The paper aims to investigate how and to which extent the EU related content is taught in Romania, by analyzing the school curricula and the teaching and learning methods at undergraduate level (primary and secondary school). It distinguishes between formal and non-formal education on European issues and emphasizes the role of teaching and learning the EU in building European identity and the sense of belonging to the European Union. Both textbooks (as traditional learning tools) and various educational activities and learning methods using digital technologies (digital platforms, databases, simulations, games etc.) are taken into account. The examples of non-formal activities presented in the paper help to better understand the European Union, its regions, its institutions and their functioning. The paper suggests the need to focus more the school curricula on skills training, participatory learning, education of values and attitudes and less on mechanical transmission of information. The examples of good practice presented show the role of the European education, whether classical education or that one based on the use of new communication technologies, in the formation of an European consciousness, in the better understanding of the present by learning the past and in the development of participatory attitudes.

The objective of this paper is to investigate the sources of lab or productivity growth and the convergence patterns of state owned forestry enterprises SOFEs in northeast China Based on panel data from 87 SOFEs in northeast China during 2006-2017, this paper use d the Cobb Douglas production function to analyze the sources of labor productivity (LP) growth, and employed three convergent methods to explore convergence patterns. The results show that the LP of all SOFEs in northeast China revealed a rising trend, and that LP growth was mainly technology driven as opposed to input driven. Although the LP divergence between SOFEs in northeast China has not been narrowed, there has been a catch up effect’ in LP growth.

The purpose of this study was to investigate the relationship between cultural, economic, and social factors and mobile phone addiction and academic achievement motivation among secondary school students in Zahedan, Iran in 2015-16. The research method was descriptive correlational. The statistical population consisted of all secondary school students with a total of 4,500 people. According to the Krejcie and Morgan sample size table, 350 subjects were selected using multi-stage cluster sampling technique. The measurement instruments included academic motivation questionnaire with 43 items, mobile phone addiction questionnaire with 13 items, and a factors questionnaire with 18 items. The reliability of the aforementioned questionnaires were 0.81, 0.86 and 0.79, respectively. The results of the correlation test showed that there was a significant relationship between cultural, social and economic factors and mobile phone addiction and academic motivation. Also, the results of stepwise regression analysis indicated that 59 % of changes in mobile phone addiction were predicted by cultural factors and 63% of changes in mobile phone addiction could be predicted by two dimensions of cultural and social factors. Moreover, 35 percent of changes in academic motivation by cultural factors. Also, 37% of the changes in academic motivation were predictable by two dimensions of cultural and social factors.