BOOK REVIEW -TEOLOGIE ȘI MISIUNE CREȘTINĂ [CHRISTIAN THEOLOGY AND MISSION] Bibliotheca Publishing House, Târgoviște, 2019, 536 pages, Author: His Eminence Prof. Dr. NIFON Mihăiță, Archbishop and Metropolitan

The volume Teologie și misiune creștină [Christian Theology and Mission] (2019, 536 p.), edited by Bibliotheca Publishing House/Valahia University Press (Târgoviște), is the result of the academic labor and effort of His Eminence Metropolitan Dr. Nifon, Archbishop of Târgoviște, in his quality of university professor at the Faculty of Orthodox Theology and Educational Sciences, Valahia University of Târgoviște, but also in his quality of Patriarchal Exarch for the relations of the Romanian Patriarchate with international Christian institutions and European institutions

PHILOSOPHY OF INTERDISCIPLINARITY

The interdisciplinary approach in science is becoming more widespread today. It is gratifying that in the age of applied sciences, in which technology prevails, philosophy as the core of the humanities is restored to its status. Starting from the definition of philosophy that includes notions such as knowledge, values, reason, existence, mind, language, it is not surprising the attitude of modern man in relation to the rational approach of including this fundamental discipline in scientific research in any field. This reconceptualization is absolutely necessary for the progress of humanity starting from the assumption that no field of scientific research can exist without a series of methodological principles. Consequently, we can consider philosophy, the theoretical foundation of any science and more than that, a science applied, per se with resonance in everyday existence. What can be more important for the human being than explaining the meaning of life, the relationship with peers and the psychological motivation of its existence in this world? Thus, philosophy can be the promoter of the active attitude of the individual in any social field. It is important to consider the model of the individual who from a moral point of view is interested, participatory, has a purpose and correctly defines his duties towards himself and society. These coordinates define the pattern of the human being capable of participating in the progress of humanity

THE PROFILE OF THE ROMANIAN AGGRESSIVE DRIVER

Various studies have documented that aggressive driving is indeed a real problem. In each country there are various aspects of dangerous driving of empirical and practical concern and there are also individual differences to be explored. The present study aims at profiling the Romanian aggressive driver and questioning whether there are differences according to demographic variables such as: gender, age, area of living, marital status, religion, socio-economic status and level of instruction. An educational purpose may be nevertheless included. If psychologist may be provided with the profile of psychological driver and the predisposition of some to risky drivind according to age, marital status, religion, area of living and other demographic variables, they may shorten the time spent for evaluation and recommend counseling sessions for anger management for those identified with risky driving behavior. Nevetheless, other sound measures of dangerous driving are needed to understand differences and commonalties between aggression, negative cognitive/emotional driving, and risky driving. The study presents the DDDI results that might help psychologist in evaluating some variables that are part of the profile of the aggressive driver in Romania; we used it as a psychometric screening tool to select individuals who are prone to dangerous driving styles and who could benefit from sketching a cognitive-behaviour therapy (CBT)-type therapeutic intervention, at least in Romania. The educational implication of this study are that such types of interventions as cognitive-behavioral interventions (e.g., relaxation, cognitive restructuring, and behavioral skill building) may be suggested after testing the drivers in order to reduce and maintain reductions of driving anger, aggressive anger expression, aggression, risky behavior, and general anger

THE INFLUENCE OF LEADERSHIP STYLES ON THE EVOLUTION OF ATHLETIC PERFORMANCE

In this research we aim: To identify the psychological mechanisms that enhance the effectiveness of teamwork (i.e., the work coaches, psychologists, sports specialists etc. do with the athletes); To identify the aspects of communication and coach-sportsperson relationships that determine athletic performance; To determine the need to adopt a managerial style, on the part of the coach, that is tailored to the needs of the athletes so that performance is more effective. We combined several research methods in order to accurately identify the needs of the coach, but also those of the athletes, so we applied questionnaires to managers, coaches and athletes, we designed grids to observe behaviours relevant to the performance of athletes, and we applied evaluation grids selecting cardiometabolic and biochemical tests that directly correlate with sporting performance. By assessing the motivational trainability of athletes, using tests including the determination of biochemical phenomena and the optimization of athletes’ nutrition, and using individualized motivational techniques and tools, we were able to validate hypotheses such as: if the leadership style is appropriate to the athlete and/or group, then the athletes’ performance will be superior; if we apply scientific methods in real time, biochemical testing and cardiometabolic testing, then we provide a higher chance for performance in swimming at European and world level; if the leader finds appropriate motivational methods for each athlete, then evolution of performance will be on an upward trend.

DEVELOPMENT OF AN EXPERIMENTAL WEB PLATFORM FOR COACHING ACTIVITIES IN UNIVERSITIES

The classic educational process organized in universities becomes quite rigid in the current pandemic context, which claims especially online activities, with students who increasingly feel the need to be guided and helped. In this respect, the students have to be supported through tutoring and mentoring activities, dedicated mainly to 1 st -year students with a high risk of dropout. The tutoring, coaching, and mentoring activities take time and the related effort for the tutor is quite high. On the other hand, the need to benefit from such activities is certain, requiring the identification of proper ways for students to have access to counseling activities, in which the effort of the counselors is not overwhelming. A viable environment would be the setting-up and the maintaining of a dedicated web platform, specially designed for such purposes. This platform facilitates coaching activities for a larger number of users, compared to face-to-face meetings. Also, the students can be counseled on topics that do not directly involve the educational process but are associated with it. This paper aims to summarize the current theoretical perspectives concerning online coaching in higher education, as a support strategy for students who experience difficulties, to prevent early school leaving, highlighting the characteristics and effective methodological approach related to this process

HOW CAN WE TEACH FOREIGN LANGUAGES IN THIS POST-PANDEMIC DIGITALIZED AND GLOBALIZED WORLD?

1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects

PHYSICAL ACTIVITY AS A PART OF CHILDREN’S QUALITY OF LIFE MODEL

Research on children’s quality of life is largely attributed to adults’ needs or perceptions of children’s quality of life. Child well-being was initially assessed in terms of objective reality: mortality rates, malnutrition, immunisation, disease, with little reliability in measuring their subjective well-being. Subjective quality of life refers to perceptions, aspirations, assessment of one’s own living conditions. A holistic model of children’s quality of life involves measuring the economic, social, physical, psychological and cognitive dimensions using instruments that reveal the subjective view of their quality of life. The aim of this paper is to examine the multidimensional nature of children’s quality of life and to identify the place of physical activity in the quality of life (QoL) model. Physical activity is associated with higher quality of life. Research on children’s quality of life through interventions that use physical activity primarily reflects an intervention-based model for disease prevention or mitigation. A QoL model using physical activity interventions may also have some limitations, unless it assumes the measurement of other domains that may influence it. Children’s quality of life is a relatively new topic in the literature. Although many models of children’s quality of life are proposed, a unified model has not been agreed upon by experts. Measuring it requires the use of instruments for each dimension of which it is composed. Physical activity as a method of intervention on children’s quality of life is associated with children’s physical as well as psychological well-being.

CONTINUOUS TRAINING OF TEACHERS IN ROMANIAN PRE-UNIVERSITY EDUCATION DURING THE PANDEMIC. SUCCESS FACTORS

This paper presents the issue of continuous teacher training in pre-university education in the context of online school, as dictated by the current pandemic. Through this study, we wanted to highlight the importance of training and refresher courses for teachers with a view to online teaching during the pandemic, as well as to identify the success factors of continuous training programs in the perception of Romanian teacher. This research is carried out on a sample of 70 teachers in Romanian pre-university education, from rural and urban areas, using the questionnaire as a research tool. As a result of this research, we concluded the following: • Teachers do not feel very well prepared for online teaching; • Teachers need IT skills and time management skills when teaching online; • 53% of the respondents have attended a training course to acquire online teaching skills, the rest managed to assimilate these skills with the help of other sources; • More than half of the respondents consider the experience of trainers in continuous training courses very important; • A disadvantage highlighted by most respondents is the amount of the participation fee. This study has highlighted important issues concerning the preparation of teachers in pre-university education and the criteria they follow when choosing a course or continuous training programme. At the same time, the study led to the identification of some success factors associated with continuous training programmes, in relation to: training of trainers, teaching strategies - methods, means, forms of organisation used

HOW CAN WE TEACH FOREIGN LANGUAGES IN THIS POST-PANDEMIC DIGITALIZED AND GLOBALIZED WORLD?

1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects.

CAN JULIEN D’HUY’S COSMOGONIES SAVE US FROM YUVAL NOAH HARARI?

Over the last two decades, we seem to have been confronted with a tremendous number of books, films, TV shows, or series that deal with the past and the present, not to mention the future, as if it were all out of time, timeless, even when it is history. We have to consider our present world as the continuation and the result of the long evolution our species has gone through since we emerged from our ancestors 300,000 years ago. Julien d’Huy is a mythologist who tries to capture the phylogeny of myths, and popular or folkloric stories that have deep roots in our past and have been produced, changed and refined over many millennia. Can he answer the question about how we have become what we are by studying the products of our past and present imagination? But confronted to the prediction of Y.N. Harari that our species will simply disappear as soon as the intelligent machines we are inventing and producing take over our bodies, brains, and minds in just a few decades, Julien d’Huy sure sounds like the antidote because at every turn in our long history we have been able, collectively, to seize the day, and evolve into a new stage in our life, both biological and mental, not to mention spirituality. Let’s enter Julien d’Huy’s book and find out the power and the energy that will enable us to short-circuit and avoid Yuval’s nightmare.