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Within the research study about free time, interests, cultural needs and habits of secondary school students, their reading habits were studied in particular. The paper is aimed at exploring the reading habits of secondary school students, which are expressed through different media, first and foremost, through book reading, as well as through reading the press and using the internet, and to determine the connection between them. The research was conducted by means of a questionnaire on the sample of 2426 students from 26 secondary schools from nine Serbian towns. The results referring to the level of development of reading habits of our secondary school students indicate that: 12% of students do not read; 21% read only the required reading; 40% read the required reading and occasionally the books that are not required; 20% read the required reading and often other books as well; and 7% are passionate readers. Secondary school students do not have a formed habit of using library services and most frequently read popular literature and popular science. The most frequently read texts in the press refer to leisure and sports. More developed reading habits of secondary school students are related to reading the sections on culture in daily newspapers, reading popular science magazines and using educational software. Educational implications of the paper indicate that it is necessary to develop students' reading habits through teaching and learning and to encourage students to use both books and the modern media for learning purposes. [ABSTRACT FROM AUTHOR]

Social constructivism is, first and foremost, the theory of knowledge focused on the role of social processes in knowledge creation. Its proponents are interested in interactions among people which are observed as the ways through which shared versions of knowledge are constructed. Starting from the widely acknowledged need for learning with deep understanding and increased interest in the social context of learning, the paper theoretically analyses social constructivism and its influence on educational practice. The goal is to critically re-examine the social constructivist perspective as a theory of teaching and learning and point out to its educational values based on certain conclusions mentioned in the literature. The paper also explores and highlights the basic starting points of social constructivism as well as its different interpretations. In addition, the paper studies relevant issues for education and learning suitable for applying social constructivism, both at the institutional and interpersonal level. It is concluded that social constructivism, applied in practice as a culture rather than as a set of isolated activities, is highly significant for understanding the complexity of the phenomenon of teaching and learning in school context, as well as for providing concrete guiding ideas (learning through cooperation, discovering and solving problems, joint exploration of knowledge and world reinterpretation) for enhancing educational theory and practice. [ABSTRACT FROM AUTHOR]

The goal of the paper is to systemize and suggest scientific arguments to support the transition in Bulgaria from the model of financing social services based on the principle "money follows the supplier" to the alternative model based on the principle "money follows the client". Object of the study is the financing of the social services in the community. The paper focuses on learning lessons from the international experience (Netherlands, Great Britain) and from the Bulgarian practice. It suggests possible solutions for a change of the model of financing the social services. [ABSTRACT FROM AUTHOR]

The paper studies the relation between the economic cycle and the labor market development in different periods of the economic cycle in the years 1990-2010. The impacts of the cyclic economic development on the forming and developing of the labor market is traced through evaluations of the degree of balancing of the labor demand and supply, employment restructuring, labor force mobility and labor market flexibility. The paper analyzes also the impact of other internal and external factors on the development of the labor market in the different stages of the cycle. It draws conclusions on the connection between growth and employment in the different stages of the economic cycle, outlining the stronger dependence in the transition period and the weaker influence of the growth on the employment in the period of stabilization and growth. The paper states the significance of the stabilization for the labor force restructuring, for the development of the forms of employment and for increasing the labor force mobility. The increase of the labor market flexibility through developing its institutions and legal bases is considered in the context of an instrument for softening of the impact of the cyclic economic development on the labor market [ABSTRACT FROM AUTHOR]

Copyright of Issues in Ethnology Anthropology is the property of Issues in Ethnology Anthropology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper examines the origins of "kraevedenie" (local studies), as a distinctive form of public mobilization for regional studies in the early 1920s, and traces its links to the conceptual shift in Russian geography as an academic discipline, which defined itself as a science concerned with the spatial characteristics of natural regions. The paper focuses on the first conference for regional studies (1921) and analyzes the visions of regional studies, as they were offered by the key figures who defined these studies in the 1920s, particularly in the earlier years of the decade -- Vladimir Bogdanov and his colleagues from the school of geography at Moscow University, Alexander Fersman, Veniamin Semenov-Tyan-Shansky, and others. The author argues for a further need to examine the connections between new forms of public science, a conceptual shift in geography and related disciplines, and debates about the principles of administrative-territorial organization of the Soviet state, which were directly related to the making of the Soviet Union in the 1920s. [ABSTRACT FROM AUTHOR]

Copyright of Collected Papers of Zagreb Law Faculty / Zbornik Pravnog Fakulteta u Zagrebu is the property of Sveuciliste u Zagrebu, Pravni Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Collected Papers of Zagreb Law Faculty / Zbornik Pravnog Fakulteta u Zagrebu is the property of Sveuciliste u Zagrebu, Pravni Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the approach applied by the University of Ruse to organize and manage, its research activity (RA). The main element in this approach is the SWOT analysis. The paper presents the main stages of fundamental and applied research and gives the indicators used to, evaluate the efficiency of RA. An attempt is made to find an answer to the question: What to do in a university in a situation of economic crisis. [ABSTRACT FROM AUTHOR]

Copyright of Issues in Ethnology Anthropology is the property of Issues in Ethnology Anthropology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 1991 the Egyptian government launches a wide-scale stabilization and reform program. Its main goal is achieving sufficient rates of growth. This paper in general aims to present the Egyptian experience as a successful example of a developing country. An evaluation of the privatization is made based on economic indexes and criteria. The privatization program in Egypt is carried out after long studies and analyses of the experience of many developed and developing countries. It turns out that there is no chance for success of the program for economic reform and overcoming the constant worsening of the national economy, unless structural reforms of the state sector are done. They should work for activating the role of the sector, together with the private sector. The country puts serious efforts in the change of ownership, mainly through privatization. Despite the starting of the Egyptian privatization in April 1996, preceded by many moves for sale of enterprises from the state sector, the dispute between the government and the representatives of the political trends continues. That is why this paper sets an important goal: to outline important contradictions, arguments, discussions, and to draw conclusions, recommendations and evaluations of the privatization program of Arab Republic of Egypt. JEL: F59; N47; R11; O11 [ABSTRACT FROM AUTHOR]

This study demonstrates the method of technology glance control of tape and sheet materials based on the measurement of the ratio of the reflected mirror light flow from a controllable material to a total falling light flow. We show that it is necessary to carry out the glance's measurement of various types of materials (paper, cardboard, wood-fibrous plates etc.) at the angles not less than 75°. It ensures the greatest sensitivity of a method and the least influence of material chromaticity. In line with the standards of the International Commission on Illumination, the error of the method measurement does not exceed 2 %. The method is recommended to be used in the glance meter structure of information-measuring systems of technology control in such branches as paper, chemical, printing and woodworking industries. [ABSTRACT FROM AUTHOR]

One of the main reasons for low achievement of our students in international tests is the lack of functional, applicable knowledge. Formation of such knowledge demands changing the usual way of implementation of instruction (transfer of ready-made knowledge) to learning through performing simple research and practical work. Considering the fact that instruction, as an organised process, takes place in frameworks determined in advance, which are arranged and regulated on the national level by curricula, it is assumed that this kind of approach must originate precisely from curricula, which is not the case in our educational practice. The goal of this paper was to determine the way in which this kind of approach in instruction and learning of chemistry can be supported by the curriculum, in order for it to become a part of regular teaching practice on the national level. The paper presents how different structural components of curricula from eight different educational systems (four European countries, one Asian country, two American federal states and one Canadian province) are used to promote and support the importance of research work in instruction and learning of chemistry. The curricula from Slovenia, England, Denmark, Malta, Singapore, North Carolina, Utah and Ontario were analysed in order to determine the kind of information they offer within structural components and accordingly, the way in which each component promotes research approach to learning chemistry, how it guides the teacher in planning such activities in the classroom, organisation and performing instruction, monitoring and evaluating students' achievements. [ABSTRACT FROM AUTHOR]

Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school. [ABSTRACT FROM AUTHOR]

The majority of papers on cooperative learning so far have discussed the variables of affective domain, and research within the cognitive domain, especially when it comes to different forms of knowledge, has not been conducted very much. Within the cognitive-developmental approach, Piaget's genetic-epistemological theory and Vygotsky's socio-cultural theory have the biggest importance for understanding cooperative learning and the topic we deal with. The influence of the three models of cooperative work in the instruction of Basic Science and Social Studies on the adoption of declarative and procedural knowledge of students is experimentally tested in the paper. The basis for formation of the applied models is grouping students within small homogenous, i.e. heterogeneous groups. The sample of respondents consisted of 259 students from 11 classes of the fourth grade of primary school. The experiment with parallel groups was applied. The results indicated that in students from experimental group the adoption of declarative and procedural knowledge in final measurement was better than in students from the control group, as well as that in final measurement there were no statistically significant differences with respect to adoption of the studied knowledge among the three subgroups in which different cooperative work models were applied. The obtained findings indicated that cooperative instruction yields good results when its theoretical assumptions are carefully operationalised, along with exhibiting patience and gradualism in working with students previously prepared for cooperation with peers. [ABSTRACT FROM AUTHOR]

One of the key messages of the contemporary approach to school development is that teacher participation is a necessary precondition for the successfulness of this process. Experience from the world, however, shows that broad and active participation of teachers in school development is neither easy to achieve nor to sustain in the long run. Similarly, the first experiences with school developmental planning in Serbia from the first half of this decade also pointed out to the differences with respect to readiness of teachers to take over this new role. The research that will be presented in this paper was conducted with the aim of discovering and determining the levels and ways in which different factors influence teacher involvement in developmental activities in school, whereby those activities are of cooperative and leadership character. The research was conducted on the sample of 385 teachers from 51 primary schools in Serbia. The findings indicate that teacher involvement in school development is a product of a complex combination and interaction of numerous personal and contextual factors, bearing in mind that harmony of personal and professional identity and meanings ascribed to changes in school is of primary importance. The final part of the paper provides recommendations for system and organisational level in order for teacher involvement in school development to become a widespread and sustainable practice. [ABSTRACT FROM AUTHOR]

The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyse only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice. [ABSTRACT FROM AUTHOR]

Pedagogisation is a theoretical construct, an interpretative category, means used by researchers in order to explain certain forms and trends in educational practice. This concept proved to be fruitful in identifying the omnipresent orientation to search for solutions for broader social and economic problems in education. The goal of this paper is critical reconsideration of different meanings of pedagogisation as a possible conceptual framework for understanding modern education, and shedding light on the phenomenon of pedagogisation in the historical and contemporary context. From the perspective of pedagogical historiography, pedagogisation is observed as a kind of dark shadow of modernisation processes in the society and education and the paper discusses two of its poles: "pedagogisation of childhood world", which assumes observing children's world thorough pedagogical prism, and "towards school" oriented concept of pedagogisation, manifested through tendency to translate broader social issues in teaching units of formal education. On the other hand, we presented the implications of pedagogisation in contemporary education from the viewpoint of critical pedagogical theory, in which pedagogisation obtained the position of a conceptual framework, which was used to answer the question of what remains behind education when it is relieved of the burden of solving social issues, that is, the always current question of the role of education in society development. [ABSTRACT FROM AUTHOR]

The paper considers the history of local and regional societies of naturalists in the heartland provinces of the Russian Empire / Soviet Union from the late nineteenth century to the 1920s. In particular, it examines in detail the history of a few learned societies of the Upper Volga region, traces their links to the established academic institutions of imperial standing and the presence of their members at the periodic congresses of Russian naturalists and physicians. The paper argues that the establishment of provincial learned societies in the heartland territories of the empire as a mass phenomenon did not occur until the early years of the twentieth century and must be linked not only to the adoption of more liberal legislation on voluntary associations in 1906 but also to the emergence of a new professional stratum in the provinces in the early twentieth century. At about the same time, a number of leading scholars and younger researchers in various field disciplines developed an essentially liberal research agenda that paralleled the rise of provincial learned societies and imagined them as a new research infrastructure for scientific exploration of the imperial territory. This program suggested that all sorts of natural and human phenomena would be recorded and mapped for each province and each district by a local self-mobilized public, providing factual data for professional scholars and thus contributing to a better understanding of Russia. World War I, the revolution, and the civil war forced local societies to expand their range of activities, to establish salaried research positions, in this way facilitating the professionalization of provincial scholarship. At the same time global trends in science prompted established academic institutions to seek new forms of cooperation between amateurs and professionals in field research. These developments led to the proliferation of societies for local studies in the country in the 1920s and to the rise of a very broad and multifaceted kraevedenie movement that was connected with but could not be reduced to the liberal vision of field sciences as mass movements that would comprise established professional scholars and a local self-organized public engaged in provincial and district surveys. [ABSTRACT FROM AUTHOR]

This paper analyses the basic questions regarding cartographic visualisation in instruction, where traditional maps, atlases and globes were considered only as simple visual aids belonging together with original objects and pictures, while cartographers elevated them to a higher cognitive level, labelling them "eye of geography", "sediment of the entire knowledge", "philosopher's stone", or the very "foundation" of geography. Maps were always required to be correct, comprehensive, clear, understandable, legible, to have nice appearance and format, which suggests the "invariability" of maps, although the technique and technology change. Contemporary computer technology changed the cartographic picture in the form of virtual geo-presentations and geographic information systems. Through mutual comparison with traditional maps it is easier to discern all the aspects of their application in contemporary instruction. This paper particularly analyses epistemological, semiotic, methodological and didactic-methodical aspects of maps and virtual geo-presentations, with the emphasis on their perceptive possibilities. By introducing the teacher with the aforementioned aspects, they are demystified, didactic process is elevated and a wider application in contemporary instruction opens up, either with respect to content presentation or application of direct mapping through exercises, workshops, seminar or graduation papers. Knowledge adopted in this way influences creation of a higher level of creative thinking, that is, visual thinking. [ABSTRACT FROM AUTHOR]

In the humanities, in the last two decades, there has been an evident increase of research combining quantitative and qualitative methods, techniques, approaches, concepts or language. This paper discusses the arguments for and against these research drafts, which most often appear in literature under the title mixed methods research. While some authors consider this type of research as the announcement of the third paradigm in studying social phenomena and the approach that shifts the war between the two paradigms into the past, other authors claim that the paradigms underlying the two basic research orientations are incompatible because they study essentially different phenomena, and therefore the methods from two research traditions cannot be combined in any way. The third viewpoint, which we advocate as well, argues that qualitative and quantitative methods cannot be applied together in one draft for the purposes of triangulation or cross-validation, but that they can be combined for complementary objectives. This paper describes the example of mixed methods draft of complementary objectives in pedagogy, which refers to evaluation of mathematics curriculum. The example shows that combining qualitative and quantitative methods is not only possible, but that it creates the conditions for arriving at data which would not be possible to obtain using only one or the other approach. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Social Science (1407-9291) is the property of RTU Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper is the analysis of the well-known Belarusian philosopher Valiantsin Akudovich's ideas, mainly on the ground of his book The Code of the Absence. On the Foundations of Belarusian Mentality. The author of the paper argues that Akudovich paradoxically represents at once «mystical nationalism» (thereby approaching the non-militant ultranationalism) and deconstructionist reconsideration of the traditional nationalist dogmas. The author critically evaluates both features of Akudovich's discourse, highlighting that his nationalism finds itself in dangerous affinity with tribalism, while his reinterpretation of Belarusian history proves to be internally inconsistent and unable to survive empirical verification. [ABSTRACT FROM AUTHOR]

The paper considers the alternative sources of reproducible processes financing in the real sector of the national economy. Moreover, this paper reveals the economic and historical pre-conditions of devaluation of the national economy's resource base, studies the current state of the Ukrainian depreciation policy as an economic resource for the Ukrainian stock market development and addresses the problems and future trends of the stock market development as a part of the national investment policy. [ABSTRACT FROM AUTHOR]

The paper is based on the author's research in different archival collections containing documents in Russian and various Oriental languages relating to North Caucasian Muslims. The paper presents an attempt to critically rethink the advantages and disadvantages of the so-called Archival Revolution in the post-Communist period. More than fifteen years have passed since the opening of the archives of the post-Soviet space, yet these years did not produce a serious shift in understanding of Islam and Muslim communities under Russian rule. This situation points to a methodological crisis in Russian Islamic Studies. This crisis arises from the continued domination of misleading approaches of the Cold War period. Most scholars still concentrate on official Russian-language sources featuring a hostile attitude toward Islam and viewing Muslims as eternal enemies of the Russian state. The voices of Russia's Muslims are fundamentally neglected or misunderstood by contemporary historians, who rely on sources produced by tsarist and Soviet officials. In order to capture these voices scholars should turn to Arabic sources and evidence emanating from local Muslim communities in imperial and early Soviet Russia. These sources may be found in central state and private archival collections. They comprise a vast body of official documents and narrative materials that shed light on the inner life of Muslim communities and their relationship with the state. In view of these variegated archival collections, it appears that the history of Islam and Muslim communities in Russia should be represented through the model of entangled history. Knowledge of written Islamic sources in the Arabic language or script is essential to this entangled history. Yet, Arabic was just one medium in an intricate and constantly changing hierarchy of oral and written languages used by Muslim subjects in the Caucasian borderland of the Russian Empire and Soviet Union. Various types of first-hand sources present conflicting stories, yet also complement each other. Their comparative synchronic analysis allows for a more complicated, more credible and more dynamic picture of Muslim life at a local or micro-historical level. Bobrovnikov also points out that the archival sources dealing with nineteenth and twentieth century Russian Muslims of the Caucasus borderland are scattered all over the world. This article presents archival findings from the collections of Dagestan and Bulgaria. In Sofia there is a rich collection of Ottoman legal records and financial documents many of which pertain to the history of the nineteenth century Muslim emigration (muhajirun) from the Caucasus and other regions the Russian Empire. Drawing on these sources, Bobrovnikov shows the importance of further studies on a variety of themes: the conceptual languages of state documentation of Islam; the construction and/or perversion of social and political meaning in the process of translating official documents pertaining to Islam in a multilingual milieu; authors and actors of Islamic discourse and activism in the Russian Caucasus; the criteria and underlying ideological messages of statistics; and the role of oral histories in local Muslim discourse concerning Islam and the Empire. [ABSTRACT FROM AUTHOR]

The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the eighth grade with regard to the reasons for which pupils find them difficult. This preliminary research comprised in total 120 pupils from an urban school, thirty from each fifth to eighth grade. We analysed the textbooks of the Institute for Textbook Publishing and Teaching Aids, which are used most frequently in our educational practice, and hence can represent the general situation of the problem. Bearing in mind the limited size of the sample of pupils, the results are used only as an illustration and should encourage new studies on a more extensive sample. Textbook language is often difficult since it is mostly insufficiently comprehensible, longwinded and with many data. In natural sciences, physics and chemistry, pupils give up studying from the textbook. The textbooks in narrative subjects lead the way with respect to their usage, among which everybody finds history textbooks most difficult. Geography and biology textbooks were evaluated differently, depending on the grade and success of the pupils declaring themselves. The results present a guideline to the current and new writers of our textbooks, critics and publishing houses. [ABSTRACT FROM AUTHOR]

This paper discusses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analysed - from the traditional approach which emphasises its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the "cultural history of education". The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance. [ABSTRACT FROM AUTHOR]

This paper discusses the cognitive possibilities and limitations of case study, as a qualitative research approach, and the fields of its application in studying pedagogical problems. Special attention is paid to different ways of defining and usual criticism pointed at this strategy in methodological literature of recent date: (1) general, theoretical (context independent) knowledge is much more valuable from actual, practical (context dependent) knowledge; (2) one cannot perform generalisations based on an individual case and therefore case study cannot contribute to the development of science; (3) case study is the most useful in generating hypotheses, that is, for the first phase of research process, while other methods are more suitable for testing hypotheses and building a theory; (4) case study tends to be partial towards verification, that is, the tendency of a researcher to confirm his/her previously established concepts; (5) it is often very difficult to present in brief the specific case study, and especially difficult to deduce general suggestions and theories on the basis of a specific case study. The objections, therefore, regard the possibility of theory development, reliability and validity of the approach, or doubt in its scientific status. The author of this paper discusses the justifiability of these objections and points out to different methodological procedures of arranging and analysing the data collected for studying the case, which contribute to the reliability of this research approach. As a general conclusion, it is stated that the case method contains all the features relevant for studying pedagogical phenomena: preservation of the integrality of the phenomenon, appreciation of its context, developmental dimension and complementariness of different data sources. [ABSTRACT FROM AUTHOR]

This paper discusses activities of the General Consulate of Kingdom of Serbia in Bitola since its establishment until the Greek-Turkish War in 1897. The article resumes all activities of the Serbian Consulate on the territory of vilayet (region) of Bitola concerning political, educational, cultural and church work in the frame of strategy of strengthening of Serbian national work in this part of Macedonia. Activities of the Consulate in Bitola had been part of wider and more organized action taken by Serbia in order to strengthen national work in Old Serbia and Macedonia. This action started with establishment of the Saint Sava Society (1886) and Serbian consulates in Skopje and Thessaloniki (1887) and later in Pristine and Bitola (1889). The main creator of Serbian national and cultural strategy toward Old Serbia and Macedonia was famous historian Stojan Novaković, Serbian representative in Constantinople (1886-1891) at the time. First consul was Dimitrije Bodi and vice-consul Petar Manojlović. This paper treats the most important information taken from their field reports regarding the conditions in Bitola and its region, as well as activities of Bulgarian, Greek and Romanian propaganda, as well as regarding intentions of the Serbian diplomacy to establish Serbian parishes, schools and to open Serbian libraries in the vilayet of Bitola. Because of lack of Serbian church organization in Turkey (after the abolishment of the Patriarchy of Peć in 1766), the main help in this line of work had been expected from the Patriarchy of Constantinople, but this institution was not ready to make any concessions without previous agreement of the governments in Belgrade and Athens regarding the limits of the spheres of interest in Macedonia. Serbian national work in the field had faced better organized work of the rival Balkan states, as well as the resistance of the big powers, mainly Austro-Hungarian and British diplomacy. Nevertheless, the first years of work of the Consulate had created the conditions for further liver and more successful Serbian educational, cultural and church activities among Serbian and generally Macedonian Slav population. [ABSTRACT FROM AUTHOR]

The paper is devoted to the methodology of test creation on the basis of case diagrams use, taking into account their structure characteristics, existing dependences and constraints. The paper proposes the procedure to estimate this time, based on the UML use case diagrams, that allows to develop test plans in the early phases of software development and to make it more precise. [ABSTRACT FROM AUTHOR]

This paper discusses Sidel's criticism of certain Kerschensteiner's views about work-school and work-education. Sidel disputed that Kerschensteiner was the creator of the idea about work-school, emphasising that, significantly before Kerschensteiner, he put forth this idea in his papers, in which he proved the pedagogical value of work and the need for work-school. Sidel objects to Kerschensteiner that he did not convincingly elaborate the need for introducing work-school, that, when explaining the need for handcraft, he underestimated the significance of books for education and culture in general, that he did not specify the term "giftedness", that is, that he did not indicate that besides spiritual, there are other kinds of giftedness and that he did not understand correctly the relation between work and obviousness. Sidel also thinks that Kerschensteiner did not understand the relation between the society, state and education, i.e. that he did not demonstrate that school reform is conditioned by social reasons, that work-school is a social an political need, that work education is the need and interest of modern society and state. Also, he objects to Kerschensteiner that he did not understand nor emphasise the significance and value of handcraft for artistic education, that he did not speak about the role of work in the development of inventive spirit of the young, that he did not sufficiently emphasise that significance of handcraft for the development of will, moral and character, that he did not speak in which way work-school can be realised, i.e. he did not see the mutual relationship between social development and school and did not demand any social changes for the purpose of accomplishing that goal. Sidel concludes that Kerschensteiner's work-school, introduced in the conditions of monarchist organisation of schools in Germany, cannot be a role model which should be followed. [ABSTRACT FROM AUTHOR]

This paper presents the results of the research of peculiarities of syntactic development, as an element of language structure on the grammatical level of children suffering from developmental dysphasia, after the completed speech pathology treatment of many years. Syntactic level at younger school age was studied by assessing language competence in the accomplishment of communicative sentence with subordinate clause. The research was performed on the samples of children at school age in regular primary schools in Belgrade. The sample comprised 160 respondents who were divided in two groups: target and comparative. The target group consisted of 60 respondents (children suffering from developmental dysphasia after the completed speech pathology treatment of many years), and the comparative group consisted of 100 respondents from regular primary school "Gavrilo Princip" in Zemun. Research results show that grammatical development of children suffering from developmental dysphasia takes place at a considerably slower rate and entails substantially more difficulties in accomplishing predication in subordinate clauses. This paper discusses the consequences which the difficulties in grammatical development can have on school achievement. [ABSTRACT FROM AUTHOR]

The paper deals with a magnetic system on the basis of permanent magnets with a running circular channel. The permanent axially-symmetric transverse magnetic field operates on the aqueous medium. The physico-mathematical model is created for the motion of the charged particle under the action of the magnetic field of the system with allowance for the forces of interaction: magnetic field with a charged particle, charged particles between themselves and action of the stream on the particles. This paper determinates the criteria of parameters choice for the magnetic system. [ABSTRACT FROM AUTHOR]

The paper aims to throw light in what manner the theory of attachment can be applied in practice. The following applied studies act as intermediaries connecting theory and practice: (a) studies concerning the place and the role of attachment in partnership, parental and family functioning; (b) those concerning attachment and dysfunctional forms of behavior and (c) those concerning counseling and therapeutic applications of the attachment theory. In the paper these are illustrated by concrete research subjects and approaches. Main findings have been put in relation with the field of practical application. In the final part of the work, the author deals with the nature, the dynamics and the phases of relation between knowledge gained through theoretical research and its application in practical work. The author draws the conclusion that the relation between theory and practice, in the field of the attachment theory, is in the phase of early development characterized by asymmetric developmental levels and unidirectional influence. Highly developed theory enriches the practice by providing the basis for understanding the development and close relations; practice validates theory and its usability. However, the level of mutual influence where the practice of direct work with individuals would shape the theory has not been reached. [ABSTRACT FROM AUTHOR]

The paper deals with the importance of play for children's development and learning in institutionalised preschool education, as well as the opportunities it provides concerning the organisation of teaching activities with younger school age children. The paper is based on the theoretical framework emphasising educational character of children's play, as a specific form of learning. Notwithstanding occasional attempts within pedagogic theory to deny educational values of children's play and to emphasize instruction as the only form of systematic learning, contemporary pedagogic views consider play an important part of school education. Learning through play at younger school age helps overcome the discontinuity between preschool and school education. Curriculum subject matter can be covered through carefully selected and prepared play activities within the existing system, providing the support, encouragement and guidance by the adults involved, including their proper knowledge of children' age-related and psycho-physical characteristics. Play facilitates gradual change over from preschool to school developmental stage, free, spontaneous and creative expression and the development of children's potential. [ABSTRACT FROM AUTHOR]

This paper deals with different theoretical views and research regarding metacognition, its components and relations to cognition, conceptual discrepancy as well as opposing research results. Special attention was paid to the relation between metacognitive knowledge and the regulation of cognitive strategies. Reflexive awareness about personal cognitive processes is emphasized, but research discrepancies are apparent in regard to cognitive regulation. Research results focused on development of personal learning awareness and regulative skill involvement in the educational process (planning, monitoring and evaluating) are presented. A discussion was also focused on various views on relations between metacognition and the self, which are of special importance for providing motivation in learning. Research data show that metacognitive awareness correlates with self. Metacognitive training affects development of the control experience and self-efficiency. The role of metacognition is emphasized as important for understanding relationship between cognition and motivation, which also affects learning self-regulation development. The paper emphasizes the significance of further study of metacognition and the possibilities for its use in the educational process. Research show that both metacognitive knowledge and regulation may be beneficial for: problem solving in learning processes, development of learning strategies and student achievement. [ABSTRACT FROM AUTHOR]

Literature and magic: how did these two entities coexist with each other during various periods of human history? What is magic? How was it ritually perceived in Europe? Which theoretical and scholarly approaches might assist us in devising its historical scope and literary ambiance? The introductory essay helps positioning a number of major conceptual issues regarding magic and its role in cultural and literary studies with special attention paid to Russian literature, spells, the supernatural and folklore. The essay offers a detailed historical overview of the main hermeneutical trends regarding magic, proceeding to Russian literature with special attention to Russian Symbolism (Aleksandr Blok and Valerii Briusov) and Russian Avant-Garde (Velimir Khlebnikov and Aleksei Kruchenykh). The introduction also positions the special volume’s papers within the broader context of magic and supernatural. [ABSTRACT FROM AUTHOR]

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This paper reconstructs the biography of poet, publisher and political activist Sergei A. Sokolov, also known as Sergei Krechetov (1878–1936). Special attention is paid to Sokolov's relations with Ivan Bunin. The publication includes material from numerous letters written by Sokolov to Bunin. A substantial part of this contribution focuses on Sokolov's activities in the Russian White Movement and its military arm, the White Guardsmen of the Volunteer Army. Sokolov worked in the propaganda unit of the Army, which was known as OSVAG (Osvedomitelnoe Agentstvo). The publication touches upon a number of further aspects of the cultural life of the Russian environment in Berlin during the twenties and discusses the mysterious “Fraternity of Russian Truth”. [ABSTRACT FROM AUTHOR]

The article discusses the literary works of Ivan Antonovich Efremov (1908–1972) as a manifestation of a particular worldview: the “third path” between the Stalinist version of Communism and European Liberalism, a postimperial yet not postcolonial utopian vision of the single and all-embracing egalitarian society of the future. A renowned paleontologist, Efremov is best known as a leading Soviet science fiction writer, author of the utopian novel The Andromeda Nebula (1957), the anti-utopian The Hour of the Bull (1968), as well as a number of historical novels. The author argues that these texts contain a hidden transcript of Efremov’s sociopolitical views, which are virtually impossible to detect in his personal papers. He destroyed most of his archive in the 1930s out of the fear of arrest, and heavily censored his personal correspondence thereafter. As a result, Efremov’s fiction remains the only elaborated authentic form of expression of his ideas. The author argues that these ideas had been formed in the 1920s and reflected the ambivalent intellectual climate of the epoch, in which mysticism coexisted with revolutionary utopianism and anti-Semitism with internationalism. Efremov’s sociophilosophical views were equally contradictory, reflecting influences of social utopianism and eugenics, mystical anarchism and theosophy, scientism and Buddhism. His egalitarian-utopian ideal, bizarrely united with Nietzscheanism, gave birth to a peculiar dream of “anti-empire,” a community of intellectually, morally, and physically exceptional superhumans, eager to help weaker individuals and communities to rise to their level. Such an ideal was formed during the Thaw as an antithesis to Stalinism. By the mid-1960s, it became clear that this ideal could not be articulated by means of any of the main ideological currents in the Soviet society, while at the same time it shared elements with all of them. Efremov’s holism and contempt for individual or group autonomy as well as for consumerism resonated with Stalinism and Soviet statism, Russian nationalism and anti- Semitism. At the same time, his strong condemnation of state coercion, censorship of sexuality, and individualism brought him closer to liberals. The result was Efremov’s complicated relations with all the main Soviet “parties” of the 1960s, and his growing rapprochement (partly for pragmatic reasons) with some of the leaders of the emerging “Russian party.” These political ties heavily affected attitudes toward Efremov’s literary works after his death, as rightist politicians and publicists began claiming the legacy of this unconventional communist thinker. [ABSTRACT FROM AUTHOR]

This paper offers an analysis of museum ekphrasis as a subgenre of ekphrasis, understood in literary studies as a description and interpretation of works of art in poetry and prose. Previously, the concept of museum ekphrasis has not been considered by researchers as the definition of an independent genre, while description of museum exposition and museum exhibits not only had been significantly represented in literature but often had the quality of hypertext. The author analyzes museum ekphrasis in the texts of A. Bitov, Y. Dombrowski, S. Dovlatov, A. Ivanov, K. Vaginov, and contemporary authors, where museum discourse is not limited to the description of real and imaginary museums but the museum represents the metaphysical projection of reality, or hypertext, symbolically associated with the cultural paradigm of the era. [ABSTRACT FROM AUTHOR]

This paper deals with the presentation of Serbian and Croatian biblical similes in dictionaries and their usage by native speakers. The author also draws material from Macedonian and Montenegrin. Some of the examples are presented with etymological commentaries. [ABSTRACT FROM AUTHOR]

This paper explores the ways of displaying anger in the Russian linguistic image of the world. According to the National Corpus of the Russian Language, anger dims eyes, makes blind and mad. In metaphorical projections, anger is defined in relation to the structural elements of other subject areas, including fluid, wild animals, natural disasters, fire, lightning, or thunderstorm. By analogy with some resources, anger is collected, wasted, and exhausted; by analogy with water, anger overflows and boils; by analogy with fire, inflames, and fades, anger can flare up and fade; by analogy with wild animals, it can be curbed, tamed, or subdue. It is quite common that speakers do not pay attention to metaphorical expressions but take them almost for the objective characteristic of anger. [ABSTRACT FROM AUTHOR]

This paper analyzes G. Vinokur's scientific heritage. The main focus is on the development of his ideas in the field of linguistic construction: from the first attempts at "linguistic technology" speech and the reform of traditional approaches to literature to the establishment of philology as a science. The scientist significantly contributed to sociolinguistics and the ecology of language, style and poetic linguistics, philological criticism and textology. His innovation is remarkable in the study and interpretation of the history and the theory of verbal culture. [ABSTRACT FROM AUTHOR]

Copyright of Anthropology Magazine is the property of University of Belgrade, Faculty of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mechanics & Advanced Technologies is the property of National Technical University of Ukraine KPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mechanics & Advanced Technologies is the property of National Technical University of Ukraine KPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mechanics & Advanced Technologies is the property of National Technical University of Ukraine KPI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anthropology Magazine is the property of University of Belgrade, Faculty of Philosophy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research has shown that the beliefs about cultural, ethnic or racial diversities among students are vital for the effective work of teachers. Hence, in this paper, we aim at determining: (1) in what ways the teachers perceive and interpret the school situation that includes the students from a minority cultural group (Roma and Hungarian), i.e. what kinds of beliefs they express in the given situation; (2) whether there are any differences in the way in which teachers, within the same stadium of development of intercultural sensitivity, perceive the given situation. The sample included class teachers whose score on the Intercultural Development Inventory pointed to intercultural sensitivity in accordance with the stadium of minimisation (seventeen teachers) and polarisation (six teachers). The Critical Incident Technique (CI) was applied in the study, in two parallel forms: with a Hungarian and a Roma student. Thematic analysis yielded seven topics, four of which occurred only in the CI with a Roma student: Disrespecting school as an institution, Abuse of minority status, Separation from the class and Typical children's motives. The comparison of teachers' statements depending on the CI version and the developmental phase indicate that the specificity of a cultural group in question affects the expressed beliefs about this group, regardless of teachers' intercultural sensitivity. [ABSTRACT FROM AUTHOR]