International Journal of Social and Educational Innovation

6

Authors: Mihaela Viziteu Apostu

"To obey the norm is to obey the public exam, to meet the expectations that society formulates" (Neculau, 1987, p. 183). Society values the behavior of its members according to certain standards, expecting them to conform to certain cultural models. The purpose of this article is not to eliminate the specific problems of a child with ADHD (Attention Deficit Hyperactivity Disorder) but to be a realistic one, based on developing skills to solve the difficult situations in which such children are involved. The objectives are aimed at the behavioral description of the three components: hyperactivity, impulsivity and attention deficit; ameliorative intervention strategies: medical, psychological and psycho-pedagogical; exemplifying some useful workloads. The methods aim at behavioral change, targeting the category of constructive and integrative behaviors (Eşi, 2010, pp.24-34). Overall, I will present the behavioral characteristics of children with ADHD aged 3 to 12 years. The concrete problems faced by parents and teachers lead to outlining strategies for their effective resolution. Within the educational system, there are a number of practical exercises useful in adapting children. These children should be understood and supported by people in the immediate vicinity, in the context of knowing the causes of behavioral disorders.

8

Authors: Vehbi Miftari; Arbnore Mahaj

The Curriculum Framework of Pre-University Education in the Republic of Kosovo has set the cultivation of personal identity, national and cultural affiliation as a fundamental goal (article 1.3.). So far, the education system is based on the promotion of personal and cultural identity of pupils. Beyond the provided qualitative education, through the curricular content the system aims to raise the awareness and the cultivation of these affiliations. Some basic learning competencies which provide the fulfillment of these affiliations have been clearly defined. One of them is the competence of communication and expression. Book content and teaching methodology can both significantly affect the interface between students’ works and the stimulation of their imaginative creativity. One of these habits is artistic work. In this paper, we analyze the relation between the National Curriculum, especially its aims, competencies and areas, which are connected to the cultural identity, in one hand, and the content of books and teaching methods applied by teachers of the lower secondary schools (grades 6-9), on the other hand. After that, we analyze the impact of the curricula, book content and the teaching methods on the stimulation of students’ imaginative creation. We found that only 10 percent of the book content is connected to the first goal of the Curriculum. The methodology often is not in harmony with the content, and no additional content is provided to cover this gap.

10

Authors: Mimoza Puto

Juan Domingo Perón remains one of the most important figures of Argentine ́s history of the XX century. A former army colonel, Peron was elected 3 times as president of the republic through popular vote in 1946, 1951 and 1973. He did not come to power through a coup d ́état, as usually happened with army generals in the Latin-American countries at that time. He was the founder of the Labour Party and of the peronist movement and together with his wife Eva Duarte introduced a series of revolutionary reforms aiming at improving the living standards of the workers, thus becoming soon a national myth. Nowadays, the peronist Partido Justicialista is in a deep crisis, but it still remains one of the main Argentinian political forces.