUS TRAUMATIC STRESS AND THE CONTEXT OF ITS APPLICATION

Purpose. The aim of the article is to determine the conceptual content of continuous traumatic stress and the contexts of its application. Methods. The investigation uses methods of the literature theoretical study in combination with analysis, synthesis and generalization. Results. The article presents the results of the analysis of the main psychological literature sources to determine the conceptual content of the prolonged traumatic stress concept. The main application contexts of the continuous traumatic stress concept are singled out and analyzed: the context of man - caused and natural disasters, the military context, the contexts of domestic violence and pandemics. The leading feature of continuous traumatic stress caused by disasters has been found to be that they cannot determine the exact time when one traumatic event ended and another began. A sign of prolonged traumatic stress in servicemen who are in the combat zone is that they are not only there, but also directly involved in the action. Equally important is the context of domestic violence against women and children. It was found that women who are constantly in such stressful situations, constantly feel discomfort when communicating with men. Children who experience prolonged domestic violence have broken relationships with adults and lack communication skills with peers. The introduction of quarantine in connection with a pandemic has been identified as a continuous traumatic and stressful situation. The pandemic situation has a negative impact not only on the social status, but also on the psychological state of people, including the most vulnerable groups: health workers, people with chronic diseases and the elderly. After the disease, some people experience fear, anxiety, depression, which disappear in a few months. Conclusions. The results of the study allowed us to conclude that prolonged traumatic stress indicates the impact of past, present and future stressors, which cannot be avoided. This concept is used in several contexts: man-made and natural disasters, the military context, the contexts of domestic violence and pandemics. Traumatic situations have not only social but also psychological impact, which manifests itself both immediately and sometime after a long traumatic experience.Key words: constant danger, traumatic event, domestic violence, military conflicts, psychological trauma, pandemic. Мета. Метою статті є визначення концептуального змісту тривалого травматичного стресу та контексти його застосування. Методи. У дослідженні використано методи теоретичного вивчення літератури в сукупності аналізу, синтезу й узагальнення. Результати. У статті представлено результати аналізу основних психологічних літературних джерел щодо визначення концептуального змісту поняття тривалого травматичного стресу. Виділено та проаналізовано основні контексти застосування поняття тривалого травматичного стресу: контекст техногенних і природних катастроф, військовий контекст, контексти домашнього насилля та пандемії. З’ясовано, що провідною особливістю тривалого травматичного стресу людей внаслідок катастроф є те, що вони не можуть визначити точний час моменту, коли одна травмуюча подія закінчилась, а інша розпочалася. Ознакою тривалого травматичного стресу у військовослужбовців, які перебувають у зоні проведення бойових дій, є те, що вони не тільки там перебувають, а й беруть безпосередню участь у діях. Не менш важливим є контекст домашнього насильства щодо жінок та дітей. Виявлено, що жінки, які постійно перебувають у таких стресових ситуаціях, постійно відчувають дискомфорт під час спілкування з чоловіками. У дітей, які переживають тривале домашнє насильство, порушуються зв’язки з дорослими, є недостатня кількість навичок спілкування з однолітками. Визначено, що тривалою травматичною і стресовою ситуацією є введення карантину у зв’язку з пандемією. Ситуація пандемії негативно впливає не тільки на соціальний статус, а й на психологічний стан осіб, зокрема найбільш уразливих груп: медпрацівників, осіб із хронічними захворюваннями, літніх людей. Після перенесеної хвороби деякі люди відчувають страх, занепокоєння, депресію, які за декілька місяців зникають. Висновки. Результати дослідження дали змогу дійти висновків про те, щотривалий травматичний стрес позначає вплив минулих, теперішніх та майбутніх стресорів, яких неможливо уникнути. Це поняття застосовується в декількох контекстах: техногенних та природних катастроф, військовому контексті, контекстах домашнього насильства та пандемії. Травматичні ситуації мають не лише соціальний, а й психологічний вплив, що проявляється як одразу, так і за деякий час після тривалого травматичного досвіду.Ключові слова: постійна небезпека, травмуюча подія, домашнє насильство, військові конфлікти, психологічна травма, пандемія.