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This study focused on the relationships between teachers' subjective well-being, perceived teacher support and students' subjective mental and physical health. We surveyed students at the beginning, halfway, and at the end of the second semester, collecting 1230 observations clustered within 410 students. Additionally, 66 of their teachers rated their subjective well-being (teaching self-efficacy and life satisfaction) at the beginning of the semester. We used multilevel modeling to link teachers' subjective well-being to students' health and perceived teacher support, controlling for the effects of time. Teaching self-efficacy positively predicted students' mental health. Moreover, perceived teacher support had a positive association with both subjective physical and mental health reported by students across the semester. We found inconclusive results in testing the associations between teachers' subjective well-being and perceived teacher support. We also found non-significant associations between teaching self-efficacy and students' physical health, as well as life satisfaction and students' mental health.

Academics' conceptions of teaching (ACTs) and academics' teaching approaches (ATAs) are essential factors in informing academics' teaching behaviors. However, empirical evidence from longitudinal research exploring the causal link between ACTs and ATAs is lacking. In the current study, we employed a cross-lagged panel model approach in three waves to assess four hypotheses (i.e. stability, causal, reversed, and reciprocal models) concerning the causal association between ACTs and ATAs. For the data collection from 115 academics (60.9% female), we used the "Conceptions of Teaching and Learning" and the "Revised Approaches to Teaching Inventory." Our findings indicated that ATAs were a causal predictor of ACTs, not vice-versa, regardless of participants' gender and teaching responsibilities. Specific ATAs (i.e. student-centered or teacher-centered) predicted complementary ACTs in time. Our results reveal that conceptual changes in academics can be possible after observing the positive effects of a specific teaching method on student learning. Therefore, academic developers should help academics (especially novice teachers) accurately distinguish student-centered from teacher-centered teaching behaviors and learn how to apply specific student-centered teaching methods in conjunction with self-reflective techniques. More empirical longitudinal studies with sound designs are needed to understand better the multi-directional nature and influence between ACTs and ATAs over time.

Over time, the academics' approaches to teaching (i.e., content- or learning-focused approach) were intensively studied. Traditionally, studies estimated the shared variance between the items that describe a behavioral pattern (i.e., the psychometric approach), defined as a learning- or content-focused approach to teaching. In this study, we used a different perspective (i.e., network analysis) to investigate academics' approaches to teaching. We aimed to bring in new insights regarding the interactions between the elements that define academics' approaches to teaching. We used the Revised Approaches to Teaching Inventory to collect responses from 705 academics (63.97% female) from six Romanian universities. The main results indicated that academics' conceptions about the subject matter are central to their preferences concerning the adoption of a content-focused or a learning-focused approach to teaching. The estimated network is stable across different sub-samples defined by the academic disciplines, class size, academics' gender, and teaching experience. We highlighted the implications of these findings for research and teaching practice in higher education. Also, several recommendations for developing pedagogical training programs for academics were suggested. In particular, this study brings valuable insights for addressing academics' conception about the subject matter and suggests that this could be a new topic for pedagogical training programs dedicated to university teachers.

Existing science evidence sustained that students' preferences for a learning approach (i.e., deep or surface learning) depend on several contextual variables. In this study, we used the network psychometrics perspective to investigate the interactions between the elements that define students' learning preferences. We aimed to understand which are the central elements of the students' behavior patterns used when they decide to adopt one specific learning approach. We used the Revised Two-Factor Study Process Questionnaire to collect responses from a large sample of university students (5357 students, 73% female). The results indicated that the interest-to-effort ratio is central to students' preference for deep or surface learning. Also, we found that the estimated network is stable across different groups defined by the academic disciplines, students' gender, and year of study. These results are presented as arguments for using the workload and students' interest as topics in pedagogical programs dedicated to academics.

Teaching conceptions in higher education, or so-called academics' conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students' learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs' definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives--where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies--most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt's (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers. [ABSTRACT FROM AUTHOR]

Gagné's instructional events are more focused on the human internal learning process than on the learning context. This study fills this gap because it presents certain instructional events that are focused on the construction of a positive learning context through the teacher-student relationship. Therefore, it's proposing an adaption of Gagné's instructional model to the learning context derived from observation of the instructional activities performed in the Romanian educational system. This paper added two new events ("Learning organization" and "Final appreciation") to Gagné's original nine instructional events. Out of these eleven, it's considered that three in particular should be regarded as essential events in every teaching activity. These three particular events are categorised and defined in the first part of this study. The effectiveness of this newly proposed theoretical model was tested on a sample of 894 university teaching activities, using a systematic observational grid. The results indicated a significant correlation between the adapted model and students' perceptions of the effectiveness of the teaching activity. It is therefore suggested that this proposed model provides operational guidance for the development of instructional approach. The implications and the limitations of these findings are discussed and possible directions for new research are suggested.

This study allowed an analysis of EU funds distribution in the Romanian undergraduate educational field between 2007-2013 and the identification of a possible Matthew effect in a period marked by distinct societal changes. The source of our data is a cross-sectional study conducted in schools from five Romanian counties (Timiş, Caraş-Severin, Mehedinţi, Hunedoara and Gorj). The research focused itself on three main types of subjects: the principals of secondary schools, the teachers from the same schools and the 7 th grade students. Finally, a representative group of 80 educational institutions was selected. Based on our research results, we can assume that the involvement in EU projects (SOPHRD/POSDRU) was a process significantly determined by school characteristics rather than by the individual specificity of the teachers. As concluded, we can assume that the sustainability of the interventions remains unclear and their long-term effects uncertain for the vulnerable groups. [ABSTRACT FROM AUTHOR]

Since 2007, Romania is member of European Union. In this context, themes addressing specific EU educational content have increased gradually in curriculum. Sometimes, actions of this type have succeeded to attract funds from Brussels through projects won in international competitions. This paper presents two such projects won by a research team from West University of Timisoara. The applications for funding was made to the grant competition opened by the Education Audiovisual & Culture Executive Agency, Brussels, Belgium through Lifelong Learning Programme, Jean Monnet Programme, Key Activity 1 – Learning EU at School. The two projects have aimed the development of a complete curriculum package in order to implement the European Union Citizen as an optional discipline in Romanian primary schools. The project proposals, the implementation process and, also, the results are presented and discussed. Some examples of good practice for educational research, projects implementation and collaboration between researchers and practitioners are highlighted. [ABSTRACT FROM AUTHOR]

In the last decades, the number of instructional development programs for university teachers are increasing across the world. Consequently, many research studies aim to indentify the impact of these programs on teaching effectiveness in higher education. Despite the number of studies, many research questions have not received yet conclusive responses. In this context, the present paper presents some evidence about the long-term effect of three short instructional development programs that have used instructional models as educational content (Gagné’s instructional model, Gagné’s Adapted instructional model and Engelmann’s Direct instructional model). After three years from the implementation of programs, a semi-structured interviews was conducted. Out of the 12 teachers involved in the programs, 9 expressed their willingness to respond. The results show that all the 9 teachers have used in their current teaching practice, in a adapted form, many of the aspects acquired during the programs. Also, the results highlighted that instructional models are perceived by the university teachers as tools with greater applicability for teaching in higher education. The results are discussed and some possible implication for the filed are presented. [ABSTRACT FROM AUTHOR]

The article examines the nature of the precautionary principle, with reference to the international legal debates and to the European national legislation, as well as the European Union legislation. It is emphasized the evolution and formation of the precaution in the international law in connection with the environment and health, where it remained only at the declarative level, while in Europe, in the first member states of the European Union, such as France, Germany, Italy and Spain, as well as in the newly member, Romania, the precautionary principle is generally accepted and, in particular, is relevant for the human and environmental protection, for the health of animals and plants, but especially for the food security. [ABSTRACT FROM AUTHOR]

The objective of this paper is to emphasize the importance of the spatial dimension of societal processes, the challenge of social cohesion, and social segregation in European cities. We shall focus here on the concept of territorial cohesion, the multiple socio-spatial patterns of European cities, and the European discourse on spatial planning and/or territorial governance. [ABSTRACT FROM AUTHOR]

The article proposes an approach of university teaching activities starting from a curricular design developed by Gagné at al. (1974). Several students, who were attending the pedagogical training program, proposed by the Teacher Training Department, have analyzed, using a single systemic observation grid, a number of 894 teaching activities that they were currently participating to. We found a strong link between a specific curricular design and students' perception regarding teaching efficiency for: maintaining attention and interest, understanding and retention of information, utility perception of the discussed topics and appreciation of learning facilitation. As a result, we proposed several curricular suggestions which could improve the academic teaching approach, regardless of the type of activity (seminar/laboratory or course). [ABSTRACT FROM AUTHOR]

The rapid informational evolution of the last period has found the states unprepared as regards the common-law both at a national level as well as an international one. The information has become a very important international property, which not protected by law, can be conquered or destroyed through other offences. The harmonization of the international legislation regarding the dissemination of electronic fraud must be done quickly since the loss is very big both for natural persons as well as for legal ones and those who commit frauds permanently develop new methods to do this. [ABSTRACT FROM AUTHOR]

The co-operation of the state is an in faciendo obligation and constitutes a permanent major requirement to grant peace and security in the world, to promote international stability and progress, and to ensure the general welfare of the nations. Cyber crimes attacks are becoming more frequent, more organized and more costly as regards the damage caused to both public agencies and civil society. Within the United Nations, European Union and NATO's areas of responsibility there has been highly stressed the urge of an immediate international cooperation of the Member States to develop and coordinate the national cyber defense capabilities for a better and more efficient protection against cyber crimes. The European system for combating the cyber crimes, based on the Budapest Convention of 2001, constitutes a modern legal framework, and shall be implemented by more countries. The "24/7 Network" is an existing functional system created to investigate and prosecute the cyber crimes in the Member States territory, ensuring a proper balance between the interests of law enforcement and respect for fundamental human rights. [ABSTRACT FROM AUTHOR]

With land and marine ecosystems around the world under intense pressure from human activities, negotiators from all around the world met in Nagoya, Japan, October 18-29, 2010 to shape and agree on a global strategy and instruments for protecting biodiversity that would make the value of biodiversity central to all human initiatives and development. Computer science has created new technology that helped people in this world and helped to create biodiversity databases for the preservation of the nature. [ABSTRACT FROM AUTHOR]

For the first time the age of information technology raises the issue of legal distinction between a document and its support, especially when the support of the document could be an electronic one. Modern society confronts itself with a significant transition from the legal act fixed on paper to the information stored electronically. Both at a European level as well as at a national one the creation of a legal framework for electronic signatures was pursued with the purpose of facilitating the use of electronic signatures and contribute to their recognition, as well as to drawing up contracts by electronic means. [ABSTRACT FROM AUTHOR]