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The contemporary school faces a great number of challenges, general ones (which affect, to different extents, the school everywhere) and some specific ones (which, for our country, are linked to the transition peculiarities and to the school reform particularity). Among the general ones, the most significant are: globalization, the cognitive society and its requirements, mass school and its democratization, schooling and the world of work (the entrepreneurial paradigm and the deviation of the market economy logic in education), the decrease of the state's role in education, the diversification of the educational field and the social sources of education, the offensive of the pragmatic and commercial values over the humanistic ones in education, etc. Among the challenges customized to our country (but not only) we can mention: the crisis of educational ends, disrupted and contradictory educational policy, incoherent discourse on the social role of the school, degradation of the school social status and the crisis of the teaching profession identity, the anomic school culture (incoherence of values), equality and equity (or "paid gratuity") in the schooling system, etc. All these lead us to admit that the contemporary school is undergoing an identity crisis. Without a lucid outlook on the current state of the educational reality, we cannot rethink education and look ahead.
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The family has an important role in society and that is precisely why, in all the legislations of the contemporary world, it is protected through various moral or legal rules. The family life, the relationships between spouses, children and their relationship with their parents are protected through a number of provisions of the civil code, but there are cases which require some criminal measures. We appreciate that the Government considers the acts which meet the constitutive elements of the crime of abandonment as reprehensible not only from the point of view of criminal law, but especially in terms of morale, no matter what the criminal law states strictly.
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Although training young people has been extensively studied, similar attention has not been given to the training of adult learners already active in the contexts of high professional responsibility. In adult education a more active role on the part of the learners is certainly necessary. In practice this would mean the capacity to capitalize on past experience, the need to redefine the learner’s role and finally a dialogue based on exchange and reciprocity between teachers and learners. In order to give greater prominence to the subject, adult education cannot simply be understood as a different and updated version of the "old" pedagogy: the learning dynamics that arise require a different approach, and especially with regard to the type of cognitive involvement at play. In adult training, active involvement by both subjects is a necessary condition for obtaining a positive result. The training leads to a conscious evolution of the subject, especially when it comes to an atypical universe consisting of adults active in the same professional context. Compared to traditional training, which is understood as an intergenerational relationship, training which is implemented in a professional context is undoubtedly an unusual challenge. The traditional model of the University was, by definition, based on a drastic difference between teaching/speaking and learning/listening. This fundamentally dualistic, and practically oppositional model, came to an end when university attendance was opened up to the masses and access was granted to persons outside the university tradition, such as children of non-graduated parents. From that moment on, the teaching style and the ability to involve the learners increasingly became a competitive resource. However, the real turning point that radicalized the need for an effort to upgrade the teaching skills of teachers took place when the mass media - especially television - imposed itself as a form of elementary cultural socialization. Even more significantly, when the Internet required a paradigm shift from the traditional mainstream media to personalized media such as the PC, tablets and smart phones, the skills of the media audiences, and sometimes their selfconfidence, increased to the point of seeing themselves in competition with the university teachers. In other words, the cognitive differences on the ‘pedestal of the distinction’ between those who teach and those who learn, mentioned by Bourdieu, were reduced. This created a real didactic training emergency: at the time of an abundance of media offers and the reduced prestige of the institutions, teaching became strategic to building the authority of teachers and their recognition.
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Romania is a country with 18 officially recognized ethnic communities, the greatest being that of the Magyars which represents 6.5% of the country’s population. The Romanian Ministry of Education has started to get seriously involved and to take a lot of measures to introduce the multicultural education in schools, in partnership with many non-governmental associations such as: The Ethno-cultural Diversity Resource Centre, The Roma Community Resource Centre, The Department for Interethnic Relations of the Romanian Government or the Intercultural Institute of Timişoara. It has also provided training for the teaching staff in their teaching language, which is the language of the respective minority.
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Humanistic learning in the Romanian school, in the context of new education methods and of the present society, can be seen as a viable alternative to the normative approaches of the educational practice. The potential of the humanistic approach to education has to stand, firstly, for a balanced approach of the cognitive and the affective; at the same time, teachers will have to accept the role of facilitators/assistants of the children/students in the education process, having the obligation to respect their uniqueness, and to apply those methods, procedures, and instruments capable to maximize their potential for growth and for psychological development. We believe that reaching an optimum balance between the interpretative paradigm and the normative paradigm in the current educational practice would generate the defining elements allowing “education to start from and come back to the pupils”.
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„This paper aims to customize nuanced reasoning regarding mental illness diagnosis made by DSM IV TR, respectively DSM V, related to the necessity of hierarchy and objectification of the diagnostic criteria in psychiatry, in order to increase the validity of the diagnostic act (hence, the prognosis). More than that, it aims to acquire a quantifiable possibility in identification of the minimum differential threshold.”
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‘Learning from best educational practices’ is a phrase often heard when attending committee sessions at European Parliament. How to walk the talk is more seldom on the agenda. Fortunately valuable doors for schools, teachers and principals have been opened for exchanges and many other cross-cultural peer learning activities under the umbrella of EU funding. Networking internationally with colleagues is one of the most important forms of in-service training in todays interconnected world. For individual educators this vital method of learning is crucial, which again is beneficial in their teaching and contributes pupils’ learning. People with international experience are experts, valuable resource persons in their schools. In this article it is critiqued that seldom their expertise is put to good use when trying to improve the education system locally or nationally. One of the most acute handicaps to overcome in trying to modernize education sector are the bureaucratic models in which they have been cast. Professionalism and grass root skills are too often ignored. Some reasons why this may still be true are presented and a model for symmetric interaction in developing education is proposed.
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This scientific paper is intended as an overview of the visions of Bowlby, Margaret Mahler, Melanie Klein and other authors interested in building a theory of attachment, with direct applicability and examples taken from the clinical area, from the psychoanalytic psychotherapy, with references to therapist - patient relationship and countertransference dynamics, concepts such as projection, projective identification, primitive and symbiotic functioning, parent - child relationship and the subjective feeling of "being in the center of the universe."
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Any learning system must be observed through its most essential components: curriculum, competences, motivation, learning, school achievments, standards of performance. It is also necessary to understand the functional dimenssion of this process from the point of view of the methodological requirements and functional aspects in Romania. Nowadays, the Romanian learning system is penetrated by the theoretical and methodological offensive of a pedagogical instruction system based on competences regarding the behaviourist paradigm. Even if in schools paradigm changes happen, on the other hand, the curriculum products are mostly realized in a behaviourist manner.
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This article proposes to analize the methods that are used during the Romanian language classes. This is about the active-participative methods that transform the student in a real partner of education. The teachers have to give up the classical methods in which he only dictates and the student writes down. He sometimes becomes only a superviser of children activity.
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The idea of our column has deep psychological implications, meant to reveal the importance of early education in order to develop a personality, talking here about the one received in the family, and continued with the scientific part given by the school. We want to say that during a man’s evolution the most important and very difficult it is the education from the first years of life, and not necessarily the way in which you choose to do it: even if it seems very hard sometimes.
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The main purpose of this paper is to examine the relationship between education and the economic growth of a country. Education is one of the most important factors for the economic and social developments of a society; and it is also the main component of the construction of human capital. It is very difficult for a country to accomplish a successful economic progress if it does not invest sufficiently and judiciously in education. Therefore, investment in education is seen as the vital part of a country’s economic development. It is clear that educational investments are expensive and long-term projects and must be more important than other possible development projects in order to ensure the welfare and prosperity of societies. Unfortunately, this idea falls especially focusing on most under-developed countries. For this reason, the importance of education in a country’s economic development and growth must be stated and asserted overtly and unambiguously.
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The intensive use of computers in office work and its associated stressors, generate mental and physical demands regarding personnel engaged in this activity. This paper aims to assess the most significant psycho-physiological effects induced in a computer company and to identify direct and indirect symptoms of visual stress, perceived by staff working in the video terminals. Also very important are the organizational measures for the diminishing of visual stress that must be implemented by the employers. Finally some simple methods are summarized to reduce visual stress to be reached by every computer user.
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This paper focuses on the comparative analysis of the process of the strategic management of the German higher education institutions on the base of the legislation and strategic documents of the universities and aimed to define the general framework of the strategic management of the higher education institutions as it concerns the structure and elements of this process, development of the strategic plan on different levels and definition of the main functions of the strategic management in German higher education institutions. The strategic management of the German higher education institutions is regarded as transparent, market-oriented cyclic and participative process.
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People say and do things in cyberspace, things they would not do or say in a face to face relationship. Here are more relaxed, more disinhibited and thus more freely. This phenomenon is called the disinhibited effect. The effect may be twofold: Sometimes people share very personal things about themself - hidden emotions, fears, desires - or resort to unusual acts of kindness and generosity.
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