No abstract

The lifestyle of the new people generation, called in the scientific literature Generation Z, is closely related to the Internet, computer and information technology. Therefore, people and children belonging to this group can be viewed in terms of software technology as specific users who have high requirements regarding the functions and interface of the software applications, connectivity to social networks and instant communication via the Internet. This influenced not only on the teaching and learning methods but also on the software applications used in the learning process. In recent years, new theoretical teaching methods have emerged, and the number of electronic learning systems increased. However, students lack motivation for the learning process. This requires developing new conceptual models of training and learning software, tailored to the skills and preferences of the end-users. The young students up to 12 years of age: from kindergartens to preschools and primary schools are special users who have not been studied exhaustively. In order to present the problem related to the development of learning and training software thoroughly, the most commonly used standards and current trends, as well as the advantages and disadvantages of LMS platforms have been reviewed. Attention is drawn to the commonly used software design and development technologies. This is the reason to propose a strategy for developing a web-based e-learning management system according to the possibilities of young pupils as a specific user. Having in mind this strategy we described a software architecture, based on SCORM's specification, and we developed an LMS prototype. Its design was tailored to the skills of young children. The basic methodology used in the design and creation of the system we propose is user-centered design. The document is intended for developers, educators and scientists, studying child-computer interaction.

e article briefly discusses some of the fundamental principles of the theory and practice of translation, specialized translation, machine translation, self-translation and English for specific purposes with the aim to present and analyze some particular cases of self-translated texts for specific purposes produced by SWU lecturers. Since the volume of an article does not allow a detailed text with numerous examples, I have selected and focused only on three samples from a larger investigation conducted among SWU lecturers who write their academic articles in Bulgarian first, and then, translate them in the English language. The investigation revealed that in the process of translation the authors tend to use machine translation and to restate the original Bulgarian text which led to the conclusion that these are examples of self-translation of scientific texts. This issue has been paid little attention by professionals in the field of translation and language studies and it seems that nowadays examples of self-translation will be observed more and more frequently due to the highly globalized world we live in and the dynamic need to communicate, receive and deliver scientific knowledge, discoveries, novelties, etc. It is an undisputable fact that generally this communication and exchange of information is held in English.

LANGUAGE EDITORS Ranko Mladenoski (Macedonian language)Vesna Prodanovska (English language) Tole Belcev (Russian language) Biljana Ivanovska (German language) Marija Leontik (Turkish language) Svetlana Jakimovska (French language) Jovana Karanikik Josimovska (Italian language)

The world of contemporary science demands from every respected researcher to publish their findings in international databases, whose metrics have become a measure for the popularity and influence of scholarly journals. Hardly is it possible to build a successful academic career without publications indexed in Scopus and Web of Science. As part of the requirements, authors are supposed to provide abstracts of their materials in English or even translate their articles in languages that are not their native. Such a situation poses a challenge to both authors and technical editors of Bulgarian academic journals as they are expected to proofread highly specific translated texts in a language that is not their native. More often than not, those editors have neither the source text to rely on, nor the broader context of the study in cases when the articles have been written in foreign languages and thus they face a number of translation challenges. The present study focuses on some difficulties that regularly occur in the process of proofreading the English translation of academic abstracts and articles, such as ambiguity, translation of titles of literary works, and interference from the native language. The basic aim is to analyze those problems from the perspective of translation studies and eventually suggest some possible ways of coping with them.