DEVELOPMENT OF TRANSVERSAL COMPETENCES IN SCHOOL EDUCATION (A DIDACTIC INTERPRETATION)

The contemporary socio-cultural and educational situation points the attention to the analysis and construction of opportunities for the formation and development of transversal competences in school education. It is expedient therefore that within the process of education in all school subjects and throughout all ages and cognitive activities the decisions for the design of a suitable educational environment should be systematized and specified in such a way as to guarantee that knowledge and skills can be continuously regrouped in accordance with context. In other words, these skills and the knowledge they are based on, should form the foundation of transversal competences that can be applied regardless of age and activities. The design of invariant technologies for the development of transversal competences is also related to the coordination of a variety of approaches, principles and conditions of education in such a manner as to provide effectiveness when these technologies are specifically applied as variants. This creates a necessity for a didactic interpretation of the means of development of transversal competences. Additionally, it poses a necessity to improve teachers’ special preparation and qualification to design educational environment that can guarantee the achievement of transversal competences as an educational outcome. The present research offers opportunities to realize this goal in an integrative and integrating process rather than as an isolated endevour on part of the teachers or as an unorganized effort on part of the students. This in turn poses some new requirements to the system of school education as a whole

DYNAMICS OF THE INTEREST AND MOTIVATION IN SPORT-RECREATIONAL ANIMATION WITH CHILDREN

The current research follows the dynamics of the interest and motivation of 10-12 year-olds in the process of Sport-Recreational animation program, including purposefully planned and realized activities. The role of the interest as well as the motivation of the achievements as basic determiners for the quality of the Sport-Recreational animation programs for children are presented together with opportunities for their diagnostics. The analysis of the results performed in the process of the empirical study gives the chance for the outlining of the basic tendencies and the basic improvement of the attractiveness of the Sport-Recreational animation programs for children in the context of their motivation and interest.  Article visualizations

On the Possibilities of Applying Dashboards in the Educational System

Dashboards are widespread model for data visualization in business and are now a mandatory feature of all business systems. At the same time, there is no widespread perception and application of this feature in the educational system. In this article, we look at the features of the dashboards and the opportunities for their perception and application in the educational system - in decision-making, as well as in the educational process. An analysis of the adaptation and implementation of the information dashboards in the Bulgarian universities has been made. The main aspects of the successful implementation of dashboards are extracted

Neurosyphilis presenting with dementia, chronic chorioretinitis and adverse reactions to treatment: a case report

Neurosyphilis results from infection of the brain, meninges or spinal cord by Treponema pallidum and develops in about 25%-40% of persons who are not treated for syphilis. This article reports a rare case of active neurosyphilis with mild dementia, chronic chorioretinitis, and hearing loss. During the treatment with Penicillin, a rare combination of complications such as Jarisch-Herxheimer and Hoigné reactions were observed

An integrated cell atlas of the lung in health and disease

Single-cell technologies have transformed our understanding of human tissues. Yet, studies typically capture only a limited number of donors and disagree on cell type definitions. Integrating many single-cell datasets can address these limitations of individual studies and capture the variability present in the population. Here we present the integrated Human Lung Cell Atlas (HLCA), combining 49 datasets of the human respiratory system into a single atlas spanning over 2.4 million cells from 486 individuals. The HLCA presents a consensus cell type re-annotation with matching marker genes, including annotations of rare and previously undescribed cell types. Leveraging the number and diversity of individuals in the HLCA, we identify gene modules that are associated with demographic covariates such as age, sex and body mass index, as well as gene modules changing expression along the proximal-to-distal axis of the bronchial tree. Mapping new data to the HLCA enables rapid data annotation and interpretation. Using the HLCA as a reference for the study of disease, we identify shared cell states across multiple lung diseases, including SPP1+ profibrotic monocyte-derived macrophages in COVID-19, pulmonary fibrosis and lung carcinoma. Overall, the HLCA serves as an example for the development and use of large-scale, cross-dataset organ atlases within the Human Cell Atlas

THE TRANSVERSAL COMPETENCE FOR PROBLEM-SOLVING IN COGNITIVE LEARNING

The opportunities education provides to develop the student’s ability to use cognitive skills to understand and solve problems whose solution is not obvious and the student’s willingness to engage in problem solving as a constructive and thinking citizen are essential for the realization of the approach from transversal competences to transversal personality. The study puts an emphasis on exploring the conditions for the development of transversal competence for solving educational-and-cognitive problems that is portable through different learning contents, different activities and ages. The highlights of pupils’ cognitive development have been used as a basis for turning them into subjects of problem-based training aiming at the development of transversal competence to solve problems. The here developed task system for solving integrated problems in science education allows diagnosing the level of competence of cognitive-learning problem solving as transversal. Achieving this result in school education is directly linked to the teacher’s competence to design a proactive educational environment i.e. to the requirements for the training of pedagogical specialists in existing conditions

Environment for the development of transversal competencies in school education

The contemporary socio-cultural and educational situation points the attention to the analysis and construction of opportunities for the formation and development of transversal competences in school education. It is expedient therefore that within the process of education in all school subjects and throughout all ages and cognitive activities the decisions for the design of a suitable educational environment should be systematized and specified in such a way as to guarantee that knowledge and skills can be continuously regrouped in accordance with context. In other words, these skills and the knowledge they are based on, should form the foundation of transversal competences that can be applied regardless of age and activities. The design of invariant technologies for the development of transversal competences is also related to the coordination of a variety of approaches, principles and conditions of education in such a manner as to provide effectiveness when these technologies are specifically applied as variants. This creates a necessity for a didactic interpretation of the means of development of transversal competences. Additionally, it poses a necessity to improve teachers’ special preparation and qualification to design educational environment that can guarantee the achievement of transversal competences as an educational outcome. The present research offers opportunities to realize this goal in an integrative and integrating process rather than as an isolated endevour on part of the teachers or as an unorganized effort on part of the students. This in turn poses some new requirements to the system of school education as a whole