Trei tineri de succes din comunitatea academică au relatat despre realităţile educaţionale, societatea contemporană, dar şi despre ce înseamnă să fii reprezentat în cele mai importante foruri decizionale ale UAIC, în Studioul BZI LIVE
Joi, 27 februarie 2020, la ora 15.00 în lumina reflectoarelor Studioului BZI LIVE a fost programată o ediție extrem de interesantă. Sunt tineri de succes, se implica în comunitatea unei instituții publice celebre în toată România! Despre valori, puterea exemplului și mesaje pentru noua generație. Despre toate acestea alături de trei invitați aparte. Este vorba de Dumitru-Daniel Badea, masterand în anul II de studii – Facultatea de Geografie și Geologie, Departamentul de Geologie, specializarea Geologie de Sondă (fost student reprezentant în Biroul Senat), Cătălina Balla, studentă în anul II la licență – Facultatea de Psihologie și Științe ale Educației, specializarea Psihologie (student senator) respectiv Adina Breabăn, masterand în anul I de studii – Facultatea de Fizică, specializarea Fizică pentru tehnologii avansate în limba engleză (student reprezentant în Biroul Senat). Toți fac parte din comunitatea academică a cele mai vechi instituţii moderne de învăţământ superior a României – Alexandru Ioan Cuza (UAIC) din Iaşi.
Povesti de impact alături de reprezentanți ai noii generații
Alături de cei trei, într-un dialog elegant, relaxant, consistent și riguros, au fost abordate elemente ce țin de studiile pe care le parcurg, de ce au ales asemenea domenii, implicare, voluntariat și experienţe personale. De asemenea, despre ce înseamnă să fii reprezentant în cele mai importante foruri decizionale ale Universității Cuza, carierele pe care doresc să le urmeze, acțiuni de voluntariat sau proiecte în care sunt implicați s-a mai punctat în această ediție. Cum văd ei viitoarea lor cariera, societatea contemporană, realităţi educaţionale, mesaje pentru generația din care fac parte sau cea care urmează, ce înseamnă să fii student la UAIC experienţe naționale și internaționale s-a mai discutat cu cei trei invitați.
Publicație : Bună Ziua Iași
Academicianul care a descoperit limbajul bazat pe ADN conferenţiază la Politehnică
Descoperirea acestui nou domeniu în informatică i se datorează acad. Gheorghe Păun, modelele realizate în calculul celular purtând numele de sisteme P, de la Păun * academicianul a explicat faptul că descoperirea sa a fost o revelație în dublu sens
Luni, 2 martie, de la ora 12, în Aula Magna a Universității Tehnice „Gheorghe Asachi” din Iași va avea loc conferința intitulată „Despre puterea cuvintelor (mai ales în vremea postadevărului)”, susținută de către matematicianul și informaticianul acad. Gheorghe Păun.
Aceasta este cea de-a treia conferință organizată sub egida „Moștenirea lui Asachi”, după ce acad. Eugen Simion a vorbit despre „Cultură și știință”, în timp ce acad. Ion Tighineanu, care a primit cu ocazia conferinței sale și titlul de Doctor Honoris Causa al TUIASI, a susținut conferința „Nanoparticule, nanomembrane și nanoarhitecturi complexe”. Evenimentele, în care mari personalități ale culturii și științei vor susține conferințe și dezbateri publice, sunt organizate în parteneriat cu acad. Bogdan Simionescu, vicepreședinte al Academiei Române.
Acad. Gheorghe Păun și-a dat doctoratul în 1977, la București, cu lucrarea „Simularea unor procese economice prin mijloacele teoriei limbajului”, lucrarea sa fiind coordonată de acad. Solomon Marcus. Acesta și-a dedicat viața cercetării științifice, lucrând încă din 1990 la Institutul de Matematică al Academiei Române, iar pentru 10 ani fiind și profesor la Universitatea din Sevilla. Revistele de specialitate plasează cercetarea sa în domeniul teoriei limbajelor formale, a lingvisticii computaționale, calculului bazat pe ADN și calcul celular sau membranar. Descoperirea acestui nou domeniu în informatică i se datorează acad. Gheorghe Păun, modelele realizate în calculul celular purtând numele de sisteme P, de la Păun. Academicianul a explicat faptul că descoperirea sa a fost o revelație în dublu sens
Publicație : Evenimentul
Fewer than 1% of UK university professors are black, figures show
Among 21,000 academic staff at professorial level only 140 identify as black, Hesa says
Fewer than 1% of the professors employed at UK universities are black and few British universities employ more than one or two black professors, figures show.
The Higher Education Statistics Agency (Hesa) figures show UK universities continue to increase academic and non-academic staff numbers to record levels but progress on employing more staff from ethnic minorities remains sluggish.
Universities employed 217,000 academic staff and 223,000 non-academic staff in 2018-19, both up 5,000 compared with the previous year.
Only 140 academic staff at professorial level identified as black, equating to 0.7% out of a total of more than 21,000 professors. Nearly 18,000 or 85% identified as white.
The statistics suggest the vast majority of British universities employ between zero and two black professors. Oxford, Sussex, Manchester and Warwick were among the few to employ enough senior black academics to show up in the official statistics.
Male professors continue to outnumber females by three to one, or 15,700 to 5,700 in 2018-19. The number of female professors has increased by 1,200 in the five years since 2014-15, and the number of males by half that amount.
Previous research has found that UK universities employed just 25 black women as professors.
Hesa data published in January suggested that no black staff were employed at the most senior levels of leadership in British universities in 2018-19, which ministers described as “unacceptable”.
The latest statistics show that just 75 people on university governing bodies identified as black, out of 3,600 governors in England, Wales and Scotland, including staff and non-staff.
Hesa also released figures showing that the dropout rate for first-year students continues to rise, which the Office for Students described as concerning.
England had the highest non-continuation rate, with 6.9% of first-years in 2017-18 failing to continue their studies the following year, up from 6.5% in 2014-15. In both Wales and Scotland the non-continuation rate was 6.1%, each lower than in 2014-15.
The non-continuation rate among mature students – those starting their studies over the age of 21 – also rose sharply in England, to 14%, continuing a trend in recent years.
The breakdown by individual institutions showed that some alternative providers had very high dropout rates, including the UK College of Business and Computing based in London, which had 80 of its 165 undergraduates fail to continue after their first year.
Among mainstream universities, a number had non-continuation rates of between 15% and 26%, while the University of Bedfordshire and London Metropolitan University saw around 18% of their young undergraduates leave higher education. At the other end of the scale, the Courtauld Institute of Art had none of its 45 students drop out.
Michelle Donelan, the universities minister for England, said: “With high numbers of students continuing to drop out, this data shows progress is slow from some institutions to tackle the issue. I want universities to step up and take action as we cannot let these students down and let talent go to waste.”
Nicola Dandridge, the chief executive of the Office for Students, said: “English higher education enjoys internationally high completion rates, but an increase in the proportion of students dropping out is a concern.”
Publicație : The Guardian
Board accused of gutting public school funding in favor of private yeshivas
Civil rights groups allege school board election system in East Ramapo, north-west of New York City, disenfranchises minorities
The fight to vote is supported by
A school board composed mostly of Orthodox Jewish parents has favored students in private religious schools over mostly black and Latino students in public schools, civil rights groups have alleged in federal court.
The groups, including the American Civil Liberties Union and the NAACP, blame a school board election system that is common across the US and that, they say, disenfranchises minorities.
Since 2005, the East Ramapo school board, which covers a few small towns an hour’s drive north-west of New York City, has been controlled by members who represent private yeshivas, or Jewish religious schools, according to a report by the New York state education department. The vast majority of the 26,500 children who attend private schools in the district are white. In contrast, 91% of the 9,000 or so children enrolled in public schools are black and Latino.
In 2009, the board began gutting the public-school system, the report states. Between 2009 and 2014, the board fired over 450 staff, including 160 teachers, three guidance counselors and all social workers. It also cut budgets for athletic and extracurricular activities in half.
Children have had to attend classes with no teachers, which the school called “study hall” or “home room”, said Terry Rodriguez, a parent with three children in the school district. Her son, 17, was in one of these classes for his first three months at Spring Valley high school.
“My children weren’t getting the proper education they need,” she said.
But as public schools suffered, funding for the private yeshivas went up. Between 2010 and 2014, spending for private school buses increased from $22m to $27.3m. The school board also increased funding for special education in private schools by 33% while laying off 15 special education teachers in public schools, according to the NYSED report.
School board representatives declined requests to comment, citing the ongoing litigation. Yehuda Weissmandl, the board’s former president, said in a 2014 statement that the board had no choice but to cut the public school budget owing to declining funds. Yet while there was a decline in state funding after the 2008 recession, the report found that no meaningful effort had been “made to distribute pain of deep budget cuts fairly among private and public schools”.
“It’s frustrating and I think the community is really at a boiling point,” said Antonio Luciano, a resident who ran for a seat on the school board in 2010 and 2011. The former NYPD lieutenant had promised to restore the budget for public schools but was defeated both times.
No candidate preferred by minority groups has won since 2007, according to the New York Civil Liberties Union (NYCLU). This is because the board’s nine members are elected “at-large”: instead of each neighborhood electing its own representative, the entire district votes for every member on the board.
In East Ramapo, 62% of the population is white and votes cohesively in favor of private school candidates, according to Perry Grossman, a voting rights lawyer for the NYCLU and co-counsel in the suit against the East Ramapo Central School District.
“In every single election, a very large bloc of white voters was voting for the winning candidates and in every election a very large bloc of black and Latino voters who voted for losing candidates,” he said.
Since the NYCLU filed the lawsuit in November 2017, two minority candidates have been elected to the school board.
At-large voting takes place in 80% of city and one-third of county elections across the US. It was instituted in southern states to suppress black votes, said Leah Aden, deputy director of litigation at the NAACP Legal Defense Fund (LDF). In 2014, LDF won a suit in federal court to replace at-large voting in Fayette county, Georgia, where not a single black candidate had served on a school board or country commission in the county’s 200-year history, despite constituting one-fifth of the population.
To fix the East Ramapo issues, Grossman is calling for a switch to single-member districts. In this system, the school district in East Ramapo would be divided into multiple neighborhoods, each of which would elect their own board member.
“When children grow up seeing only people who look different than them in political office, they may not think politics is for them, or believe in the democratic system and that elected representatives are faithfully doing their best to represent them,” said Sarah John, a political science researcher and project manager at Virginia Commonwealth University.
Publicație : The Guardian
Too few counsellors on campus: why students are turning to mental health apps
Universities are struggling to cope with soaring demand for mental health services. Can technology plug the gap?
Leaving friends and family at home and building a new life in a different city can be tough – especially for the first time. Throw in the stresses of university work, and it’s little wonder that many students feel the strain. One in five students have a mental health diagnosis, according to a recent survey of nearly 40,000 students. Nearly half say they’re often anxious, and a third are frequently lonely. There’s no question that there’s a student mental health crisis on campus – the challenge is how to deal with it.
The obvious answer is upping the number of counsellors on campus, but with budgets tightening at lots of universities, this isn’t always easy. Sara Elkhawad, welfare officer at Newcastle University students’ union, says counselling will inevitably be underfunded. “We have 28,000 students, and only so many counsellors. Even if you increase the number of counsellors by 10, it’s only going to help a certain number of students.”
To plug the gap, a number of universities, including Newcastle, are starting to promote apps to help manage students’ mental health or offer support and guidance. But do they work?
Amelia Trew, student wellbeing officer at the University of East Anglia, believes the apps are “empowering” because they allow students to take control of their wellbeing in their own time. She encourages students to use different apps for different purposes: for instance, its in-house app OpenUpUEA is focused on wellbeing, while another, Enlitened, acts as more of an academic support service.
Lots of students have welcomed the additional support that apps offer. “It’s just a platform to express what you’re feeling in an anonymous way. I think of the app as a first step in getting help,” says Victoria Williams, an English student at Exeter University. “For some people, going to a wellbeing centre or speaking to a mental health expert can be quite daunting.”
Many students find this intuitive as they are accustomed to interacting with friends on their phones, says Elkhawad. Apps can also benefit autistic students, who can be more comfortable communicating through phones than face-to-face. “There is this narrative of counselling being the only way to [make] mental health improvements or better yourself, and it’s fundamentally wrong,” she says. “It’s really difficult speaking to someone you’ve never met before in your life about your personal issues.”
But some students are less convinced. “It’s quite patronising for people to assume [that apps are] how you tackle such a complicated and nuanced problem,” says Martha Griffiths, a University of East Anglia student who has experienced mental health problems. “When you come down to severe mental health crises, apps can’t help with that. They can’t give you what students need, which is actual contacts and serious support. It’s a great way of universities saying they’re doing something without addressing the serious problem.”
Til Wykes, professor of clinical psychology and rehabilitation at King’s College London, shares some of Griffiths’s concerns. “Many [apps] haven’t been tested in a randomised controlled trial,” she says. Indeed, a recent study by American and Australian academics found that only around one in 33 mental health apps had research to justify their claims of effectiveness. Just three in 10 claimed to have expert input in development, and only 20% were tied to a government body, academic institution or hospital.
Wykes believes that apps can have a place in monitoring and treating mental health, but that they should be in addition to, rather than in place of, more traditional counselling and advice services. “If you talk to people, they actually say they’re happy to interact with an app but not if that means they won’t have access to a person if they need it,” she says.
Part of the problem is that mental health apps are often developed by non-experts. Wykes worries that designers are driven by the wrong incentives: they want to find ways to keep people using the app, despite the fact that excessive phone use has been linked to mental health problems. She also worries that apps are often designed without consulting people who have experienced mental illness.
“It’s quite well documented in literature that many mental health apps don’t have that good evidence or peer-reviewed research to back up what they do,” admits Tim Rogers, clinical director at Big White Wall, which connects 25,000 students across 80 UK universities with peer support overseen by trained monitors. He adds: “However, that’s not universal, and things are changing.”
Apps are necessary, he argues, because of the strain on existing mental health services. For example, the NHS runs an Improving Access to Psychological Therapies (IAPT) programme to help people access to talking therapies. “One of the goals of IAPT is to reach about 25% of people who have a mental health problem,” says Rogers. “But what that means is 75% of people who have mental health issues don’t benefit from face-to-face talking treatment. Even if you threw all the money in the world at the problem, you’d need to find the right numbers of suitably qualified psychological therapists of different kinds, and that’s an issue too.”
Technology, then, can ease the problem – but it shouldn’t be the only solution. Elkhawad sees students coming in daily to access welfare and wellbeing services, and is generally sceptical of technological quick fixes. “It’s not a binary, one-or-the-other system of mental health support,” she says. “There are lots of options we should be promoting and investing in equally, rather than giving loads of support to one and nothing for the other.”
Publicație : The Guardian
Coronavirus: 364 étudiants de Sciences Po confinés chez eux par précaution
Les étudiants concernés par ces mesures de précaution étudient sur les campus de Reims, Paris, Menton, Dijon, Poitiers, le Havre et Nancy.
Quelque 364 étudiants de différents campus de Sciences Po, sur un total de 14.000, doivent rester à leur domicile depuis lundi et pour 14 jours, après avoir voyagé dans des pays touchés par le nouveau coronavirus, selon l’institution.
Comme dans tous les établissements scolaires de France, les élèves des différents campus de Sciences Po ont reçu lundi soir un mail de recommandations gouvernementales demandant à tous ceux revenant d’un pays concerné par le coronavirus de rester à domicile durant 14 jours à compter de leur retour.
Des étudiants de retour de Chine, Singapour, Corée et Italie
Dans le détail, Sciences Po a rcompté 138 élèves du campus de Reims (Marne) isolés chez eux, 48 à Paris, 143 à Menton (Alpes-Maritimes), 16 à Dijon (Côte d’Or), 8 à Poitiers (Vienne), 4 au Havre (Seine-Maritime) et 7 à Nancy (Meurthe-et-Moselle). Tous sont de retour soit de Chine, de Singapour, de Corée du Sud, et de Lombardie et Vénétie en Italie. Ces étudiants «suivent des cours à distance durant 14 jours», a-t-on précisé à l’AFP.
Par ailleurs, un membre de la direction du campus de Sciences Po à Paris est aussi en quatorzaine chez lui depuis lundi, après avoir voyagé en Vénétie. «Il n’a pas du tout mis les pieds sur le campus», indique-t-on à l’AFP. Le ministère de l’Éducation nationale n’a pas de chiffre global sur le nombre d’élèves et de professeurs qui ont été priés lundi par les autorités de rester chez eux durant 14 jours parce qu’ils revenaient d’une des zones touchées par le virus.
Publicație : Le Figaro
« J’ai peur de déranger, de me prendre un vent » : en début de carrière, l’angoisse de l’appel téléphonique
Une fois en entreprise, les jeunes diplômés, plutôt habitués à communiquer par les messageries instantanées ou les réseaux sociaux, sont confrontés à l’épreuve du coup de téléphone. Un apprentissage parfois déroutant.
« Rien que d’y penser, j’en ai des sueurs froides », souffle Laura, 29 ans. Au début de sa carrière, cette diplômée d’un master de lettres à la Sorbonne a enchaîné les stages en agence média et les contrats en production audiovisuelle. « Je devais passer ma journée au téléphone pour caler des rendez-vous ou les invités des émissions. A chaque fois, le simple fait d’appeler me rendait malade. »
Balbutiements, transpiration excessive, anxiété : la jeune femme présente quelques symptômes de « téléphonophobie », ou « peur du téléphone » – l’expression détient même son entrée sur Wikipédia. Elle développe alors des stratégies pour s’en sortir. Avant chaque appel, elle travaille un brouillon sur Word listant les phrases qu’elle devra prononcer. « J’étais terrorisée par l’improvisation, raconte-t-elle. Quand mon téléphone sonnait sans prévenir, je courais aux toilettes pour que la personne laisse un message et que je puisse la rappeler en m’étant préparée. »
Plus ou moins envahissantes, ces angoisses vis-à-vis des appels téléphoniques sont courantes chez les jeunes diplômés, surtout lors de premières expériences
Peur de ne pas maîtriser la situation, de ne pas savoir quoi dire, d’avoir « l’air bête », d’être jugé ou moqué par ses collègues, de mal s’exprimer, de déranger… Plus ou moins envahissantes, ces angoisses vis-à-vis des appels téléphoniques sont courantes chez les jeunes diplômés, surtout lors de premières expériences. Un phénomène paradoxal, quand leurs aînés imaginent que cette génération « née avec » le téléphone portable serait forcément à l’aise avec les technologies de la communication.
Plus largement, la peur du téléphone rejoint une forme d’anxiété sociale liée au regard de l’autre. Pour Antoine Pelissolo, professeur de psychiatrie à l’université Paris-Est Créteil et chef de service au CHU Henri-Mondor (Val-de-Marne), la tâche est doublement complexe : « Ce n’est pas naturel d’avoir un échange privé avec des gens autour. Je dois être convaincant au téléphone tout en essayant de faire bonne figure devant mes collègues, spectateurs de l’appel. Mais plus on essaie de trouver des parades, plus on sera vulnérable. Il vaut mieux se forcer : souvent, il suffit de peu pour dépasser son angoisse. »
Séminaire de formation
Pour aider les jeunes à se sentir moins fragiles face à l’exercice du traditionnel « coup de bigo », Toulouse Business School organise depuis trois ans un séminaire de « formation à la conversation téléphonique » à destination de ses 450 étudiants de première année de bachelor, en partenariat avec Booge, agence toulousaine spécialisée dans la relation client. Comment surmonter l’angoisse ? Par la préparation. Comme un comédien avant de monter sur scène, travaillant son texte, sa voix, sa respiration, l’employé novice se devrait de répéter avant de décrocher son téléphone.
Publicație : Le Monde
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