Editia BZI LIVE in care s-a dialogat despre cel mai important si vital domeniu pentru dezvoltarea viitoare a Romaniei
Joi, 26 septembrie 2019, incepand cu ora 15.00 in lumina reflectoarelor Studioului BZI LIVE a fost invitat prof. univ. dr. ing. ec. Dumitru Nedelcu, Directorul Consiliului Scolii Doctorale din cadrul Universitatii Tehnice Gheorghe Asachi (TUIASI) din Iasi. Alaturi si in dialog cu acesta au fost abordate teme legate de unul dintre cele mai interesante si intens discutate si disputate aspecte din intreg mediul academic romanesc anume DOCTORATUL. De asemenea, profesorul Nedelcu a prezentat informatii si detalii ce tin de activitatea pe care o coordoneaza in Consiliul Scolii Doctorale din cadrul Politehnicii iesene, proiecte, viziune educationala respectiv realitati si elemente extrem de interesante ce au avut in prim-plan acesti parametri educationali esentiali pe zona invatamantului superior. Interesant este ca, tot in Platoul BZI LIVE, profesorul a aratat ca tinerii si-au schimbat optica legata de rolul studiilor doctorale si post-doctorale. "Da, este de transmis acest mesaj ce tine de faptul ca absolventii nostri si-au schimbat optica atunci cand vine interesul fata de studiile doctorale si chiar de post-doc. Doar la Admiterea de anul acesta, am avut concurenta mare pe zona locurilor de la buget la Doctorat si, la cele scoase cu taxa. E rodul muncii intregii echipe pe care o coordonez la nivel de cele zece Scoli pe care le avem in Universitatea Tehnica.
De spus ca, dincolo de rezultatele stiintifice si de cercetare pe care le au doctoranzii, este si o sustinere pe partea materiala pentru acestia. Noi chiar avem un proiect POCU pe care speram sa-l castigam si care sa duca la o continuitate a muncii noastre", a punctat profesorul Nedelcu. Pe de alta parte, prof. univ. dr. ing. ec. Dumitru Nedelcu a reliefat ca exista o deschidere si un parteneriat solid al TUIASI cu mediul de afaceri si multinationalele atunci cand vine vorba de investitiile pe programe de doctorat. "Da, inclusiv prin ceea ce am realizat noi ca manifestari dar si ca interes al firmelor catre noi, sa stiti ca mediul de afaceri este cel care ne cauta si este interesat de munca pe care o avem. E un semn imbucurator si o schimbare totala de optica. E clar ca toti putem castiga din asa ceva si ca sustinerea financiara a Educatiei, Inovatiei si Cercetarii este fundamentala", a conchis cadrul universitar. Asadar, plecand de la aceste idei si abordari, dialogul a fost completat cu realitati din sistemul de invatamant superior romanesc, debutul noului an academic la Politehnica ieseana. Emisiunea cu invitatul de astazi poate fi urmarita AICI
Publicație : Bună Ziua Iași
Medalii de aur pentru studentii TUIASI la finala Olimpiadei internationale de Matematica, organizata de Universitatea "Ariel" din Israel
Doi studenti ai Universitatii Tehnice (TUIASI) "Gheorghe Asachi" din Iasi au fost membri în echipa de trei persoane a României care a participat la finala Olimpiadei internationale de Matematica pentru studenti, organizata de Universitatea "Ariel" din Israel - "Super Final Round of Mathematical International Olympiad", în perioada 22 - 24 septembrie 2019.
La aceasta etapa au participat câstigatorii concursului din mai 2019, în urma caruia s-au calificat 214 studenti de la 64 de universitati din întreaga lume. Echipa României a fost formata din trei studenti - Cristian Stelian Grecu si Ioan Stanciu, de la Facultatea de Automatica si Calculatoare a TUIASI, si Stefan Razvan Balauca de la Facultatea de Informatica a Universitatii "Alexandru Ioan Cuza" (UAIC) din Iasi. Echipa a obtinut medalia de aur cu punctaj maxim, la egalitate cu echipa Universitatii de Stat "Lomonosov" din Moscova, Rusia. Au fost 23 de echipe la aceasta proba a concursului, fiind si o etapa individuala cu o zi înaintea probei pe echipe.
La aceasta din urma au participat 90 de finalisti, printre care si doi dintre studentii echipei de aur - Cristian Stelian Grecu si Stefan Radu Balauca, unde acestia au obtinut tot medalia de aur.
"Aceste rezultate ne dovedesc ca învatamântul superior din Iasi, reprezentat prin cele doua universitati de top, reuseste sa aiba performante la cel mai înalt nivel. Echipa Universitatii Tehnice a fost însotita în Israel de profesorii Radu Strugariu si Marcel Roman. Acest rezultat vine în continuarea altor rezultate remarcabile obtinute anul acesta de catre studentii TUIASI: sase medalii la Olimpiada Internationala de Matematica pentru Studenti SEEMOUS 2019, desfasurata în luna martie în Bulgaria si locul I la Olimpiada Nationala de Matematica pentru Studenti «Traian Lalescu», desfasurata în luna mai la Cluj-Napoca", a declarat lect. univ. dr. Marcel Roman, directorul Departamentului de Matematica si Informatica de la TUIASI.
Studentii TUIASI au fost pregatiti în cadrul Centrului de Pregatire de Performanta în Matematica (CPPM) de la Universitatea Tehnica, sub îndrumarea profesorilor Ariadna Pletea, Marian Pantiruc, Radu Strugariu si Marcel Roman.
Publicație : Bună Ziua Iași
Over half of young people now going to university for first time
Figures also show a gender gap, with women more likely to go to university than men
Pledge made by former prime minister Tony Blair 20 years ago has finally been fulfilled. ( Getty)
Over 50 per cent of young people are going to university 20 years after Tony Blair's Labour Party set the target as policy,
Official figures show that in 2017/18 a record 50.2 per cent of English 17-30-year-olds had participated in higher education.
But as the figures were published, Gavin Williamson, the education secretary, accused universities of "virtue signalling" and failing to prove what they are doing to recruit disadvantaged students.
A billion pounds of students' and taxpayers' money is spent on schemes to widen access to UK universities and colleges each year but many institutions are not showing evidence of the impact it is having, he warned.
The new figures, which cover UK universities and colleges, show a steady rise in the "higher education participation rate" over the last five years.
These figures are an estimate of the likelihood of a young person taking part in higher education by the time they are 30, based on current participation rates.
It means a pledge made by former prime minister Tony Blair 20 years ago has finally been fulfilled. In a speech in 1999, he set a target of 50 per cent of young people going into higher education.
The latest figures also show a gender gap, with women more likely to go to university than men.
The participation rate for women is 56.6 per cent while for their male peers it is 44.1 per cent.
Speaking on a visit to King's College, London on Thursday, the education secretary urged universities to do more to ensure they have a diverse intake of students.
Mr Williamson said: "If I was to announce in the House of Commons today that we were looking at spending £1 billion in reaching out to some of the most disadvantaged communities in terms of actually supporting them in terms of coming to university, that would seem an enormous amount of money and what we have at the moment is that money is being spent but ... a lot of universities are not showing the evidence as to the impact it's having.
"So, there's a lot of virtue signalling going on, but I'm not seeing enough results going on, and I'm not going to be timid in terms of naming and shaming universities that continuously lag behind, and are not willing to make the changes that are required."
Mr Williamson indicated that universities should be doing more in terms of taking students' background into account when making offers.
He used the example of a King's College medical student who had joined the programme without the grades usually expected and has gone on to come top of the medical school this year.
The minister also praised King's for its work on recruiting students from a wide range of backgrounds, saying: "From being a very middle-class university, it's been transformed into one of the most diverse universities anywhere in the country. Diverse in terms of the background of students, social-economic, of course a great international university, but also reaching out into black and ethnic minority communities right across the country."
Mr Williamson has written to vice-chancellors' group Universities UK urging the sector to do more to improve access and participation.
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He said that a "vast amount of cash" is being spent in this area and that "while the impact is moving in the right direction, I just think it is moving far, far too slowly".
Professor Julia Buckingham, president of Universities UK and vice-chancellor of Brunel University, London, said: "Universities share the Government's desire to help disadvantaged students access a world-class education and ensure that all students are supported to succeed during their studies.
"Progress is being made, with 18-year-olds from the most disadvantaged areas in England more likely to go to university than ever before. However, we know there is more work to do and universities are redoubling efforts to improve access and support retention.
"Universities have recently set themselves even more ambitious targets to improve equality of opportunity in their new access and participation plans in England. Universities UK has also published recommendations on how universities can address gaps in attainment for black, Asian and minority ethnic students as well as drop-out rates.
"Universities are also calling on the government to prioritise policies to quicken the progress by reintroducing maintenance grants for students most in need, helping reduce drop-out rates and financial barriers to university."
Publicație : The Independent
Why universities need to declare an ecological and climate emergency
Universities have a responsibility to prepare students for an uncertain future, 11 scholars from around the world argue
Universities pride themselves on preparing students for a bright future. But with the climate in crisis, where disasters of “unprecedented” scale and impact become the new normal, what future will our students have? As we face environmental degradation and biodiversity losses of unimaginable proportions, universities and other educational institutions’ priorities should be adequately preparing their students and staff for increasingly challenging times.
Climate change and ecological destruction affect all parts of life including what we need or value the most, such as water, food, ecosystems, wildlife, safety, shelter, energy, transportation, health, communities and the economy. The basic human needs of many, in particular those who are the most vulnerable, are already in jeopardy.
Dealing with climate-induced conflicts, mass migration, health impacts, economic costs and environmental degradation represent challenges of extraordinary proportions. There is simply no greater challenge than addressing the ecological and climate emergency and universities owe it to their students to be at the forefront of these issues.
Through the voices of Greta Thunberg, the School Strikes for Climate and the Fridays For Future, youth everywhere are loud and clear in calling for societies to change. Placards at protests around the world read: “Why should anyone study for a future when no one is doing enough to save our future?”; “Climate change is worse than homework”; “If you don’t act like adults, we will”; and “The climate is changing, why aren’t we?”.
Universities have a particular role to play when it comes to acting for the planet. As large institutions, universities’ carbon and environmental footprints are significant, and this alone should be a strong enough incentive to act. But, universities also have the responsibility to be honest with their students and prepare them for a changing climate because whatever jobs they seek after graduation will be fundamentally reshaped by an increasingly variable climate and frequent and unprecedented climate extremes.
More importantly, as educational institutions, universities have an unparalleled potential. Several million students across the planet graduate every year. All are, and will be, further affected by climate change. Humanity needs engaged citizens who better understand and can urgently address the myriad implications of climate disruption.
The climate challenge requires creative and critical thinkers, communicators and problem-solvers, leaders and collaborators, entrepreneurs and researchers, scientists and philosophers to work together.
This is a civilisational and existential crisis. Knowledge sharing and knowledge production should be massively geared towards it. All academic disciplines need to account for challenges of uncertainty in an unpredictable climate.
Several institutions, such as Southern Connecticut State University in the US; the universities of Bristol, Exeter, Glasgow and Lincoln as well as Keele and Newcastle universities in the UK; and the Polytechnic University of Catalonia in Spain have already declared a climate emergency.
These universities are paving the way as millions of youth in different parts of the world, alongside local and national governments and industries, legitimately demand more of the tertiary sector.
What does it mean for universities to declare an ecological and climate emergency?
Beyond the symbolic but important demonstration that universities are hearing the voices of the youth, declaring an environment and climate crisis has real implications.
Reducing greenhouse gas emissions and ecological footprint. Universities would set transparent greenhouse gas emission reduction goals, and would be held accountable for and report on these on a regular basis.
By adopting sustainable practices in all aspects of their functioning, from catering to transport and travel, investment, building design and maintenance, waste and energy management and more, universities would aim to become more environmentally sustainable and set an example for other organisations.
Adapting and bracing for impact. Universities would set in place measures to ensure that they, their students, staff and visitors are, as far as realistically possible, better prepared for climate-related risks and impacts such as floods, heatwaves, water scarcity, tropical cyclones, bushfires, as well as the social unrest, declines in productivity and health that will inevitably flow from our deteriorating climate.
Equally important is preparing their students to be receptive to emerging opportunities that may arise at certain periods in some regions due to changes in the climate.
Mainstreaming ecological and climate action across all disciplines. Universities would ensure that all students, regardless of the discipline and level of study, understand specific climate impacts and possible remedial action in their line of work.
This would be reflected in curricula, university rankings, graduate attributes, as well as in staff performance measurements, including those of high executives.
Interdisciplinary teaching and research activities on global environmental challenges, resilience and solutions would be prioritised and invested in. Collective action, community engagement, partnerships, sharing best practices, and open platforms for innovation would be promoted.
The scale of the challenges lying ahead for humanity requires courageous and committed leaders, dedicated investment, organisational and structural transformation and above all, fundamental changes in economic and human behaviour. Universities have a vital role in ensuring the global temperature increase remains under 1.5°C, and should decisively work towards it.
Inspired by our youth, we call on university executives, board members, academic and non-academic staff as well as students to declare an ecological and climate emergency. There is no greater issue facing the future of humanity than the climate and ecological crises – and the time to declare an emergency is now.
Publicație : The Times
Jacques Chirac, de Sciences Po à l’Ena, itinéraire d’un étudiant à l’incroyable destinée
Jacques Chirac est mort ce 26 septembre 2019 à 86 ans. Retour sur le brillant parcours scolaire de l’ancien président de la République française, qui a fait la majeure partie de ses études secondaires et supérieures, à Paris.
Jacques Chirac, président de la République de 1995 à 2007, est décédé ce jeudi 26 septembre 2019 à 86 ans. L’ancien chef de l’État, qui a gravi un à un les échelons jusqu’à prendre la tête du pays, était au départ un élève comme les autres, que rien ne prédestinait à un tel avenir. Malgré sa naissance à Paris, le jeune Jacques Chirac commence sa scolarité en Corrèze, à l’école communale de Sainte-Féréole. Ses deux grands-pères, anciens instituteurs et directeurs d’écoles ainsi que ses parents, Marie-Louise Valette et Abel Chirac, employé de banque, le poussent à avoir de bons résultats à l’école. Rapidement, il reprend la direction de la capitale, où son père est nommé directeur de la banque nationale pour le commerce et l’industrie (BNCI).
Arrivé en région parisienne, Jacques Chirac intègre le lycée Hoche, à Versailles, pendant un an. Puis, il entre au cours Hattemer, un établissement privé laïc français, situé dans le 8e arrondissement de Paris. Après un passage au lycée Carnot, le jeune corrézien atterrit à Louis-le-Grand, où il obtient son bac en section «mathématiques élémentaires» avec la mention bien. «À cette période, Jacques Chirac se cherche encore, il ne sait pas encore ce qu’il veut faire de sa vie, raconte Philippe Goulliaud, journaliste politique et auteur de plusieurs livres sur les présidents français. Son père, qui est très strict, le pousse à faire une prépa scientifique pour intégrer Polytechnique.»
Rebelle, le jeune homme décide un jour de prendre un bateau, au Havre, et devient matelot. Mais cette petite parenthèse ne dure pas longtemps. Au bout de trois mois, son père lui demande de revenir pour continuer ses études. Il s’inscrit alors en prépa scientifique et commence sa première année à Louis-le-Grand.
Publicație : Le Figaro
I migliori master di business: la Bocconi prima in Italia e tra le top 25 al mondo
Nella classifica Qs l'ateneo perde però terreno nei corsi post-universitari in Finanza rispetto al 2017. Presenti anche il Politecnico di Milano e la Luiss di Roma. Il "global ranking" vede svettare le americane Stanford e Wharton
Volete fondare una startup di successo o ambite a un ruolo di leadership all'interno di un'organizzazione non governativa? Studiare finanza alla Bocconi, seguire un corso di marketing al Politecnico di Milano o specializzarsi in Business Analytics alla Luiss di Roma, può fare la differenza. Parola delle classifiche Qs - Quacquarelli-Symonds - 2020, che individuano i migliori master al mondo in Business administration (Global Mba) e i migliori corsi post-universitari in Finanza, Management, Analisi dei dati e Marketing.
Nella classifica complessiva (Global Mba ranking) sono stati valutati 240 corsi e a dominare tra le italiane conquistandosi uno spazio tra le top 50 al mondo, è ancora una volta l'Università Bocconi di Milano, che conferma il 23° posto del 2019 e risulta decima in Europa. Seguono il Politecnico di Milano, (fascia 101-110 e 33° posto tra le europee) e l'Università Luiss di Roma, che sale di un gradino raggiungendo quota 151-200.
Lo scettro resta però agli Stati Uniti, che svettano con la Stanford University e la Wharton School (entrambe prime), mentre Harvard perde tre posizioni. Il Regno Unito è la seconda destinazione di studio più rappresentata nella top 100, con ben 10 corsi classificati, seguita dalla Francia (sei corsi, di cui due nella top 10). Al terzo posto della classifica c'è l'Institut européen d'administration des affaires (Insead), che ha un campus a Singapore e altre due sedi a Fontainebleau e ad Abu Dhabi.
Quanto alle altre classifiche Qs relative ai corsi post-universitari, le italiane arretrano di alcune posizioni rispetto al passato. Nel ranking sui master in Business Analytics (84 corsi valutati) il Politecnico di Milano slitta dalla posizione 35 alla 48, mentre la Luiss si mantiene sotto il 50° posto. Per i master in Finanza (155 corsi valutati) la Bocconi è undicesima a livello mondiale (nel 2017 era ottava), mentre il Politecnico di Milano passa da quota 52 a 58. Nei master in Management (128 corsi valutati) la Bocconi si difende, anche se perde una posizione (da undicesima a dodicesima). Il Politecnico di Milano passa invece dal 28° posto del 2019 al 35° del 2020 e la Luiss rimane sopra 101. Per il settore Marketing (77 corsi valutati) spicca il Politecnico di Milano, che passa dalla posizione 39 alla 45.
Queste classifiche coprono i corsi post-laurea nell'area business più richiesti dai datori di lavoro di tutto il mondo. Sono stilate per valutare il successo delle business school, tenendo conto degli aspetti che contano di più per i futuri studenti. I valori più utilizzati per stilare i ranking sono: tasso di occupabilità dei laureati, imprenditorialità, ritorno sull'investimento e though-leadership. "Gli indicatori innovativi adottati da Qs per misurare il focus sull'imprenditorialità e il successo degli alunni - spiegano i ricercatori - forniscono una nuova prospettiva per il crescente pubblico di potenziali studenti interessati a fondare una startup o a ottenere ruoli di consulenza o direttivi, ma anche per chi ambisce a ricoprire posizioni di leadership in organizzazioni non governative o senza scopo di lucro".
Alex Chisholm, responsabile del dipartimento Analisi di Qs, spiega: "Oltre ad analizzare i programmi, abbiamo anche considerato la reputazione delle business school dal punto di vista di quasi 32 mila datori di lavoro e oltre 36 mila accademici di tutto il mondo. Infine, abbiamo mappato i percorsi formativi di 30 mila ex studenti di successo per scoprire in quali scuole si sono specializzati".
Publicație : La Repubblica
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