bluuebunny/crossref_metadata_2025 huggingface dataset:
EU AND CYBER SECURITY
Authors: Onescu Dragos ionut
Published: February 2023

EU and cyber security

Securing network and information systems in the EU is essential to ensure prosperity and to keep the online economy running. The European Union works on a number of fronts to ensure cybersecurity in Europe, from providing the delivery of better internet for kids to implementing the international cooperation on cybersecurity and cybercrime.
As societies, governments and businesses become increasingly reliant on the Internet for the normal functioning of every-day activities and the supply of essential services, protecting cyberspace from malicious activities has become a critical action point for policymakers globally. While digital and networked technologies promise much, the implications of successful attacks can be huge.
The continued rapid development of information and communication technologies, globalization, the drastic increase in data volumes and the growing number of different types of equipment connected to data networks have an impact on daily life, the economy and the functioning of the state. On the one hand, this level of ICT development will contribute to the improved availability and usability of services, enhance transparency and citizen participation in governance, and cut public as well as private sector costs. On the other hand, the increasing importance of technology is accompanied by an increase in the state's growing dependence on already entrenched e-solutions, and cements the expectation of technology operating eamlessly.
Social processes are also becoming increasingly dependent on a growing number of information technology resources, and in the future attention must be drawn to the fact that society at large, and each individual in particular, will be able to maintain control over the corresponding processes.
Otherwise, there is potential for information technologies to reduce the role of humans in the decision-making process, and processes may become self-regulatory (technological singularity).
The number of state actors in cyberspace that are involved in cyber espionage targeted at computers connected to the Internet as well as closed networks continues to grow, with their aim being to collect information on both national security as well as economic interests.
The amount and activeness of states capable of cyber-attacks are increasing. In addition to the activation of state actors, the ability of politically motivated individuals and groups with limited means to organize their activities using social networks and carry out denial of service and other types of attacks is growing as well. Meaningful and effective cooperation between the public and private sector in the development of cyber security organization as well as in preventing and resolving cyber incidents is becoming increasingly unavoidable.
National defense and internal security are dependent on the private sector's infrastructure and resources, while at the same time the state can assist vital service providers and guarantors of national critical information infrastructure as a coordinator and balancer of various interests.
THE IMPORTANCE OF EDUCATION RELATED TO CYBER CRIMES IN THE TRAINING INSTITUTIONS DEDICATED TO PUBLIC ORDER AND NATIONAL SECURITY-A CASE STUDY FOCUSED ON ROMANIAN MINISTRY OF INTERNAL AFFAIRS
Authors: Tulvan Alexandra , Panfil Georgica
Published: February 2023

Cybercrimes have evolved, in a very short period of time, from just an interesting phenomenon to one of the biggest threats that our society has yet faced. The term of cybercrime is not something new anymore, due to the inconstant evolution of the technologies that were initially meant to ease our life. However, any new progress brings with it different challenges and sometimes some new criminal behaviors. Due to the apparition of the cyber criminality on the global stage, different types of institutions from the filed of law enforcement started to develop programs to fight this new - at that time - type of threat. An interesting and actual challenge is also addressed to the main institutions from the area of Public Order and National Security, and especially to the ones meant to train the professionals in these fields. This challenge is referring to the way to train the personnel related to the cybercrimes from the point of view of prevention and fighting this phenomenon. However, another problem is for the Academic institution - such as Romanian Police Academy, in case of this article`s subject - to be able to provide a minimal level of knowledge in this field for future police officers, which, of course, will be involved (or at least intended to be involved) in different typologies of crimes than the ones related to digital environment. Current paper is intended to provide a brief image of current realities of this type of training, as well as the main advantages and disadvantages of the current educational system in accordance with the real needs from an operational point of view.
GENDER AND IDENTITY IN VIDEO GAMES AS A VIRTUAL LEARNING ENVIRONMENT
Authors: Stahl Matilda
Published: February 2023

Matilda St?hl, ?bo Akademi University

The design of video games encourage playfulness and exploration in an environment that revolves around problem solving. The development of these traits and the learning potential in virtual environments have caught the attention of educators. (Gee & Hayes, 2010.) Video games are a very common motivator in learning how to use new technology; skills the students will have great use of in the future. Although, since gaming is considered unfeminine many girls tend to give up gaming as teenagers and they thereby miss the opportunity to learn how to use new technologies as well as developing their skills in problem solving. (Gee, 2007.)

Video games and other virtual learning environments can also be considered as alternative realities where the gamer can become whoever he or she wants. Juul (2009) argues that the gamer's identity is highly characterized by his or her attitude towards gaming and whether he or she is inclined to identify himself or herself as a gamer. Gee notes the relevance of the identity perspective in regard to learning through video games. According to him, the gamer identity consists of three different identities that together form an entirety: the virtual identity, the real life identity and the projective identity where Gee play with the word project and its two meanings. On one hand there is a gamer projecting his or her values and desires onto the virtual character. On the other hand the character can be considered a project where the gamer within the limits of the game creates a personality for their character. (Gee, 2007.) In other words, the girls who give up gaming also miss out the possibility to explore their own identities as well.

During eLSE I wish to give a presentation based on my master's thesis on how video games, even commercial ones, can be considered learning environments and how this point of view will evolve in my doctoral thesis.

Referenser:

Gee, J P. (2007). What Video Games have to teach us about Learning and Literacy. Palgrave

Gee, J P. & Hayes, E R. (2010). Women and gaming. The Sims and 21st century learning. Palgrave

Juul, J. (2009). Casual Revolution: Reinventing Video Games and Their Players. Cambridge, M A. USA.
MEDIA INFLUENCE ON SPEECH CULTURE OF STUDENTS - FUTURE TEACHERS
Authors: Grujic Tamara , Jasovic Predrag , Ivanic Ivana
Published: February 2023

This paper points to the relations of influence and key aspects of the use of different media during studies among students, future teachers, at the College of Professional Studies in Education of Teachers in Kikinda and the State University of Novi Pazar, which largely affect the culture of speech but also the expansion of general and professional competencies of students. The paper analyzes the influence of television and new media in the development of speech culture, where we highlight the importance of complementarity between books as media and new media, as well as their potential that can take advantage of the development of speech culture of students - future teachers. The research was conducted during the period from September to November 2015. The questionnaire, with coverage of 300 students from first to third year of the University College of Professional Studies in Education of Teachers in Kikinda and 100 students from first to fourth year of the State University of Novi Pazar.
The conclusion is that young people are preoccupied with the modern media (internet, social networks) that the brevity of expression in e-mails, and text messages significantly affects the research, as waste of time in so-called social media. Students - future educators, are using modern media in the process of informal learning and entertainment, which to a large extent forms the negative attitude towards printed media - the book and leads to the impoverishment of the lexis and to the low level of speech culture and speech which represents the basis of all educators. The paper confirms that the essential ways of using the media, as well as the expressive power of modern media have a strong influence on the speech culture of students - future teachers, but also to their education and general culture. The paper confirms that the ways of using the media are of essential value, as well as that the expressive power of modern media has a strong influence on the speech culture of students - future teachers, but also to their education and general culture.
Using modern media confirms the hypothesis that the media negatively affects speech culture of students - future teachers, with the possibility of appearance of pseudo communication and socialization, and confirms the influence of modern media in the creation of prejudices and stereotypes, but also to creates a distorted image of reality.
A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING
Authors: Neagu Simona nicoleta
Published: February 2023

Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness.
Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, health, status, training, discovery,achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms.
At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study is presented here: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.
INTERNATIONAL STUDENTS' PERSPECTIVES ON ACADEMIC DISCUSSIONS IN A MULTICULTURAL ENVIRONMENT
Authors: Vasilache Simona
Published: February 2023

Multicultural environments are omnipresent in our 21st century world and the multicultural nature of education is presenting challenges to educators on all continents. Japan universities follow the same trend and instructors in charge of educating international students, along with local Japanese students, need to constantly adapt their teaching styles. The University of Tsukuba is home to several undergraduate programs taught entirely in English, with a large population of international students.
Our paper focuses on a group of international students' perspectives of an academic discussion class, held at the University of Tsukuba, within the past three years.
We based our study on two different sets of data: one involving the spring 2015 class of students enrolled in the academic discussion course and another one involving data collected in the past three years from the same academic discussion course.
The first set of data is derived from a questionnaire given to the group of students enrolled in the academic discussion class held in spring 2015. The respondents were asked to express their views on the benefits of academic discussion classes in general, their personal reasons for enrolling in such a class, the preferred discussion style, the reasons behind theirs and others more/less active participation, the effects of such a class on their personal opinions etc. They were also questioned about their beliefs with regard to different styles of debating and arguing: whether there are differences or not between genders and whether eastern and western cultures approach such discussions in different ways. Moreover, they were asked to give suggestions for organizing an academic class in general, along with listing what they liked most/least about the class.
The second set of data was compiled from end-of-class sheets, filled in every week by the participants in the past three years of the academic discussion class. Besides comments on each week's presentations (held by the students themselves), the subjects characterized the class discussions, choosing from a number of pre-defined attributes. They also expressed what they thought was most intriguing, surprising or interesting about each class, along with suggestions for improvement of plenary or group discussions.
Our paper presents the results gathered from the above two sets of data, along with our conclusions. We observed how different cultural backgrounds influence the way that students conduct discussions. We also observed how students perceive the discussion styles of their colleagues belonging to different cultural backgrounds.
Last, but not least we obtained feedback and valuable suggestions for conducting harmonious and intellectually challenging academic discussion classes in the future.
We believe that our paper can offer a glimpse into a multicultural environment and into the way international students from various backgrounds interact in the context of an academic discussion course.
ONLINE RESOURCES TO INCREASE CREATIVITY IN TEACHING AND LEARNING
Authors: Dumitrache Anisoara
Published: February 2023

Learning is available and accessible outside the class walls, without decreasing quality. Nowadays the internet is a source of knowledge, information and learning resources almost inexhaustible, the limit of it remaining teacher's creativity in using it. More, in traditional classroom, when open educational resources and other educational materials are used, the lessons become more attractive, flexible and the learning is individualized. The use of these resources can make the difference between guided lessons, with a low level of interactivity and participation from students' side and, opposite, lessons in which students are able to identify their own interests and approaches in learning, are able to establish one (or more) path(s) in achieving the learning goals and to identify and solve different learning situations. For both sides - teachers and students - this approach comes with challenges but also with advantages. The challenges can be overcome, and become lessons learnt; advantages count at final and the experience gathered. This means that we, as teachers, must be creative and teach creatively, to open the learning horizons for our students, to provoke them to be active learners. The aim of this paper is to depict the activities conducted with full time students in using free learning resources, and dynamic approaches to create challenges and contexts for a deeper learning. In the last years, several learning tools were introduced and used during practical activities; each activity has been planned and scheduled accordingly in order to engage the students for the purpose of a meaningful learning, using project based learning as main approach.
E-LEARNING COURSE FOR MARITIME ENGLISH
Authors: Astratinei Carmen
Published: February 2023

The shipping industry has become more and more demanding as far as the General and Maritime English are concerned. This is due to the fact that most merchant ships are owned by foreign companies and manned by multinational crews who need to be competent to communicate in English orally and in writing. In this respect, the IMO (International Maritime Organization) and the STCW'95 (Standards of Training Certification and Watch-keeping) convention and code imposed a number of requirements regarding the seafarers' Maritime English knowledge and adequate use. As a result of the international maritime bodies' requirements, the SMCP (Standard Marine Communication Phrases) has become mandatory for the shipping industry worldwide. The SMCP is a comprehensive standardized safety language, precise, concise, simple and unambiguous so as to avoid confusion and error. It consists of a set of terms, definitions, phrases used on board ships, for ship-to-ship and ship-to-shore communication. Therefore, the MET (Maritime Education and Training) teachers have to meet the challenge of designing attractive and efficient courses to motivate their students to acquire more easily and in a more pleasant way the maritime terminology. It seems that the solution would be the on-line courses which are becoming more and more popular with the 21st century students. Last year we piloted the first year deck cadet on-line course, which was originally a traditional class course-book. At the end of the course, we administered a course evaluation form, which the majority of the students filled in. After analysing the learners` commentaries and suggestions, we revised some of the units and added on more information. In a learner-centred type of education it is very important to involve the learners in teaching/learning materials or even course design. This makes them more responsible for the learning process and more willing to achieve success. In this paper we will present the students` and teachers` feedback on the e-learning course revised version presently in progress in the 2014-2015 academic year.
THE NEED FOR CRITICAL THINKING IN THE MILITARY EDUCATIONAL SYSTEM
Authors: Grigoras Razvan , Mustata Aurelia
Published: February 2023

The paper has the aim of describing a particular framework for implementing the concept of critical thinking through serious games. In a world where thinking is based on distorted and uninformed judgements, we sketch a critique to the philosophical approaches of reasoning and thinking, concluding that the Paulian framework is one of the most performant approach proposed thus far. We started this paper form the new characteristic of critical thinking which R. Paul identified it: metacognition. The researcher is arguing that through metacognition the subject is constantly improving the quality of its proper thinking by controlling the inner structures of thinking. By embracing this definition, we were able to blueprint the fact that there is a possibility to amplify and to enhance critical thinking through serious games. Being given this opportunity, we conducted an experiment in order to see if critical thinking can really be better taught by means of serious games. In particular manner, we tracked the constantly improvement of thinking and the overcoming of the thinking errors. The results of this experiment were very nourishing to the idea that the Internet of Things (IOT) could be a nursery for the development of critical thinking. In a particularly manner the military educational system has to be by definition the driving stimulus for achieving critical thinking in the military system. Over all, this paper wants to be an advocacy for the systematically cultivated excellence in thinking in the military educational system as a milestone in training the forces for the new battlefield necessities.
USEFULNESS OF FACEBOOK FOR STUDENTS: ANALYSIS OF UNIVERSITY PROFILE DIFFERENCES FROM A MULTIDIMENSIONAL PERSPECTIVE
Authors: Pribeanu Costin , Lamanauskas Vincentas
Published: February 2023

The change of paradigm from learner-centered to social learning requires considering various activities such as: active participation, information and content sharing, collaboration, and debate. The use of social networking websites takes a lot of time from the students' university life thus challenging the educators to look for modalities to identify and exploit their educational potential. The increasing popularity of Facebook among university students is raising several research questions regarding its usefulness for education. Therefore, a systematic study on Facebook use by university students has been started in 2014 in the framework of cooperation between researchers from ICI Bucharest (Romania) and Siauliai University (Lithuania). The objective of this paper is twofold: (a) to measure the usefulness of Facebook for university students along three dimensions: social usefulness, information usefulness and collaboration usefulness, and (b) to analyze group differences from a multidimensional perspective. In order to compare the perceptions of students two samples with a different university profile have been utilized. A multidimensional model for the perceived usefulness has been conceptualized and empirically validated on each sample using structural equation modelling. An analysis of invariance across profiles provides evidence for the configural, metric, and scalar invariance of the evaluation instrument, thus enabling comparison between groups at construct level. The university profile comparison shows mean differences as regarding the global factor and two of its dimensions: social usefulness and information usefulness. The results of this work have several implications for researchers and practitioners. First, it contributes to a better understanding of the educational potential of Facebook. Second, it contributes to a reliable evaluation instrument that performs well across groups. Third, the multidimensional perspective enables analyses on two levels (global factor and each dimension).
BRINGING HISTORY TO LIFE THROUGH ICT RESOURCES AND AUGMENTED REALITY
Authors: Craciun Dana , Hurduzeu Nicolae
Published: February 2023

The internet represents an exceptional support for history teaching activities as it provides access to information from all fields of knowledge and activity, huge research and documenting possibilities, real time information updates, large grounds for imagination, creativity and resolute anticipation all while developing communicational informational processing competencies.
According to the Horizon Report Europe 2014 - Schools Edition, the current tendencies in integrating ICT in education target open educational resource (OER) usage, the development of hybrid learning designs and a re-evaluation of the role of the teacher as a mentor and facilitator of the learning process.
The access to OERs and various online applications can be a real support for history teachers by helping them improve the design of their lessons so that can engage and motivate students more efficiently. However, it also represents an opportunity for students to learn in a new, exciting way which can lead to the development of the necessary 21st century skills (learning, life and carrier skills). Students can use ICT to search and select information and data sources during their history studies. This information can then be further refined and presented in class. Hence, ICT extends the range of tools and techniques which students can utilize when sharing their understanding of history, knowing that solid sources, a good, arguments-based presentation of the findings and a strong conclusion are of outmost importance. The way students interact with this information is shaped by the visualization technologies employed. Through the use of advanced visualization technologies such as augmented reality (AR), students can interact with and manipulate the information more easily by involving more than just their visual senses. Augmented reality has already been successfully used in archeology (for the digital reconstruction of ancient constructions), architecture (for the digital display of future buildings and projects) or in large museums to facilitate the access of visitors to additional information about the works of interest.
Starting from the above mentioned ideas, the present study offers several possibilities in which ICT and AR can be used in order to create authentic learning experiences within history classes, while also presenting and analyzing several free visualization applications such as ZooBurst and Wikitude.
THE SUSTAINABILITY OF UDACITY'S BUSINESS MODEL OF PRODUCING FIRST-RATE ONLINE CONTENT AND INCORPORATING INTERACTIVE LEARNING ASPECTS INTO AN ONLINE COURSE
Authors: Lazaroiu George , Nica Elvira , Popescu Gheorghe h.
Published: February 2023

An innovative start-up and important online course supplier, Udacity charges a subscription for course involvement, limits course recruitments, and associates straightforwardly with scholars to create courses that are devised to benefit from their MOOC platform, being thus effortlessly tailor-made and improved. Udacity produces them in its own studio, instead of disseminating content generated by universities, and has progressively shifted to corporate instruction chances, utilizing a discourse originated in increasing access to higher education. The prime concern has been setting up the infrastructure and ecosystems that will back educational enhancement. As the education participant ecosystems develop, Udacity may be better situated to clarify what features of their innovation tend to produce returns. Udacity has invested substantial amounts of money and endeavor into advancing outstanding proprietary content, and we aim to prove that its business model of producing first-rate online content and incorporating interactive learning aspects into an online course may not last as the numbers do not add up (there may be no business model to back credential-less online learning). Unfortunately, courses can require universities several hundred thousand dollars to develop, but the proportion of learners who finish a class has been quite low so far. Besides being a private platform, Udacity aims to expand a large part of its own programming, which is pretty expensive. We show that Udacity restricted its target, intending for learners that aim in-depth software instruction to move up in the tech personnel, thus concentrating on paid "nanodegree" programs devised in cooperation with high-tech corporations to train learners for hiring.
THE DEVELOPMENT OF INTERACTIVE CONTENT
Authors: Herman Cosmin , Mustea Anca
Published: February 2023

In developing online courses there is a growing interest for developing interactive content. Studies show that the most important form of interaction in an on line course is the interaction between the student and the content of the course, followed by the student-teacher interaction and then by the student-student interaction.
As a content developer you are always challenged to find attractive and interactive ways of presenting the content of a course. Sometimes a certain level of interactions is required, though there are still controversies about the number of levels of interactivity - some authors only refer to three levels, while others go up to five or more levels of interactivity.
When developing an interactive content you usually start with a traditional text-based content that you need to transform in a format that is adequate for e-learning. From the text-based content to the interactive on line course there are a lot of aspects to consider: the level of interactivity required, the facilities and the constraint of the software used, the limited interactions possible on a screen, the multimedia elements to be include and the sources of adequate multimedia content, the characteristics of the future students and the particularities of the subject matter.
The paper presents the development of interactive content while considering all of the above mentioned aspects. The examples used to illustrate the ideas of the paper are developed using Articulate Storyline 2, but the same ideas can be applied using other software or tools, like Microsoft Power Point or other presentation development software.
USING MOODLE RESOURCES IN TEACHING, LEARNING AND ASSESSMENT
Authors: Buhai Ilenuta , Leanca Paula
Published: February 2023

Moodle offers a wide range of opportunities for the organization of the teaching-learning-assessment using the virtual environment.
To illustrate the teaching-learning, the paper presents a method that uses "Flipped Classroom".
Strengthening the knowledge acquired is exemplified in a theme that can interpret geometric concepts taught, using the software GeoGebra.
For evaluation we used online tests and homework, whose resolution is posted by Moodle school students.
Moodle resources and activities offered are very helpful for teachers and are attractive to students.

Method "Flipped Classroom" I used to teaching the topic "remarkable finite groups" .I created a lesson in more steps, we presented the theoretical concepts as clearly, we introduced application page resolved, I asked questions of control. Finally I put a worksheet with applications that were discussed with the classes after they have studied individual lesson. Separately, we designed a test for the end of the lesson face to face. I note that the lesson pages are endowed with buttons that allow access / jump from one page to another.
I used GeoGebra software on the topic "system of equations" to class IX. The geometric interpretation of solutions of a system of two equations with two unknown was rapidly through graphical method. Students had the opportunity to see the link between algebra and geometry.
To evaluate the tests we used online. To create various types of items I used Wiris editor: it makes creative exercises have every access to test another form! Scoring is done automatically, wrong answers can be analyzed. The platform makes and statistical charts that offer teachers an overview.
We use and evaluation by students prpuse topics on the platform. Once they resolve, load by the solutions and the teacher corrects / notes.
THE LESSON, MOODLE TEACHING-LEARNING RESOURCE WITH INTERRACTIVE CONTENT
Authors: Petrovici Adriana , Ciobanu Elena pompilia
Published: February 2023

The present paper presents the opportunities to ellaborate a personalized and interactive content for teaching-learning-self assessment and assessment, with the help of a Moodle platform-the Lesson. The paper is a mini-tutorial to present the main steps which must be taken to create a lesson. The presentation of the facilities of this digital instrument ensures the understanding of the necessity and of the utility of the ellaboration of a Moodle lesson as didactic material which motivates the students to do individual study. The simplicity of the creation of such a didactic resource means, for the teachers, an argument and a challenge to capitalize their own methodical creativity. The Moodle lesson is, practically, a succession of html pages easy to fill in with information and contents enriched with explanational videos, links to different virtual sources, practical use and self-assessment tests drawn up with the help of Wiris application, which are necessary for the facilitation of the understanding and of the assimilation of the subject/theme proposed to the students for study. In the paper it is presented the Moodle lesson which was offered in the virtual environment, for individual study, as an innovative method of the Flipped classroom teaching method - a flip-flop classroom. In the last part of th paper there are capitalized two of the advantages of using the Moodle lesson in the teaching process: the resposibility given to the pupils in what regards the handling of the understanding process and the assimilation of the transmitted information, the identification of the cognitive strategies of their consolidation through the insertion of explanatory exercisses corellated with previously acquired knowledge or in the study of other objects.
INTEGRATING GAME-BASED LEARNING INTO PROJECT-BASED ACTIVITIES. ANALYSIS OF STUDENT'S SOLUTIONS FOR A PHYSICAL PROBLEM WITH OR WITHOUT USING A VIDEO GAME
Authors: Fernandez raga Maria , Resines gordaliza Jose antonio
Published: February 2023

Project-Based Learning strategies have been successfully utilized into the field of engineering education as a mean to integrate technological and scientific knowledge into the educative programs. On the other hand, is recognized that, in addition to scientific knowledge, engineers require creative abilities that usually are passed over in currents training programs (Sen, 2014). Trying to fill this gap, a Project-Based activity that included a commercial video game has been developed. In this communication it is showed if the projects produced by engineering students who were playing the video game were affected by it and the degree of affection.
The study was carry out in the University of Leon. A group of 110 Engineering students attending a Basic Physics course were distributed into a control group and an intervention group. Both groups were asked to develop technically feasible solutions to a simple physical problem. But the students belonging to intervention group, before working in their projects, had been allowed time to play a commercial video game. It have been searched for differences between models constructed by the control and the intervention group in the definition of the details, in the materials used, in the certainty on the workability of the solution to solve the problem, the economy of the construction and the originality.
In this paper the analysis of the differences between the solutions found by students who have played to the program and the other students are shown. The objective is to know if the use of physical programs designed for teaching physics is recommended.

Sen, Z, 2014. Philosophical, Logical and Scientific Perspectives in Engineering. Springer.International Publishing Switzerland
THE EVOLUTION OF E-LEARNING BASED ON WEB3.0 AND SEMANTIC TECHNOLOGIES
Authors: Stanescu Georgiana
Published: February 2023

Current technology has an important role in many areas, offering numerously possibilities and activities, which were considered traditionally in the past, now can be found on the web.
Is already known that we are living in a digital era, where society needs contributed to technological developments and created a more accessible and usable web.
Basically we can say that e-learning is a strategy for making information and knowledge in a certain domain more accessible. E-learning represents a way for fast delivering of knowledge and is helping us learning anything, anywhere and anytime.
In year 2003, Derek Stockley defined the e-learning as "the delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material. "
As the technology is evolving day by day, also the e-learning needs to evolve in order to keep up.
Web and semantic technologies are a very complex and abstract domain, being very adaptable in any field, like IT, business or banking and they are regarded as an advantage. Currently, the idea of web and semantic technologies has spread greatly and the newest version is web 3.0.
Web 3.0 appeared because people need to optimize the relationship between the user and the web environment.
The new web 3.0 facilitates the using of electronic media in e-learning environment, providing a more flexible integration approach. Semantic technology offers the possibility for the machine to understand human requirements, using semantic structures. The evolution of web and semantic technologies, highlight the advantages of using those in e-learning.
The potential of semantic technologies is applied on e-learning and used to provide great quality education. It can be said that e-learning is depending on semantic technologies.
The new web 3.0 and semantic technologies are applied in e-Learning, offering benefits and improvements for the e-learning environment.
EVALUATION OF THE BALANCE DEVELOPMENT OF THE DOWN'S SYNDROME CHILDREN WITH COMPUTER EQUIPMENT
Authors: Balan Valeria , Cernea Magda , Georgescu Madalina
Published: February 2023

The motor development of Down's syndrome children is slow. The different components of the motor capacity are developed gradually using practice. The education is more difficult, the progress is observed very difficulty and the decreasing of the level at which the Down's syndrome children reached is very quick. The deficit of the balance is associated with the Down syndrome too. The balance influences positively both the manner in which the children step and the possibility of changing the different directions during the movement without the children being injured. All these are possible if the balance is developed early in their life.
Our research wished to evaluate the balance development at the tree Down's syndrome children using the computer equipment - SMART Balance Master. This stressed the progress obtained from the initial testing to the final testing. At the same time, it showed us the analyzer / analyzers where the development appeared after we had applied the stimulation programs (swimimng lessons) during a year. The children learnd to swim the fundamental techinque skills, freestyle and breaststroke during the stimulation programs (swimming lessons).
Finally, we concluded: the family and social environment where the children grew up influnced all the activities that they practiced during the swimming lessons; the balance evaluation could achieve using the computer equipment. Which offered objective data about the level of the balance development of the children; SMART Balance Master stressed the improvement of the balance and indicated the level where the improvement appeared (proprioceptor level and vestibular level).
The research was a part of a post-PhD thesis which was achieved and published under the aegis of the National University of Physical Education and Sports of Bucharest, as a partner of the programme co-funded by the European Social Fund within the Operational Sectorial Programme for Human Resources Development 2007-2013 through the project Pluri- and interdisciplinary in doctoral and post-doctoral programmes Project Code: POSDRU/159/1.5/S/141086, its main beneficiary being the Research Institute for Quality of Life, Romanian Academy.
BLENDED LEARNING IN FOOTWEAR CAD
Authors: Costea Mariana , Mihai Aura
Published: February 2023

This paper approaches the main aspects of blended learning applied through the piloting sessions of INGA 3D project, Creative Transfer of Competence in 3D Footwear CAD to VET Professionals. The INGA 3D project is running within the framework of the Lifelong Learning Program - Transfer of Innovation. The aim of the project is to transfer innovative software solutions and 3D footwear CAD technologies, respectively Icad3d+ software, produced by Spain. The project is addressed to VET teachers, trainers, tutors who work with highly specialized footwear CAD technologies. The project partners are universities, research & training centres, and IT companies: 'Gheorghe Asachi' Technical University of Iasi (Romania), INESCOP (Spain), IED-European Institute of Design (Spain), University of Salford (United Kingdom), Virtual Campus (Portugal), RED 21(Spain). The e-learning tools developed include web-based and educational media like videos, assessment tasks and demonstrative resources with learning purposes that emphasize and enrich the lessons' content. The lessons are designed as tutorials which cover the 3D modelling steps and the necessary Icad3d+ tools for completing basic footwear models by: processing the lasts, designing the 3D model lines, transferring and controlling 3D lines with 2D drawings, creating pieces, adding texture, stitches and accessories, modelling the 3D shape of sole and heel, rendering. The piloting of two modules of INGA 3D program has been helpful in relation to further development of the e-learning resources. Overall, the participants achieved a lot in a little time. The evaluation was based on the answers and feedback of a questionnaire applied to 35 Romanian participants to the course. Apart from the necessary information for improvements of the training contents and e-learning tools, all piloting sessions bring positive comments.
E-LEARNING TOOLS USED BY TEACHERS AND STUDENTS IN THE FIELD OF FOOTWEAR 3D MODELLING
Authors: Costea Mariana , Mihai Aura
Published: February 2023

The article approaches the specifics of MindCAD 3D Design and Engineering software, in connection to students' needs for learning footwear design and 3D modelling. This application is included in student's curricula from Footwear Design and Technology Department, Faculty of Textile, Leather and Industrial Management, Gheorghe Asachi Technical University of Iasi, Romania. The software is an important instrument that contributes to students' creativity, innovation, speed and efficiency in learning and creating footwear products. MindCAD 3D Design and Engineering is the perfect solution for the footwear designer and/or engineer, providing a balanced mix of creative and technical CAD tools. The system enables direct modelling of a shoe, so that even before it is fabricated, it can be analyzed in terms of aesthetic, functional, economic and technological criteria. When the students start their shoe design classes, the first lesson is the one of footwear structure. At the beginning it is very hard for them to see, understand and learn the patterns names and position on the 3D last. The software supports the teacher in producing realistic shoe models and then to automatically separate the pieces in order to present it to students. Another necessary tool, both in teaching / training and the presentation of projects is the animation. The software allows three-dimensional visualization of the model according to the direction and speed set by the user. So, during a project presentation, the students could display their models, without direct interaction with the computer, allowing them to focus more on the speech and audience.
NEW ADVANCES IN TEXTILE'S E-LEARNING
Authors: Radulescu Ionrazvan , Stjepanovic Zoran , Dufkova Petra , Almeida Luis , Ghituleasa Carmen , Blaga Mirela
Published: February 2023

Authors: Ion Razvan Radulescu, Zoran Stjepanovic, Petra Dufkova, Luis Almeida, Dorin Dan
Abstract:
E-learning instruments in the textile field are of great relevance: textile technologies are in a continuously modernization process and their knowledge aims to promote the development of the companies. The specialists in textiles, the high school students and the young entrepreneurs are able to implement the updated knowledge by being involved in a Vocational Education and Training (VET) process. Hence, key research providers in textiles have joined with the purpose of providing modern knowledge for the world of work. These objectives have been met within the Erasmus Plus - Advan2Tex project "E-learning course for the specialists in the textile field" (2014-2016).
The e-learning course envisaged is based on an e-learning platform containing 7 modules in the field of innovative textiles: "Advanced Knitting Technologies", "Virtual prototyping of garments, 3D scanning, clothing for people with special needs", "New method for testing textile materials", "Standardization of textile testing" and "New sustainable textile technologies, LCA, Eco-labelling", "Entrepreneurship" and "Innovation management". Five European research providers have joined within the project's partnership and have elaborated the 7 modules in all the national languages as well as in English. The represented countries are: Czech Republic (TZU), Portugal (University Minho), Romania (INCDTP and UT Iasi) and Slovenia (University Maribor).
These 7 modules in 5 languages have been uploaded as book resources on a Moodle e-learning platform. The content was divided in chapters and subchapters, while the images and pictures have been uploaded separately. Each module is followed by a set of multiple choice questions. The multiple choice tests have been transformed in GIFT format for a centralized upload. An online conference room has been configured for questions and answers between tutors and trainees. Nevertheless, synchronous (chat) and asynchronous (forum) communication instruments have been also implemented on the platform. The trainees have been organized in cohorts , which were assigned to the courses categories on the project's languages.
The configured and implemented platform is available at the URL address: www.advan2tex.eu/portal/ .
BLENDED LEARNING ENVIRONMENT FOR DYSLEXIC CHILDREN
Authors: Andruseac Gabriela gladiola , Cristea Ciprian , Boldureanu Gabriela
Published: February 2023

The current use of traditional educational methods leaves apart many persons, especially those suffering from dyslexia. Dyslexia is one of the most common learning disabilities. Learning disabilities affect the brain's ability to receive, process, analyze, or store information. Also called specific reading disability, dyslexia is a common reading and language disorder. It is not linked to any kind of deficit in intelligence overall, educational opportunity, or motivational factors. It affects 5-10% of alphabetic language speakers and 1 in 10 children is dyslexic.
Blended learning is a formal educational paradigm which combines, at least in part, face-to-face delivery of content and instruction assisted by digital and online media with some degree of student control over time, place or path. In a "brick-and-mortar" context, traditional teaching methods are combined with computer-mediated activities with a huge potential in education of dyslexic children.
Our research was focused on improvement of education for dyslexic children through develop new approach with support of blended learning environment. Because dyslexic children learns best through observation, demonstrations, diagrams, hands-on or experimentation we want to explore the potential of this type of learning to boost the learning process. While the traditional learning methods have failed in special education, we believe that the development of a curriculum that involves a blended learning environment for education of dyslexic children would largely contribute to their rehabilitation progress and to relieve their difficulties in adapting to the demands of present society and to the strong competition for jobs on the employment market.