DSpace 7
DSpace is the world leading open source repository platform that enables organisations to:
- easily ingest documents, audio, video, datasets and their corresponding Dublin Core metadata
- open up this content to local and global audiences, thanks to the OAI-PMH interface and Google Scholar optimizations
- issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
Join an international community of leading institutions using DSpace.
The test user accounts below have their password set to the name of this software in lowercase.
- Demo Site Administrator = dspacedemo+admin@gmail.com
- Demo Community Administrator = dspacedemo+commadmin@gmail.com
- Demo Collection Administrator = dspacedemo+colladmin@gmail.com
- Demo Submitter = dspacedemo+submit@gmail.com
Recent Submissions
FACTORS, INFLUENCING THE DEVELOPMENT OF DEVIANT AND DELINQUENT BEHAVIOR WITH ADOLESCENTS
(Plovdiv University Press "Paisii Hilendarski", 2026) Trichkov,Ivan
The increasing forms of deviant often aggravating and leading to delinquent behaviour among adolescents today is an extremely acute problem. Despite the preventive measures taken by state authorities, the number of minors with deviant behaviour remains high, which necessitates a review of the factors and conceptual approaches to preventing juvenile delinquency. That is why the aim of the article is to identify and present the factors (predictors) that influence the formation of such behaviour.
THE LANGUAGE OF TRANSGENERATIONAL TRAUMA
(Plovdiv University Press "Paisii Hilendarski", 2026) Kostova, Zlatomira
Understanding human suffering in clinical psychology necessitates an analysis that extends beyond the confines of individual biography. The insights provided by a systemic approach reveal how unresolved traumas can be transmitted across generations, manifesting as emotional pain, unconscious or invisible loyalties, recurring behavioral patterns, and symptoms not directly linked to subjective experience.
Transgenerational trauma is associated with the transfer of psychological suffering from one generation to the next and can be provoked by extreme historical events. The "Genogram" method uncovers these elusive threads of transmission, making them visible within a biopsychosocial context – ranging from low self-esteem, emotional dysregulation, and hypervigilance, to difficulties in intimacy, somatic complaints, and addictions.
This article presents an idiographic analysis of transgenerational trauma within the female lineage of Amon Goeth's family system, commandant of the Plaszow concentration camp. The genogram reveals the destinies of three generations: Ruth Irene Kalder (Goeth)-Monika Hertwig-Jennifer Teege. From the mechanisms of survival and direct encounter with human cruelty in the first generation, through inherited guilt and shame in the second, to the processes of integration and transformation of traumatic memory in the third generation, the path of the "language of violence" is outlined. A key clinical question is posed regarding the possibility of healing and breaking the transgenerational chain of pain through work with linguistic and narrative markers.
DIALOGIC READING AS A LANGUAGE DEVELOPING METHOD FOR PRESCHOOL CHILDREN
(Plovdiv University Press "Paisii Hilendarski", 2026) Cherneva, Ekaterina; Tokova, Stanislava
The article is devoted to dialogic reading as a method of language development. It outlines the distinction between traditional reading aloud and dialogic reading, as well as the success factors in applying the method in the daily life of kindergarten. The article examines techniques for language development through specially selected texts appropriate for the respective age group and corresponding to the quantitative and qualitative characteristics of children’s vocabulary in the first kindergarten group. Children are given opportunities to enrich their vocabulary gradually, supported by the necessary visualization; to complete sentences; to recreate a story; and to invent a continuation of a story using pictures. Through dialogic reading, children acquire new language skills, develop grammatically correct speech and gradually move from speaking to listening with understanding. The advantages of the method are also discussed, the most significant of which is that dialogic reading can be easily integrated into the everyday life of kindergarten, since periods of free play provide both time and space for shared reading.
STEM EDUCATION IN PRIMARY SCHOOL AS AN INTEGRATED EDUCATIONAL ENVIRONMENT
(Plovdiv University Press "Paisii Hilendarski", 2026) Shopova, Vera; Radev, Vilislav
The article examines STEM education in primary school as an integrated educational environment in which curriculum content, hands-on activity, digital platforms, artificial intelligence, and reflection operate within a common didactic model. The aim is to justify a methodological framework for planning, implementing and evaluating STEM activities oriented toward engagement, collaboration and practical application of knowledge. The study applies a theoretical-applied approach combining analysis of pedagogical scenarios, a six-step pedagogical design model, practice-based cases and questionnaire feedback from six teacher qualification courses with 281 processed questionnaires. The empirical data are interpreted through indicators related to content quality, methodological guidance, organization of the learning environment, and applicability of practical tasks. The questionnaire feedback outlines a predominantly positive perception of the practice-oriented format: 81.3% of valid responses across the five target indicators are positive. The conclusion is that STEM education in primary school has the potential for higher pedagogical effectiveness when it is implemented as an integrated educational environment in which content, hands-on activity, technologies, collaboration, and reflection are subordinated to a common didactic aim.
COMMUNAL LIFE, THOUGHT IN THE MULTIPLICITY OF (ITS) BECOMING
(Plovdiv University Press "Paisii Hilendarski", 2026) Parlikov, Valeriy
The normality of communication/communion is not the thing-said, but the procedure-ness of its becoming something (applicable to an inhabited world, it is pronounced as such by its self-emerging community). It seems that the norm of normality covers some essential flaw in meaningfulness, keeping it /still/ becoming – it does not examine the doing (from which the our actuality will spring), but orders the situationality that would be suitable for it, thus prohibiting the infinitude of the becoming and taking responsibility for the state of things as if they were our world. Thus, the correct doing will be such, if it takes into account and respects the possibility of an agreement on something else, the other, which, however, is the acting exclusively within the parameters that generally make sense of the otherness as available for communication, and frames it through the intelligibility of what is said. We communicate what we understand, as we understand its case and we agree not on actions, but on their intelligibility in our communication/communion.
The preceding implicitly says that we have no obligation to understand the same thing in the communicated common, insofar as the dispositions of understandings are precisely the resource of communication/communion (not correctness, which is an automatically given by the case and already normalized by its pronouncement). Thus, communication/communion is not simply a belonging to coexistence, but codifies it (adds sense to it).