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In today’s world, where all the challenges, more or less real, have become regional, and later worldwide, the influence of the modern communication environment on children’s development is overwhelming, and, in that context, necessity arises for a new type of responsibility, namely communicational responsibility. Even if responsibility as a moral value depends on our actions, children’s education shouldn’t leave out the correspondence between doing by speaking/communicating (in education, the context for this is provided by communication psycho-pedagogy). Watching TV for hours, playing computer games around the clock, accessing Internet programs for a long span of time have become more than mere trends, and now are a dangerous, chronic diseases, especially for children. It is possible for that type of activity to lead to attention disorders, to the weakening of mental capacities, of the power of judgment and of motivation, to the outbreak of a syndrome which will affect the development of children and youngster, from a physical, cognitive and affective point of view...
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Our paper has planned to review the facts and trends in the European management culture. At global and systemic level, we see that all European organisational models are structured on quality in various stages of its approach. School organisation tends to be based on a contract, both at institutional and community levels. At the organisational level, in our opinion, it is necessary to consider the organisation and classroom management, as well as the management of the group of students, in which the respect of human personality and knowledge are crucial. The European models tend to emphasise the involvement of the manager side which imply awareness of status, style and their roles in the school organisation. Therefore, the knowledge of psychosocial and transactional human personality is sine qua non.
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In this article, we wanted to highlight the importance of legal education among the citizens and their awareness of the significance of this social process. We believe that such an approach will result in raising the awareness and education of the members of the Romanian society through learning, even very early, both of the civil rights and the correlative obligations. We also consider that, by means of such a legal education, the citizens of a state can fight themselves against corruption.
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In the last decades, most governments have been concerned to balance public expenditure. The result has been the growth of funding mechanisms associated with market mechanisms. The governments’ main objective has been to increase the efficiency and effectiveness of HEIs, within a regulated context which is clearly related to the state supervision model, where the state fosters competition between the institutions in a higher education market (Horts 2008). Funding allocation methods can be utilized to stimulate universities into more competitive behavior. The reward for a better performance, at least in principle, is supplementary funding (Orr 2007).
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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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