EXCLUSIV BZI! Rectorul Universitatii „Cuza” din Iasi, profesorul Tudorel Toader, a facut MARELE ANUNT! Se pregateste o investitie IMOBILIARA senzationala
Rectorul Universitatii „Alexandru Ioan Cuza” – UAIC, prof. univ. dr. Tudorel Toader, a facut o serie de anunturi spectaculoase pentru viitorul celei mai vechi institutii de invatamant superior • Concret, acesta a tinut sa arate ca (pentru Admiterea 2019 – n.r.) exista un numar record de dosare depuse (aproximativ 13 mii la programe de licenta si master dupa doar patru zile – n.r.) si ca se pregatesc investitii noi de zeci de milioane de euro! • Pe de alta parte, acesta a reliefat ca, chiar de anul acesta, Universitatea „Cuza” se pregateste de realizarea unei constructii- turn intr-o zona aglomerata a Iasului
Universitatea „Alexandru Ioan Cuza” (UAIC), prin proiectele anuntate de prof. univ. dr. Tudorel Toader, se pregateste de investitii noi in valoare de zeci de milioane de euro!
Pe de alta parte, acesta a reliefat ca, chiar de anul acesta, are in vedere realizarea unei constructii- turn intr-o zona aglomerata a Iasului.
„Faptul ca, in pofida unei probleme demografice in Romania, avem un numar record de dosare depuse la Admiterea 2019, chiar de la mijlocul sesiunii, are la baza faptul ca Universitatea «Cuza» prezinta garantia succesului profesional si educational. E o mare bucurie pentru noi si cred ca totul are la baza munca in echipa realizata de noi, cei aflati la conducerea Universitatii in ultimii trei ani. Pe de alta parte, va pot spune ca acordam o atentie deosebita si zonei de Cercetare, de Investitii, astfel incat sa fie un echilibru in tot ceea ce dezvoltam pentru viitor. A nu se uita ca suntem la un pas sa obtinem o finantare de aproximativ 20 de milioane de euro pe segmentul statiunilor de cercetare, pe fonduri europene, unic in Romania. Apoi, am securizat patrimoniul UAIC, de la Gradina Botanica «Anastasie Fatu» la proprietatile pe care le avem in tara”, a transmis rectorul Toader.
Realizarea unei constructii- turn intr-o zona aglomerata a Iasului
De asemenea, acesta le-a facut doua anunturi, in EXCLUSIVITATE, reporterilor BUNA ZIUA IASI (BZI): faptul ca Universitatea „Cuza” si-a propus sa aiba o scoala gimnaziala si un liceu, respectiv sa fie construit un nou bloc- turn, in zona Piata Nicolina din Iasi, special destinat pentru angajati, atat din zona administrativa, cat si cea didactica.
„Da, daca acum avem gradinita si Scoala Junior, pe viitor vrem sa avem scoala noastra gimnaziala si un liceu. Asa vom putea fideliza mai mult comunitatea noastra. In plus, cel mai interesant este ca, avand in vedere ca avem un camin cu doua scari, pe terenul nostru, in apropiere de Piata Nicolina, aici vrem sa demolam totul si sa construim un bloc- turn modern, pentru ca regimul de inaltime in zona ne permite. In aceste zile am demarat toate preparativele pentru a scrie proiectul. As vrea sa mai spun ca ideea mea manageriala si a echipei alaturi de care sunt este de a nu sta mereu cu mana intinsa la bugetul Ministerului Educatiei Nationale, ci de a face tot ceea ce putem pentru a avea fonduri extrabugetare”, a mai completat seful de la „Cuza”.
Publicație : Bună Ziua Iași
Despre unul dintre cele mai interesante si provocatoare proiecte ale Universitatii Alexandru Ioan Cuza din Iasi, intr-un dialog SPECIAL in Studioul BZI LIVE
Joi, 18 iulie 2019, incepand cu ora 15.00 a fost programata cea de-a 349-a editie – dialog BZI LIVE dedicata zonei educationale, culturale, artistice, muzicale, religioase, istorice respectiv a ideilor si mentalitatilor. De aceasta data, in Platoul Studioului BZI LIVE au fost invitati trei interesanti invitati ce reprezinta cea mai veche institutie moderna de invatamant superior a Romaniei – Alexandru Ioan Cuza (UAIC) din Iasi. In prim-plan au fost: lect. univ. dr. Andra Iftimiei, Facultatea de Drept si director de grant al Scoalii de Vara intitulata sugestiv si interesant „Vacanta juridica DREPT in Iasi!”. De asemenea, ec. dr. Corina Berica, seful Biroului Proiecte de Dezvoltare si membru al Comitetului de Monitorizare „Scoli de Vara UAIC” si Adelina Tudurachi, studenta in cadrul Facultatii de Drept respectiv student-supraveghetor in cadrul Scolii de Vara „Vacanta juridica DREPT in Iasi!” au fost ceilalti invitati ai acestei productii media.
Astfel, ideile si proiectele ce au fost abordate ce acestia s-au axat pe rolul acestor Scoli de Vara, importanta lor in dezvoltarea personala a studentilor sau elevilor participanti, modul in care tinerii vad participarea in cadrul unor asemenea initiative speciale. Pe de alta parte, ce presupun aceste activitati, care sunt implicatiile si rezultatele acestora, ce inseamna o asemenea actiune vor fi avute in vedere au fost alte idei scoase in relief. Pe de alta parte, realitati eduationale, nevoia de atragere a studentilor in evenimente si actiuni, dincolo de activitatea didactica, ce va urma din aceasta perspectiva organizatorica educationala pentru UAIC au fost alte tematici dialogate.
Emisiunea completa cu cei trei reprezentanti ai UAIC poate fi urmarita AICI:
Publicație : Bună Ziua Iași
Admiterea la facultate bate la Iaşi record după record. Noi cifre surpriză
Mâine, 20 iulie, este ultima zi de admitere la Universitatea „Alexandru Ioan Cuza” din Iaşi şi Universitatea de Medicină şi Farmacie „Grigore T. Popa“ din Iaşi, iar înscrierile din cursul zilei de ieri confirmă ipoteza că anul acesta se vor înregistra o serie de recorduri. În prezent, concurenţa la Medicină Generală la UMF Iaşi este mai mare decât a fost în ultimii doi ani în contextul în care se mai pot depune dosare şi în cursul zilei de mâine, iar la UAIC numărul total de dosare depuse la licenţă, cu tot cu candidaţii pe locurile pentru învăţământul din mediul rural şi pentru românii de pretutindeni, a trecut de 12.000.
„Cuza” – În mod concret, la UAIC au fost depuse în total 9.371 de dosare pentru locurile la buget, fără regim special, scoase de cele 15 facultăţi, iar Facultatea de Economie şi Administrarea Afacerilor se apropie de un număr de 2.000 de dosare primite, peste 20% din numărul total de înscrieri. Cele mai multe sunt depuse la specializarea Cibernetică, statistică şi informatică economică, 521, aici concurenţa fiind deja de 5 candidaţi pe un loc, în timp ce la Management, Finanţe sau Contabilitate sunt deja 3 candidaţi pe un loc. La Facultatea de Educaţie Fizică şi Sport sunt 450 de dosare depuse pe 119 locuri bugetate, la Filosofie 965 pe 312 şi la Drept sunt 642 de candidaţi pentru cele 198 de locuri. Până şi Teologia Ortodoxă şi Fizica şi-au ocupat locurile la buget, iar Psihologia păstrează regula ultimilor ani şi anunţă cea mai mare concurenţă din universitate. Pe toate facultatea sunt deja 4 pe un loc, iar la specializarea Psihologie există 767 de candidaţi pe 155 de locuri, aproape 5 pe un loc, existând şi mai multe dosare online ce nu au fost luate încă în considerare.
UMF – La Universitatea de Medicină şi Farmacie „Grigore T. Popa” numărul candidaţilor a mai scăzut faţă de ieri, dar numărul total este de 2.100, fiind şanse să se depăşească cifrele din ultimii ani. În mod concret, deja a fost depăşită concurenţa de la Medicină de anul trecut, când au fost 3,21 de candidaţi pe un loc bugetat, în prezent fiind 989 de dosare depuse pe 300 de locuri, adică aproape 3,3 candidaţi / loc. În total, la Facultatea de Medicină Generală au fost depuse 1363 de dosare, la Medicină Dentară – 366 de dosare, la Farmacie 86, fiind încă locuri la buget rămase libere, iar la Bioinginerie Medicală sunt 281 de dosare depuse.
USAMV – La Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad” admiterea continuă până pe 26 iulie, ca la Universitatea Tehnică „Gheorghe Asachi“ din Iaşi. La nivelul zilei de ieri au fost deja depuse 543 de dosare pe cele 640 de locuri bugetate, cele mai multe la Agricultură, 232 pe 275 de locuri, şi cele mai puţine la Horticultură, 55 pe 132 de locurI/
Publicație : Ziarul de Iași
Competiţie lansată de Ministerul Cercetării. Universităţile din Iaşi pot cere bani
Cercetătorii universităţilor din Iaşi au şansa să se înscrie la o competiţie lansată de Ministerul Cercetării şi Inovării care are ca scop finanţarea manifestărilor ştiinţifice şi evenimentelor asociate în anul 2019.
Propunerile de manifestări ce se pot desfăşura până cel târziu pe 15 decembrie anul curent pot fi depuse astfel la sediul ministerului, cu cel puţin înainte de 30 de zile calendaristice înaintea datei de începere. Ultimele astfel de dosare vor fi acceptate pe 15 august.
Aplicaţia trebuie să fie transmisă într-un plic sigilat ce conţine un exemplar pe suport de hârtie şi o copie electronică de CD, propunerea conţinând o fişă a manifestării ce trebuie semnată de toţi reprezentanţii legali, toate anexele cerute şi trebuie să se asigure că respectă mai multe cerinţe din ghid şi din metodologie.
„Nu vor fi luate în considerare aplicaţiile care nu sunt în conformitate cu Ghidul privind finanţarea manifestărilor ştiinţifice şi evenimentelor asociate pentru anul 2019“, au transmis reprezentanţii ministerului.
Publicație : Ziarul de Iași
Ministerul Educaţiei zice că nu susţine tăierea gratuităţii studenţilor la CFR
Reprezentanţii studenţilor s-au întâlnit acum două zile cu Ecaterina Andronescu pentru a dezbate gratuitatea transportului CFR pentru studenţi, după ce Guvernul şi-a anunţat intenţia de a limita această facilitate. Acestora li s-a garantat că limitarea numărului de călătorii gratuite cu trenul nu va fi susţinută de către Ministerul Educaţiei.
Ecaterina Andronescu a precizat ieri că nu vrea limitarea dreptului la transportul CFR al studenţilor însă a atras atenţia că reprezentanţii CFR se plâng de faptul că restul călătorilor au de suferit pentru că nu mai pot cumpăra bilete, întrucât studenţii rezervă locuri pe care, ulterior nu le mai ocupă.
„Trebuie să corectăm modul în care, profitând de această gratuitate, rezervările la trenurile din zile apropiate, sunt numeroase, iar CFR-ul spune că nu mai poate vinde biletele iar locurile nu sunt ocupate pentru că studenţii nu se prezintă, deşi au făcut rezervare”, a precizat Ecaterina Andronescu. Poziţia acesteia vine după ce acum patru zile, ministrul Finanţelor a propus „limitarea numărului de călătorii gratuite în fiecare an şi limitarea la 26 de ani a vârstei până la care se acordă călătoriile iar studenţii repetenţi şi cu restanţe să nu mai primească această facilitate”.
Reprezentanţii studenţilor spun că tinerii au nevoie de acest drept, plus că doar 20% din numărul total de bilete vândute îl reprezintă biletele emise pentru studenţi anul trecut, conform datelor furnizate de către CFR călători pentru ANOSR. .„Am insistat ca un asemenea lucru nu ar trebui să se întâmple, deoarece România, în momentul de faţă, are cea mai mică rată din Uniunea Europeană privind participarea adulţilor la procesul de învăţare. Numărul studenţilor maturi din Romania nu este mare, iar statul roman ar trebui să implementeze cât mai multe mecanisme de integrare a acestora în mediul universitar, nu să le limiteze anumite drepturi”, a transmis Alianţa Naţională a Organizaţiilor Studenţeşti din România.
Publicație : Adevărul
THE Leadership Summit: how AI is changing the way universities work
Event hears how machine learning can aid student progress and curriculum design – and that academics should let AI ‘take over’ admissions
Artificial intelligence is changing not only what is required of universities in what they teach, but also how they work, the Times Higher EducationLeadership and Management Summit heard.
Institutional analytics specialists told the event, hosted by City University of Hong Kong, that AI was influencing university administrators in much the same way that it was affecting students, by switching the emphasis of their work away from cognitive ability and onto “social and emotional competences” where humans had the “edge”.
Machines were better at handling structured data, the event heard, because they were free of “cognitive biases” and unfazed by vast amounts of information – attributes ideally suited to tasks such as managing admissions, monitoring student progress and even designing curricula.
Alison Lloyd, director of institutional research and planning at Hong Kong Polytechnic University (PolyU), said that AI would give university leaders more scope to apply their understanding of cultural values, strategic direction and vision – qualities that machines could not replicate. “AI will help us move to a much better place,” added Dr Lloyd.
She said that when humans were confronted with large amounts of data, they tended to use “heuristics” to simplify the information and make snap decisions. “That doesn’t do the data justice because we may not see some of the connections,” she told THE.
“AI may be able to find connections that we may not have thought about. It also helps bring interdisciplinary areas together because it doesn’t have the sense of boundary that we would have.”
Dr Lloyd said that PolyU was investigating the use of AI to help pinpoint the “critical characteristics” of successful students. The aim was not only to help the high-flyers but also to identify those at risk of failing.
She said AI programmes such as chatbots would play an increasing role in handling student queries. “Another area is analytics. AI is a great tool to start pushing towards more personalised learning.”
Christian Wagner, chief information officer at City University of Hong Kong (CityU), said that AI could help generate more personal relationships with students.
“I can predict future success, I can allocate resources, I can rethink my curriculum and I can give data-driven guidance that I could never give before,” he told the forum.
Professor Wagner said that an AI-assisted analysis of CityU student data had revealed a fascinating correlation. Without exception, students who achieved grade point averages of 3.4 or higher in their first semesters went on to graduate with first-class honours – demonstrating emphatically that the first semester should not be treated as a “honeymoon”.
“We can draw insights from the technology and combine them with our understanding of relationships to bring them to life, contextualise them and make them meaningful,” he added.
Professor Wagner said that while academics traditionally handled student admissions, they should let AI “take over”. “Research shows that algorithms do it better because they learn from human behaviour,” he said.
Academics sometimes intervened to “override” AI rejections of candidates they considered worthy. “Research shows that these deviations from the algorithmic decisions are poor decisions,” Professor Wagner told the forum. “Overall the algorithm is smarter. Sadly, academics are very good at arguing.”
Chinese photonics expert Min Qiu said that Westlake University in Hangzhou, a newly established, ambitious, private institution where he is vice-president of research and public affairs, planned to apply AI in its teaching.
“The first batch of undergraduate students will be enrolled in 2023,” he told the forum. “We need to design a proper curriculum for them.”
Professor Qiu said that AI could help meet the challenges of devising unique curricula for students working in very small groups with no disciplinary boundaries. While the project was in its infancy, he said that Westlake was developing considerable AI expertise with up to 50 principal investigators researching the field.
Christopher Tremewan, secretary general of the Association of Pacific Rim Universities, said that universities had a history of ignoring emerging technologies. “If you mention sports and computer gaming, many academics will say: ‘What’s that got to do with us?’
But he added: “Eighty per cent of our students are playing it. It is changing the way we create communities. It’s changing the way we think, and there’s possibilities for academic learning as well.”
Dr Tremewan said universities must realise that AI, like computer gaming, was not merely a series of products but a medium that would change society. “How does a higher education community relate to this new phenomenon? Are we going to ignore it again or take it seriously? I would advocate the latter.
Publicație : The Times
US colleges identify shortcomings in teacher training
Provision of teacher residencies and mentoring by universities seen as key to long-term science improvement
The key to maintaining US leadership in science and engineering may rest not primarily with universities’ science and engineering programmes but rather with their schools of education, experts have told Congress.
As the US continues on a path to becoming majority non-white, the substantially lower average levels of school performance among minority students, especially in the sciences and engineering, emerge as an increasingly critical barrier to better college-level performance and make the need for high-quality teaching ever more acute, education experts told a Capitol Hill hearing.
The solution, the experts said, centres on helping colleges improve their teacher training systems, largely by extending the periods of in-classroom coaching that are offered or arranged by schools of education.
“Learning to teach is a complex task that requires intensive school-based experiences,” Andrew P. Daire, dean of the School of Education at Virginia Commonwealth University, told the US House of Representatives’ Education Committee.
Without plenty of such hands-on preparation, Dr Daire told lawmakers, teachers tend to leave their jobs because of factors such as poor performance and frustration. That failure, data show, is far more likely in the toughest subjects and in the schools serving the disadvantaged students who most need the help.
„We’ve put a lot of very inexperienced people into classrooms,” said Representative Donna Shalala, a Democrat from Florida who served previously as US health secretary, as president of the University of Miami, and as chancellor of the University of Wisconsin at Madison.
Dr Daire and VCU are leading a programme in the public schools in Richmond, the capital of Virginia, that tries to fix that. The scheme includes providing aspiring teachers much longer periods of time working inside schools while completing their college studies. It also includes training a network of mentors, hired by the primary schools, who stay with new teachers for their first years on the job.
Among the results in Richmond: a retention rate for first-year teachers in 2017-18 of 96 per cent, compared with 62 per cent for those outside the programme. And 42 per cent of the participating teachers identified as under-represented minorities, compared with 13 per cent across Virginia and 25 per cent nationally.
Providing the additional classroom experience and on-the-job guidance can costs thousands of extra dollars per student, said Therese Dozier, an associate professor of teaching and learning at VCU who heads the university’s programme in the Richmond schools.
But a fuller accounting of costs might tell a different story, Dr Dozier said, citing estimates that each teacher who resigns from a school costs an average of $20,000 (£16,000) to replace.
A leading Democrat-written version of legislation to provide a comprehensive update of US higher education policy offers matching federal dollars for schools to adopt expanded teacher residency – putting teachers in classrooms for longer periods during training – and mentoring programmes. Despite signs of bipartisan agreement on the need, the future of the bill is uncertain in a divided Congress.
Beyond such questions of financing, Dr Dozier said, US colleges have much to learn about how best to implement effective residency programmes. VCU is one of a dozen post-secondary institutions financed by the Margaret A. Cargill Philanthropies to identifybest practice. Models being studied include both four- and five-year undergraduate programmes, and one- and two-year graduate programmes.
Whatever the specific model, US universities should embrace residency experiences as being as fundamental for new teachers as they are for new doctors, said Representative Mark Takano, a Democrat from California.
“I think I made a mistake in my early years of teaching,” said Mr Takano, a long-time public schoolteacher who specialised in British literature. “I thought just having a degree from an Ivy League school was enough to let me go and teach – that the content that I had in my brain was going to be enough.
Publicație : The Times
Iris Murdoch’s philosophy: what use is it to higher education today?
In the week of Murdoch’s centenary, Miles Leeson reflects on what lessons the academic turned philosopher could have for university leaders
If this question had been asked 10, or even five, years ago the answer from most professional philosophers would have been one of swift dismissal; that Iris Murdoch was “outmoded”, “regressive”, or simply not worth reading. This view partly stems from her leaving active teaching at the end of the 1960s to dedicate herself to fiction writing, and publishing perhaps her most important (and accessible) collection of philosophical papers, The Sovereignty of Good in 1970.
Certainly, there was more work to come, including her lengthy Metaphysics as a Guide to Morals that developed out of her 1982 Gifford lectures but was published to rather mixed reviews in 1992; a book on Heidegger remains unpublished. During her time teaching at the University of Oxford she was a central part of the philosophy scene but was always going against the grain, railing against the worst excesses of linguistic analysis, taking Platonic forms seriously, and engaging with the work of Simone Weil.
So what changed? Arguably her philosophy is now more popular than it has ever been. She is no longer seen as an outlier but tied to key movements happening in moral philosophy. Two recent symposia dedicated to her work in Oxford (where it has never been seriously considered before) and engagement across the world were highlighted this week in her centenary conference at St Anne’s College.
Her works on the concept of morality are universal and not restricted to her own time; given the current political crises and changes in how we perceive ourselves, our relationships, and our engagement with equality and gender issues, there has never been a better time for university leaders to consider her work.
Like the other women philosophers of her generation – Elizabeth Anscombe, Philippa Foot and Mary Midgley – Murdoch rejected the idea that morality is something that one chooses to guide one’s values. No, she says, we must recognise that there are truths that do exist; we must recognise the reality of the moral life. She goes further than her compatriots by insisting that we return to Plato, to the idea that goodness, justice, beauty and so on are real constituents of existence, and that we need to reconsider metaphysics to form a coherent moral life; in effect to form a moral psychology.
We need, she said, “a theology that can continue without God”, meaning the concept of a personal saviour.
If all this sounds rather complicated it needn’t be. It can, in effect, be reduced to a handful of key concepts that she brings together most sharply in The Sovereignty of Good. Firstly, that the chief enemy of living the good life is “the fat, relentless ego”, that we need to move outside of ourselves, that we constantly need to try and shift our attention towards “the other”, and that in so doing we become more fully aware, more fully human.
I would hope that most people reading this would nod and agree; there is nothing here that requires a commitment to any form of dogmatism – all of these ideas are fairly universal. What Murdoch is trying to do for us in her work, and it does become rather more complex in her later writing, is shift us from thinking about “choice” in morality, to “vision”.
She argues that once we have the correct vision (although this is extremely hard to perfect), there is no longer a choice to be made as we will see the right response automatically. So, we look carefully, we attend to people and their situations, and in so doing we come to know the moral realm and we act rightly. This consideration of others is a model that could well serve higher education leaders as they answer challenges to vice-chancellor pay packages, traverse choppy employment negotiations or seek ways to bring in to their academic folds the sceptics within their communities.
In her philosophy she notes how we must continually strive to be “good for nothing”; that in a world loosed from dogmatic structures of religion, with no apparent reward in the afterlife, we must not expect anything in return for our action. Conversely, and a crucial lesson to bear in mind for universities, she argues that the action of evil has a greater tendency to spread out as communication networks, and links between peoples, become more apparent and tightly-knit. Our relationships are not static.
Meanwhile, the perception of selfhood in the 21st century, one that today’s students are confronting and universities struggle to support, is one that Murdoch foresaw in both her fiction and philosophy.
Again we turn to her argument that we continually need to give attention to the other, especially amid the messiness and contingency of the world, or we run the risk of acting in a destructive manner; and creating false images of each other.
Clearly this has implications for the equality of the genders and how we perceive each other. With the expansion of sexual identities and the removal of gender binaries Murdoch’s fiction is a pioneering space where these ideas were being discussed and played with many years before legislation and cultural awareness caught up with her
Publicație : The Times