LF-TEEC 2017

The European Proceedings of Social & Behavioural Sciences EpSBS

Volume XXV, Pages 1- 74 (06 July 2017)

e-ISSN: 2357-1330

Edited by: Zafer Bekirogullari, Melis Y. Minas & Roslind X. Thambusamy
Articles: 1-6
Conference:  LF-TEEC 2017 Living the Future: International Conference on Technology, Engineering, Education & Computer 
Dates: 12 – 14 June 2017
Location: University of Barcelona, Spain
Conference Chair(s): Maria Dolores Miguel Ruiz (Professor), Escuela Universitaria de Enfermería Sant Joan de Déu Universidad de Barcelona (University of Barcelona), Spain; Juan Roldán-Merino (Professor), Escuela Universitaria de Enfermería Sant Joan de Déu Universidad de Barcelona (University of Barcelona) Spain
Cover Page here 

Title: Contents

Open Access


No: 1
Title:  Playful Learning And Ict For Training Science Teachers: Coordinating a Teaching-Innovation Project
Pages 1-13
Author(s): Alicia Fernández-Oliveras*
Open Access

Full Text 1
The problem statement of this study is the contribution to science-teacher training based on playful learning and the use of ICT tools. The research question is: How can teacher training programs best contribute to science-teacher training and foster playful-learning approaches while motivating the use of ICT tools? The aim of this study is to stimulate teachers in training to design and conduct educational approaches based on playful learning for science education, promoting the use of ICT as educational tools. With this objective, a teaching-innovation project was financed and developed for the higher education of kindergarten, primary, and secondary pre-service teachers, at the University of Granada, Spain, from 2015 to 2017. For kindergarten pre-service teachers, three teaching proposals were developed, the first in a course concerning formal and non-formal contexts, the second related to their practical professional training, and the third at their end-of-degree project. The proposal for primary pre-service teachers was also related to their internship training during the last semester of their degree. For secondary teachers in training, a proposal was made regarding the end-of-Master's project. By the end of the proposals, teachers in training were able to design and develop educational approaches based on playful learning for scientific literacy, together with cross-curricular skill development. They also showed an improved ability to use ICT tools as educational resources. It can be concluded that the teaching-innovation project presented is composed of successful proposals devoted to spreading playful learning for science education among pre-service teachers of different educational stages.

No: 2
Title:  Risk Management in the Human Resources Department of a Romanian Electricity Company
Pages 14-22
Author(s): Dana Corina Deselnicu*, Gheorghe Militaru
Open Access

Full Text 2
The present paper presents the risk management process conducted in the biggest Romanian electricity company, Enel Distribution Muntenia S.A. Following a thorough analysis, eleven main risks were identified in the Human Resources (HR) Management Department. For the evaluation of the identified risks, the risk index method was employed, and the experts from the HR department of the company assessed their probability and impact. The evaluated risks were then plotted on the risk matrix in order to determine their generic mitigating strategies. The findings show that most of the risks that the company is facing have both a low probability and low impact, making them tolerable for the company. Still, there are some risks that are critical, asking for urgent and efficient mitigation methods. In addition to the generic risk mitigation strategies, the paper advanced specific mitigation solutions for each assessed risk.

No: 3 
Title:  Some Risk Management Software Tools – an Exploratory Study
Pages 23-32
Author(s): Bogdan Tiganoaia*, Clementin Cercel, Antonín Pavlícek
Open Access
Full Text 3
An organization can use risk assumption, risk avoidance, risk retention, risk transfer or any other strategy in order to properly manage the future events (based on [10]). Like any other essential business activity (business process), risk management is a process with a clear purpose, reliable inputs, well-designed activities and value-added outputs (risk management software tools are an important pillar to the concept). The risk management process typically includes activities such as: the identification, sourcing, measurement, evaluation, mitigation and monitoring of the risk. A well-articulated view of risk management process provides a benchmark for companies to help them formulate their proprietary view of their processes that is responsive to their needs (based on [11]). This paper is an exploratory study about some certain software tools used for the management of the risks within organizations and investigates the usage of software tools such as: Risk Watch, Riscare, Risk Management Studio, Krio, MEHARI 2010 basic tool. This article presents a comparative research regarding the software risk management tools which are analyzed through a template. The criterions used for the analysis are: tool architecture, interoperability with other tools, geographical spread, skills needed to install, etc. Information collected from some specialized references was also used

No: 4
Title:  The Influence of Motıon Games in Students’ Personal Development
Pages 33-47
Author(s): Elena Lupu* Niculescu Georgeta, Sabău Elena, Gevat Cecilia
Open Access

Full Text 4
The university stage is a change stage in the lives of young people, both on psychosomatic and on the relational-social level. The natural question that derives as a consequence of these changes would be: Are there significant differences in the results recorded to prove that motion games adapted to the age period would be necessary for the students’ personal development at this age stage? The present research was based on the hypothesis according to which weekly applied motion games on the students would be a positive starting point in their personal development, while their absence would produce a visible differentiation between individuals with a negative effect in the personal relational development. “Motion Games” are well received regardless of the students’ age due to the fact that they support personal development. The absence of motion games produces a visible differentiation with a negative effect on personal development.

No: 5
Title:  Methods Used in the Risk Management Process – a Comparative Approach
Pages 48-56
Author(s): Bogdan Tiganoaia*, Clementin Cercel
Open Access

Full Text 5
According to the Business Dictionary (Web Finance Inc., 2017), risk management is the process of identification, analysis, assessment, control and avoidance, minimization or elimination of unacceptable risks. In order to avoid risks, an organization should choose a suitable method for its risk management (it should include all types of risks). A risk is presented as the possibility of an event occurring at a certain period of time. The existence of risks can have a negative impact on the organizational achievement of its objectives. There are many types of risks that an organization can face such as human resources risks, operational risks, network security risks, IT risks and financial risks. To handle the risks, organizations can use a risk management approach that identifies, assesses, manages and controls potential negative events. Among other things, the goal of effective risk management is to ensure that each risk is identified, documented, prioritized, and mitigated whenever possible (The Institute of Internal Auditors, 2017). Since all organizations face risks, whether positive (i.e., opportunities) or negative (i.e., events that hinder company processes), the challenge for auditors is to know when risks will occur and the impact these will have on the organization (The Institute of Internal Auditors, 2017).  This article presents an exploratory research based on a comparative study regarding the risk management methods in an organization.  The risk management methods were identified and analysed in detail through a template. This comparative study is based on representative common criterions and data obtained from different specialized sources. The article concludes with some issues open for consideration among the practitioners in the field

No: 6
Title:  Physical Education in the Development of the Creative-Empathetic Potential in Students
Pages 57-74
Author(s): Elena Lupu*
Open Access

Full Text 6
Creative imagination is inextricably connected and influenced, as we believe, by the empathetic side. As a consequence, empathy would be an interesting form of intuiting reality through the affective-emotional identification. Through the study of the influence of Physical Education in the development of the creative-empathetic potential on students, the researcher intends to emphasize that, between creativity and empathy, there are unseen connections that influence a human being, for both the cognitive and the emotional levels, within the development of the entire creative-empathetic spectrum. This researchwas conducted during Physical Education classes, on a group of 75 students, randomly chosen from the Science and Letters Faculty of the researcher’s university. A 30-item questionnaire on “The evaluation of the creative-empathetic potential”, was distributed to the sample. The data obtained from the questionnaire was aimed at answering the question “Are there significant differences within the recorded results so to prove that Physical Education is a motor of changes in the students’ creative-empathetic development?” The aim of this research was toemphasizethat Physical Education plays a decisive role in the academic program for the students’ creative-empathetic development and the creative-empathetic potential is adversely affected when the number of Physical Education classes decreases or when students are absent from classes for various reasons (absent, any exemptions etc.). The emotional component is considered to be the heart of empathy.  Hence, it is contended that in the absence of certain emotions, the creativity field (anxiety) is impeded, and it can be concluded that neither empathy nor creativity can be designed to manifest outside emotiveness and intelligence, both with the chance of being developed through common instruments, namely through Physical Education and Sport.