The "Problem" of Aspects of Teaching and Learning / Teaching - Learning in European Union Law

• Authors: Anda Veronica Nedelcu-Ienei
• Languages of publication: EN

Abstracts

EN

The paper addresses an important problem and the frequency of teaching and learning/teaching-learning in higher education/university student, generated by the incapacity to himself selectively information conveyed through alternative sources. The theoretical approach of the course in European Union law from the dual perspective of the studies about the EU (from the perspective of Community law/EU of the European economy as well as from the perspective of the European administration, international relations and historical and cultural studies or interdisciplinary) require students to knowledge/concept related institutions entrusted with the exercise of prerogative powers in a State, who they studied/problems in previous years in fact, it is precisely this times is done or shall not become unwieldy. And last but not least not be overlooked aspects of individual differences that influence the process of learning: the way of thinking and the preferences of both factors (teachers/students) on lifelong learning, which influences the effectiveness of the approaches in the process of instruction (or multiple types of intelligence entitled, the use of information and others).

Keywords

EN

Community law; European economy; international relations; administration; external dimension of sovereignty; the sovereignty of the State; the binomial theorem integration-enlargement; democratization of European society; Europeanization of public space; diplomatic missions

• Publisher: Sciendo
• Journal: Journal of Legal Studies
• Year: 2015
• Volume: 16
• Issue: 30
• Pages: 67-75

Dates

published

2015-12-01

online

2015-11-26

Contributors

author

Anda Veronica Nedelcu-Ienei

• "Vasile Goldis" West University of Arad
• University of Timisoara

References

• 1. Cain, I. (2002), Training systems, alternative and complementary. Structures, styles and strategies. Publishing House, Bucharest, Aramis.
• 2. Hugon, C. (2002), Pedagogy, Polirom Publishing House, Iasi.
• 3. Barbulescu, I. G., (2015), New Europe. Identity and European model (vol. I) , Editura Polirom, Iasi.
• 4. Zaharia, S.E.; Marinas, I. (coord.) (2005), Partners for excellence in the Europe of knowledge. The Romanian University in the context of "Bologna" and "Lisbon" (vol. I). National Agency for Universities Partnership with the economic and Social Environment.
• 5. Nedelcu - Ienei, A.V.; (2011), European Union law, the publishing house Cordially Lex, Cluj-Napoca.
• 6. Singer, M.; Chris, L. (2006), Qvo vadis, Academy? Benchmarks for an in-depth reform in higher education, Bucharest, Editura Sigma.
• 7. Ungureanu D., (1999), Education and curriculum, Timisoara, Editura Euro Stampa.
• 8. Vintanu, N. (2001), University Education, Bucharest, Editura Aramis.
• 9. University of Glasgow (2004), Student-Centred Learning, Web page http://www.gla.ac.uk/otherdepts/TLS/Project/Reports; Glasgow University Student-centered Education.

Identifiers

DOI

10.1515/jles-2015-0012