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The concept of an organization that learns "learning organization" is one of the most mentioned ideas in management, representing a subject of great interest for theorists in the field and for those involved in the functioning of organizations. The actuality of the topic consists in the fact that today learning has an important role within organizations. Learning and teamwork are highly encouraged in order to achieve common goals and to achieve the results that the members of the organizations really want. In contemporary times, society is in a continuous process of change. Under these conditions, the school must develop its ability to change to the new in order to face the challenges so that its role as a factor in the development of society becomes more and more obvious. Thus, permanent learning appeared as a reaction to the rapid transformations taking place in society, representing at the same time a necessity and a solution. The school is part of the category of organizations that learn, it being different from the others due to the specificity of the dominant activity, namely the instructive-educational process. In this article, we addressed the main characteristics existing in the specialized literature that define the learning organization, the school as a learning organization, as well as the identification of the existence of a possible relationship between the personal factors of teachers and the strategies that make the school a learning organization. The results illustrate the necesity of a correlation factors, such as function, teaching degree, seniority at work, with the strategies that make the school a learning organisation. In the table below we can see that the education level of the teaching staff is the only variable that does not correlate with the strategies that make a school a learning organisation. [ABSTRACT FROM AUTHOR]

The present study aims to verify the existence of correlations between autonomic regulation and controlled regulation, autonomous regulation and postintentional regulation, but also between controlled regulation and postintentional self-regulation. To achieve the aim of the present study, two questionnaires were used. 144 academic subjects (students) aged 20 and 21 participated in the study. The results of the study demonstrate that there are significant direct linear relationships between the three aspects. [ABSTRACT FROM AUTHOR]

The present study aims to identify the types of students' roles in work teams for different didactic activities in the academic environment. In the study, a questionnaire was applied that measures teamwork styles, a questionnaire that includes three scales: leader, doer, thinker and carer, each scale with 10 items. This studiy was attended by 195 female students pursuing bachelor's and master's studies in the field of educational sciences, between the ages of 18 and 55. The hypothesis underlying this study presupposes the existence of a statistically significant difference between students from the bachelor program and students from the master's program according to the types of roles within the teams formed by them. The results of the study indicated that teamwork styles such as career thinking and work style are more defined in master's students than in undergraduate students, and the other work styles are better defined in undergraduate students than in master's students. In conclusion, the objective of the study was achieved. [ABSTRACT FROM AUTHOR]

Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. Within this context, teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today's society. In this study, we aimed to investigate the differences between students regarding their demographic characteristics (age category, education level) according to the level of development of their teamwork skills. The results revealed statistically significant differences between the different categories of students and the level of development of teamwork skills. It is important that teamwork skills are developed from the years of undergraduate studies. Both in our sample, but also in other studies from the literature, these students obtain low scores for this competence.These results can be used to create training programs for teachers and students in the development of teamwork skills. [ABSTRACT FROM AUTHOR]

This study aims to highlight the difficulties that students encounter in online education depending on their gender and age group. 143 students participated in the study, 68 male and 75 female, aged between 18 and 50, with M = 37.4 and SD = 4.5 from the urban environment, humanistic profile. The study aims to test three research hypotheses, which aim to identify differences between attendance at classes and gender and age category, between difficulties, participant gender and age category. [ABSTRACT FROM AUTHOR]

In this article, we propose to create a synthesis based on some relevant articles in the field regarding the effectiveness of intervention programs on improving the symptoms of children with ADHD. To achieve this goal, I explained the difficulties faced by a child with ADHD in the school environment and at home and presented the most relevant intervention programs. The results of our study can be used in the school environment. [ABSTRACT FROM AUTHOR]

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The diagnosis of ADHD is clinically established by review of symptoms and impairment. The biological underpinning of the disorder is supported by genetic, neuroimaging, neurochemistry and neuropsychological data. Consideration of all aspects of an individual's life needs to be considered in the diagnosis and treatment of ADHD. In this case, the Personalized Intervention Program were made for those students in the school environment. The Personalized Intervention Program is the main method of achieving a personalized and differentiated education and is based on the information collected through the observation method, the case study method and the interview method. It is important to understand that ADHD is a real disorder that causes many difficulties to children. With understanding, patience and help, we can improve the efficiency of the relationships with peers, education and self-esteem. Our role is to encourage intelligent, talented children to believe in their own capacities and to no longer feel incompetent, inferior and inappropriate. All mentioned aspects will be discussed in this paper. To achieve this goal, we made a synthesis of the most relevant research. [ABSTRACT FROM AUTHOR]

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common developmental disorders experienced in childhood and can persist into adulthood. The disorder has early onset and is characterized by a combination of overactive, poorly modulated behavior with marked inattention. In the long term it can impair academic performance, vocational success and socialemotional development. On the other hand, child with ADHD has been included among those with special support needs and special educational needs in the USA since 1990. The objective of this study is to find the possible predictive role of emotional regulation, attention defficit and problem-solving ability on visuomotor integration (which includes visuospatial abilities, such as estimating distances between objects, line orientation, angularity, and fine motor coordination).This study included 30 elementary school students (grades 0-4) diagnosed with ADHD (predominantly inattentive subtype) and integrated in normal school. TRS-P was used to evaluate changes in the frequency of symptoms of attention defficit in students with ADHD, an image system was developed for this study to identify difficulties of emotional regulation and NEPSY was used to evaluate changes in the neuropsychological functioning in two domains: Attention / Executive functioning, Visuospatial Integration. In this study it was demonstrated that emotional regulation, attention defficit and problem solving ability are significant predictors for visuomotor integration. These results can be used in the development of intervention programs based on cognitive behavioral therapy techniques. [ABSTRACT FROM AUTHOR]

Attention- deficit/hyperactivity disorder (ADHD) is one of the most common developmental disorders experienced in childhood and can persist into adulthood. The disorder has an early onset and is characterized by a combination of overactive, poorly modulated behavior with marked inattention. In the long term it can impair academic performance, vocational success and social-emotional development. On the other hand, child with ADHD has been included among those with special support needs and special educational needs in the USA since 1990. In this case, the intervention program was built for those students in the school environment. The objective of this study is to find the effectiveness of a problem solving intervention program on the frequency of symptoms of hyperactivity and attention deficit, visuomotor precision, visuomotor integration (which includes visuospatial abilities, such as estimating distances between objects, line orientation, angularity, and fine motor coordination) and emotional regulation of students with ADHD. Also, this study aimed to verify if emotional regulation had an effect on two relationships between: problem solving ability and visuomotor integration of students with ADHD, problem solving ability and visuomotor precision of students with ADHD. A problem solving intervention program consisting of 120 activities was carried out for 6 months with 30 elementary school students (grades 0-4) diagnosed with ADHD and integrated in normal school. TRS-P was used to evaluate changes in the frequency of symptoms of hyperactivity and attention deficit in students with ADHD, an image system was developed for this study to identify difficulties of emotional regulation and NEPSY was used to evaluate changes in the neuropsychological functioning in three domains: Attention/Executive functioning, Visuospatial and Sensorimotor. The program has been identified to have a positive effect on the frequency of symptoms of hyperactivity and attention deficit, visuomotor precision, visuomotor integration (which includes visuospatial abilities, such as estimating distances between objects, line orientation, angularity, and fine motor coordination) and emotional regulation of students with ADHD. Also, in this study it was demonstrated emotional regulation had an effect on two relationships between: problem solving ability and visuomotor integration of students with ADHD, problem solving ability and visuomotor precision of students with ADHD. The problem solving intervention program designed in this research can be utilized in the classroom. [ABSTRACT FROM AUTHOR]

The Child with Attention Deficit/Hyperactivity Disorder has been included among those with special support needs and special educational needs in the USA since 1990, when the Individuals with Disabilities Education Act (IDEA) was adopted. However, the child with ADHD is eligible for special educational services if he/she still has learning difficulties and is thus included in an Individualized Educational Program (PEI). In the school environment, besides the educational intervention on students with ADHD, the psychological intervention can also take place, where the teachers and parents of these students can participate. In the literature, many intervention programs have been described for students with ADHD, but we have stopped at one based on neuroscience studies. In conclusion, the aim of this paper is to describe a psychological intervention program in the school environment. To achieve this aim, we have mentioned the strengths and weaknesses of this program and compared this program to another with the same objectives in the literature. [ABSTRACT FROM AUTHOR]

In this paper we aimed to discuss about a controversial topic. To achieve this objective, we formulated arguments and counter-arguments in favor or against things found in literature. It is important to understand that temperament is influenced both by the environment and the gene, and a separation of the two is purely didactic. Temperament is defined as dynamic-energy, reactive and regulatory side of personality. We believe that there is a strong relationship between temperament and environment and between temperament and genes; each of these relationships can be seen in the context of moderation or mediation by the other factor; the relationship temperament-gene can be moderated by the environment and temperament-environment relationship may be mediated by the gene. [ABSTRACT FROM AUTHOR]

In this study we aimed to analyze the correlation between risk decision-making and framing effect. Thus, we examined two hypotheses, namely: a) there is a significant relationship between the types of framing and the types of decisions; (B) there is a significant relationship between the need for justification of the decision and type of decision taking. This study involved a total of 173 adolescents. The average age was m=17.77 years old and the standard deviation SD=0.04. Participants were given two problems making decisions in risky situations. The data collected were processed using The Chi-square of association. The obtained results support the research hypotheses. [ABSTRACT FROM AUTHOR]