Prezentarea ideilor de start-up-uri în tehnologie la Facultatea de Economie si Administrarea Afacerilor de la UAIC Iasi
În perioada 17 - 19 aprilie 2019, 100 de studenti de la Informatica Economica, anul III, din cadrul Facultatii de Economie si Administrarea Afacerilor (FEAA) a Universitatii "Alexandru Ioan Cuza" (UAIC) din Iasi, vor participa la Rubik HUB, respectiv evenimentul Tech Ideas, unde isi vor dezvolta si prezenta ideile de start-up-uri în tehnologie. Tech Ideas este un bootcamp de antreprenoriat, de trei zile, organizat de Rubik HUB, în parteneriat cu FEAA. Este mai mult decât un spatiu de co-working, este o structura suport pentru start-up-uri, parte a Agentiei de Dezvoltare Nord- Est (ARD-NE).
"Rubik HUB organizeaza evenimente, initiaza programe complementare de educatie antreprenoriala si se implica activ în comunitate, cu scopul de a crea un ecosistem în care tinerii cu spirit antreprenorial sunt încurajati si inspirati sa construiasca start-up-uri de succes la nivel global. Împreuna cu FEAA, Rubik HUB organizeaza o noua editie Square 1 Bootcamp - Tech Ideas, care urmareste sa creeze un mediu de colaborare între universitati si mediul de afaceri. Square 1 Bootcamp Tech Ideas va aduce împreuna tineri dornici de inovare, care sunt interesati sa urmeze calea antreprenoriatului. Mentorii au fost selectati din rândul unor antreprenori si traineri cu experienta, pentru a construi un mediu de lucru productiv, în care studentii sa-si poata testa, valida si dezvolta ideile de start-up", au transmis oficialii UAIC.
Sub sloganul "Take the first step from idea to startup", cei 100 de studenti de la Informatica Economica, grupati în 21 de echipe, vor intra într-un maraton de 50 de ore, sub coordonarea mentorilor si a trainerilor prezenti la eveniment. Se vor organiza diferite ateliere de lucru si vor avea ocazia sa descopere anumite instrumente menite sa-i ajute sa-si puna în aplicare ideile cum ar fi Business Idea Canvas sau Team Mission Fit Canvas.
Publicație : Bună Ziua Iași
Juriul a stabilit finaliştii pentru Premiul Naţional de Proză „Ziarul de Iaşi“
Juriul Premiului Naţional de Proză „Ziarul de Iaşi“, premiu aflat la cea de-a XVI-a ediţie, a selectat cinci posibili câştigători, după ce la finalul lunii februarie a stabilit o listă cu zece volume care să concureze pentru cea mai bună carte de proză românească care a apărut în anul 2018, premiul acordându-se, conform regulamentului, doar o singură dată aceluiaşi scriitor. Anul acesta, partenerii principali ai ediţiei sunt Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad“ din Iaşi şi Compania Antibiotice SA.
Cursa pentru Premiul Naţional de Proză „Ziarul de Iaşi“ se apropie de sfârşit, juriul stabilind în acest moment, din lista cu cele 10 nominalizări, cinci posibili câştigători. Astfel, scriitorii şi criticii Alexandru Călinescu, în calitate de preşedinte, Bogdan Creţu, Codrin Liviu Cuţitaru, Doris Mironescu şi Antonio Patraş au hotărât ca în cursa pentru Premiul Naţional de Proză să rămână Tatiana Ţîbuleac, nominalizată pentru volumul „Grădina de sticlă“, Bogdan Suceavă, nominalizat pentru cartea „Avalon. Secretele emigranţilor fericiţi“, publicată la Editura Polirom, Mihai Buzea, pentru „Jimmy“, carte apărută la Editura Polirom, Andreea Răsuceanu, nominalizată pentru „O formă de viaţă necunoscută“, volum publicat la Editura Humanitas, şi Radu Vancu, nominalizat pentru cartea „Transparenţă“, apărută, de asemenea, la Editura Humanitas.
„Anul 2018 a fost unul foarte bun pentru proză, ceea ce nu înseamnă că mă voi plânge despre dificultatea selectării celor cinci cărţi. Dacă ţi-e greu să te decizi, îţi alegi altă meserie, nu critica literară. Suntem în juriu cinci critici cu experienţă şi, cel puţin până în etapa asta, a alegerii listei scurte, nu am avut opinii care să se certe între ele. Vom vedea mai departe… Deocamdată, spun aşa: pentru oricine e interesat de literatura de azi, lista celor cinci cărţi de proză ar trebui să funcţioneze ca o recomandare fermă: e vorba de romane unul şi unul, provocatoare, diferite ca stil, ca problematică, dar care conturează, în mod clar, faptul că proza română are de toate: şi maturitate stilistică, şi curajul decupării unor teme dificile, şi intensitate epică, şi luciditatea de a privi către lumea noastră, şi imaginaţie bogată, şi interes pentru autoficţiune“, a menţionat criticul Bogdan Creţu, conferenţiar doctor la Catedra de Literatură română din cadrul Facultăţii de Litere de la Universitatea „Alexandru Ioan Cuza“ din Iaşi.
Anul trecut, marele câştigător al Premiului Naţional de Proză „Ziarul de Iaşi“ a fost scriitorul Răzvan Petrescu, cu volumul „Mandarina“, apărut la Editura „Curtea Veche“. De asemenea, au fost acordate şi două premii pentru debut, lui Sorin Grigoruţă, cercetător ştiinţific III la Institutul de Istorie „A.D. Xenopol“ din Iaşi, şi Cristinei Preutu, lector universitar doctor la Facultatea de Istorie a Universităţii „Alexandru Ioan Cuza“ din Iaşi.
Premiul Naţional de Proză „Ziarul de Iaşi“ a fost înfiinţat în 2004, din dorinţa redacţiei de a-i premia pe cei mai buni scriitori români şi de a oferi repere valorice cititorilor pasionaţi de literatură. Partenerii ediţiei din acest an sunt Universitatea de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad“ din Iaşi şi Compania Antibiotice SA.
Publicație : Ziarul de Iași
Climate strike: Schools should not punish protesting students with detentions, teachers say
‘We should be alongside them and I don’t mean in the detention room,’ teacher says
Students who miss school for climate change protests should escape detentions and exclusions, teachers have said, defying calls from a headteachers’ union leader for pupils to be punished for skipping class to strike.
Delegates at the annual conference of the National Education Union (NEU) have backed a motion calling on school staff to stand in full solidarity with all students striking against climate change.
The vote came after thousands of students across the country walked out of school for the third time on Friday last week to demand politicians take urgent action on climate change.
elegates have called on the NEU executive to lobby the government to do more against climate change – including prioritising the global issue in the school curriculum.
Speaking at the conference in Liverpool, Daisy Maxwell, a geography teacher from Tower Hamlets, said she was “proud” of her sixth-form students who missed three hours of lessons to take part in the strikes.
Created with Sketch. "Act now or swim later" - Children worldwide protest climate change
She said climate change was one of the “most important issues” to educate future generations about, but she warned too many were missing out on lessons.
“Increasingly children are being made to pick their GCSE options in year 8, which means a significant number of students are not getting that level of education and knowledge about an issue which is going to affect them all and that is not right. Every student should have that,” Ms Maxwell added.
Tony Buttifint, from Islington, added: “Young people wrapped up in their Xbox, reality TV, social media – why don’t they care about stuff? Do something? Well they do and they are. We should be alongside them and I don’t mean in the detention room.”
It comes after Geoff Barton, general secretary of the Association of School and College Leaders, said headteachers should consider issuing lunchtime detentions to students who miss school for the protests.
Skipping school to protest against the Iraq war was not acceptable, and walking out of class for climate change protests should not be condoned either, Mr Barton said.
He added that sanctioning protests opened the doors to more pupil absences over other issues such as knife crime and homelessness, and he said students should instead be in school learning about climate change.
Speaking in Liverpool on Monday, Simon O’Hara, from Warwickshire, said: “There are going to be many of us in this hall that probably won’t directly experience the murderous consequences of climate change.
“But our children and our children’s children certainly will and we must support everything they do because they are seeing further ahead then many people of my generation.”
Speaking on the topic last week, Mary Bousted, joint general secretary of the NEU, said: “We support the cause, absolutely, but we have to say we can’t support young children walking out of lessons and walking out of school.”
Publicație : The Independent
Research is teaching preparation
Effective teaching requires lecturers to stay on top of their research. But this is labour that often goes unpaid, says Tom Cutterham
Every good university teacher is also a researcher, whether they’re paid for it or not.
To understand the importance of this reality, let’s start by looking at the student’s learning experience. Universities don’t teach to a government-mandated curriculum. Instead, academic colleagues work together as departments to determine the topics and approaches that their degree courses should cover – and individual lecturers’ own scholarly interests drive a significant proportion of most students’ learning, on specialist modules.
Each course, from the ground up, is predicated on the disciplinary knowledge and scholarly engagement of at least one academic department. That knowledge and engagement come from the activities that we label “research.”
I’m a historian, so the examples I’ll give come from that discipline, but the same basic relationship applies across all academic subjects. There are several questions you have to answer before you can begin to teach history at university. What historical problems are important? How do we currently understand those problems? What kinds of evidence are available? How do we use that evidence?
The answer to each of those questions is more or less continually changing, and will often differ between individual academics. Knowledge is always on the move, and it’s rarely consensual. To keep up, and bring students into that ongoing conversation, we have to be part of it ourselves.
No one has any trouble understanding that the work of teaching is much more than just the hours spent in lecture halls and seminar rooms, or marking and giving feedback. Lecturers must also gather and present material for classes, create visual presentations, write lectures, keep online learning environments up to date, invent activities for classroom work and plan discussions that will get the most out of a 50-minute session.
All that practical work is labelled “teaching preparation,” and the time that’s allocated to it is up for discussion between university staff, management and students.
None of us can do any of that work well without the underlying sense of field and discipline that we gain, and maintain, from our research. It’s there that the real teaching preparation lies. In an emergency, I could teach a great class on the American Revolution without any lecture notes, handouts, slide show or plan – and any one of us, I’ll wager, could do the same in our own fields (however nervous it might make us!).
But I could never teach effectively, on any topic, without some actual knowledge and engagement. Without research, teaching at university level is impossible.
It may, ironically, be teaching-focused staff who know this best of all – especially the teaching fellows and other casualised, fixed-term and part-time workers who are now responsible for so much of the learning experience at UK universities.
They may be paid to teach, not to research; but to teach well (not to mention move their careers forward), they must keep up with research as well.
This is the unpaid labour on which UK universities now calculate their budgets.
And as they reduce the research allocations of their permanent staff, too, they start to place us all in the position of the teaching fellow.
Knowing that we can’t teach well without doing our research, they demand a form of quasi-voluntary self-exploitation: working outside paid hours to maintain connection with the disciplines and fields that are the intellectual lifeblood of what we do. They can only keep the pressure up so hard, so long before the circulation is cut off entirely.
Publicație : The Times
Land-grant universities: losing their way in rural America?
Data from WSJ/THE US College Rankings raise questions about whether land-grant institutions are living up to their original mission
Most nations have key years in their history when a major change in the law or an event altered the university landscape for ever.
In the US, few would argue against 1862 – when the Morrill Land-Grant Act led to the founding of many of the country’s best-known universities – as being one such date.
By bequeathing federal land to states in order for them to finance the establishment of colleges that would educate the “industrial classes”, primarily for the benefit of agriculture, the act started a process of creating universities whose mission was to serve rural communities across America.
But jump forward more than 150 years to a much more urbanised US, where such universities increasingly compete for recognition on a world stage, are they in danger of losing this powerful local link that was central to their creation? And how does this relate to the bitter political divide that appears to have opened up between urban and rural America?
An analysis of data from the Wall Street Journal/Times Higher Education US College Rankings suggests that some land-grant universities might need to reassess their strategies and consider whether they are remaining faithful to these original missions.
The analysis, carried out by THE data scientist Emma Deraze, examines the scores in some of the metrics achieved by the 1862 land-grant campuses in the ranking compared with other public universities and land-grant institutions set up under separate legislation in 1890 (which led to some of the historically black colleges and universities that exist in the US).
It suggests that while the land-grants set up under the 1862 act tend to outperform other public institutions on graduate outcomes and resources, their social inclusion scores – based on the number of first-generation undergraduates and students from lower-income families they admit – are lagging behind. Meanwhile, the eight historically black institutions covered by the analysis have very different profiles for inclusion, suggesting that they admit far more students from disadvantaged backgrounds.
Stephen Gavazzi, co-author of Land-Grant Universities for the Future, a book published last year that looks at the current role of land-grant institutions amid the urban-rural political split in the US, said that such data might paint an uncomfortable – if not necessarily surprising – picture for university presidents.
The professor of human development and family science at Ohio State University argues that the increasing selectivity of student admissions at 1862 land-grant universities – which he believes is linked to the institutions’ desire to perform well in domestic rankings that measure the average scores on standardised entry tests of incoming students – has correlated with a lack of diversity.
“There are…many rural kids who by the very nature of the school system in America are not as well prepared to take [standardised university entry tests],” he said, with the result that many urban land-grant campuses, such as Ohio State, end up “having a largely white suburban incoming class [of students]”.
Although this might help such universities in national rankings, he said, it “completely blows them out of the water in terms of any efforts towards diversity, racial, geographic or what have you”.
“I don’t think this is going to come as a surprise to presidents and chancellors, but I think it’s going to feel like dirty laundry,” he said.
Professor Gavazzi said that some land-grant universities, Ohio State among them, did have regional campuses where the intakes could be very different because they operate “open admissions” policies. Referring to an Ohio State regional campus where he used to be director, he said that one in every two students there was eligible for a Pell Grant, federal financial aid for students from the lowest-income families. Students who did well at such a regional campus could later transfer to the central campus, he said.
“These are the working classes – or what the Morrill act originally talked about as the industrial classes – because that was what land-grants were supposed to be serving, the working-class individuals,” he said.
“The problem is that many of these land-grant universities do not have regional campuses, so [students from rural areas without the grades for entry] have to rely on the system of other public education.”
Professor Gavazzi worries that if these geographic class divides are not addressed, the increasing antipathy and even anger directed towards universities from rural communities – which has already arguably led to some state governments cutting funding for land-grant institutions – will only grow.
“There will be a continued disconnect between these universities and the people that they were supposed to be serving, and that is going to pay some enormous penalties down the road,” he said.
Peter McPherson, president of the Association of Public and Land-grant Universities, said the urbanisation of the US population in the past 150 years had “naturally shifted some of [the universities’] focus [on to] these communities” but it would be “unfair…to say that this evolution means land-grant universities have lost touch” with rural areas.
Land-grant universities still have what are known as “extension” offices “throughout their states – even in the most rural areas”, which were originally a product of a system brought in by an act of Congress in 1914, he said.
“The services offered by these offices are tailored to community needs, and the extension agents are important leaders in their communities. They provide a connection point to the campuses,” Mr McPherson said.
“Some universities are implementing projects to use this network to reach out to offer opportunities for rural students to prepare for college work and to understand their options for attending and paying for college.”
However, Mr McPherson acknowledged that students from rural communities had particular challenges related to a lack of resources in their local schools, their distance from major cities and the high proportion of low-income families. He also added that land-grant universities “have become, by necessity, more selective” because of the huge increase in the number of applications.
Another controversial finding of the data analysis is that 1862 land-grant universities have clearly embraced, more than other public universities, the recruitment of international students, shown by their performance on a ranking metric that measures the share of overseas students on campus.
This on its own was no bad thing, said Professor Gavazzi, but if universities were not careful it could end “looking like an aggravating factor. I think if we were doing a better job of inclusivity at home, this would mean something different; it would mean we are being inclusive at home and abroad.”
There is also the irony that such institutions have been forced in some ways to recruit more international – and out-of-state – students, who pay higher tuition fees than local students, in part because of cuts in funding at the state level, something noted by Mr McPherson.
“There is no question that international students and out-of-state students who can pay full…tuition…end up [covering] the in-state student cost. And of course the states have made cutbacks in their appropriation [funding],” he said.
For Professor Gavazzi, it all goes to emphasise the vital importance of finding ways to show rural communities how their land-grant universities can benefit them, as that would then make it easier to make the political case for state funding. But, for him, that requires a shift in culture in land-grants back towards community engagement.
“Excellence in teaching and excellence in engagement with the community are not rewarded at the same level,” he said.
“If people valued [inclusion] more…then what a different world we would be in. So I think our value systems have to change. I would rather Ohio State be known for its inclusion than for its research dollars, personally.”
Publicație : The Times
The Mexican president taking the heat out of Trumpian rhetoric
As public debate grows crude, University of Miami’s Julio Frenk pushes faculty to emphasise thoughtful alternatives
Julio Frenk, president of the University of Miami, has a unique perspective on the impact of the election of Donald Trump on US higher education. Not only does he lead a campus located in one of the US’ most diverse cities, he comes from Mexico and served for six years as health minister of the country that is now the target of much of the White House’s anti-immigration ire.
It is little surprise, then, that Professor Frenk is concerned about the coarsening of public debate. And, he told Times Higher Education, the language and attitudes exhibited by Mr Trump are part of a global phenomenon needing to be addressed on university campuses.
“A lot of people have been left behind in the process of globalisation,” he said. “In country after country, we’re seeing people with populist discourse – whether on the left or on the right – being elected, with some common threads that are antithetical to some fundamental values of universities.”
At Miami, Professor Frenk’s priority has been to encourage the airing of political differences in a respectful manner. Part of the response – much of it at the urging of student groups – has been the adoption of new policies encouraging free speech on campus and deterring tactics aimed at shutting out controversial speakers.
The university also has expanded an existing course on public debate to better reflect that outlook, and has initiated a course aimed at promoting intercultural dialogue.
These moves, Professor Frenk said, are part of a wider review designed to ensure that Miami meets its existing commitment to a “T-shaped” curriculum, meaning expertise in a particular field combined with an ability to collaborate beyond that field.
That recommitment to collaborative skills is challenging both students and academics, said Professor Frenk, who took charge of the 17,000-student private institution in 2015.
Many students, at least, appear eager to try. “A lot of this is in response to their own demands,” he said.
The process may be tougher with faculty because they are pressed to incorporate collaboration-focused skills into their existing courses. Such change “requires a huge retraining of the teachers”, Professor Frenk said.
“Faculty development is, I think, the biggest challenge because we were all socialised into a system of teaching,” he said.
This is not the only major shift in teaching that faces academics in Miami and elsewhere, said Professor Frenk, who spent nearly seven years as dean of Harvard University’s T. H. Chan School of Public Health. Advances in technology are increasingly presenting colleges with opportunities for incorporating sophisticated simulators – such as those long used by prospective airline pilots before they try flying actual jets – and other teaching tools using artificial intelligence, into their classrooms.
Early examples at Miami include a simulator-driven hospital environment in the nursing school. “This is not sitting down and memorising stuff,” Professor Frenk said. “This is experiential learning, and the role of the teacher is hugely different.”
Through the various social, economic and demographic upheavals buffeting higher education, the University of Miami is doing well, said Professor Frenk, with applications growing 12 per cent a year for the past two years, at a time when other institutions faced contractions.
“We have not seen the decline of international applications that other schools” have experienced, he said. “But, again, we’ve been very deliberate about sending a welcoming message to international students.”
Publicație : The Times
«Nous espérions que notre ferveur arrêterait l’incendie»: des étudiants racontent leur nuit de prière devant Notre-Dame
REACTIONS - Particulièrement éprouvés par l’incendie de Notre-Dame, lycéens et étudiants catholiques y voient un «symbole très fort». S’ils ont beaucoup prié lundi soir, ils envisagent déjà d’œuvrer à la reconstruction de la cathédrale.
«Je sais ce qu’ils ressentent» C’est avec ces mots que dans la nuit du lundi 15 avril, le président de la République a voulu panser la blessure des catholiques, depuis le parvis d‘une cathédrale de Paris en proie aux flammes. Si l’incendie ayant embrasé Notre-Dame a ému tout le pays, il est pour eux un événement d’une violence toute particulière. Lundi soir, les images de jeunes chrétiens priant devant la cathédrale en flammes a marqué les esprits. Ces lycéens et étudiants catholiques nous ont raconté cette soirée dantesque, mais aussi leurs espoirs.
Une «vision glaçante», une «pluie de cendres» et un «silence de mort»
«J’étais à 300 mètres du parvis quand l’incendie a commencé», raconte Louis, étudiant en anthropologie à l’institut catholique de Paris (ICP). «Je sentais la chaleur des flammes», ajoute le jeune homme qui s’est rapidement éloigné pour ne pas gêner les secours. «J‘ai très vite pensé aux reliques de la cathédrale, j’ai été très soulagé d’apprendre qu’elles avaient été sauvées», ajoute l’étudiant, pour qui «le plus incroyable est qu’il n’y ait pas eu de pertes humaines».
Colombe, quant à elle, faisait du baby-sitting à deux pas de la cathédrale. Elle a dû contenir son émotion en voyant par la fenêtre le toit brûler. «Je ne voulais pas inquiéter les enfants, mais ça m’a fendu le cœur. J’étais à Notre-Dame dimanche pour les rameaux, dire que j’ai peut-être vu la dernière messe avant des années dans cette cathédrale», se désole l’étudiante en orthophonie. «En sortant vers 20 heures, il y avait un silence de mort dans le quartier», raconte-t-elle.
«Dire que j’ai peut-être vu la dernière messe avant des années dans cette cathédrale»Colombe
«Ma première réaction a été d’envoyer à ma famille: ‘priez pour Notre-Dame’», confie à son tour Mahauld, élève de première. «J’ai marché très vite jusqu’à la cathédrale, sur le chemin j’écoutais des chansons catholiques», se souvient la jeune fille, qui a d’abord cru à un acte de vandalisme antichrétien. «Voir des flammes sortir de la cathédrale, cela m’a donné des frissons», déclare la lycéenne. Assistant désemparée à cette scène, elle a reçu vers 19 heures une «pluie de cendres».
Tous les jeunes catholiques interrogés ont déploré leur «impuissance» face au drame qui se déroulait sous leurs yeux. Mahauld, restée sur place avec trois amis raconte: «Nous espérions que notre ferveur favoriserait l’arrêt de l’incendie», explique-t-elle. Ensuite, Louis, Cyriaque, Astrid et Colombe ont tous prié le soir dans leur lit.
Un écho avec l’Évangile de dimanche: «les pierres crieront»
«Ce n’est pas juste un bâtiment qui a brûlé, c’est un symbole très fort de notre religion, déclare Cyriaque, étudiant en architecture. La France est ‘fille aînée de l’Église’, et voir la flèche représentant le ‘paratonnerre spirituel’ de la ville s’écrouler, c’était bouleversant», a-t-il ajouté. Pour Amélie, étudiante en orthophonie, «il y a un écho tout particulier avec l’Évangile de dimanche: ‘si eux [les hommes, NDLR] se taisent, les pierres crieront’. Dans ce monde où des chrétiens sont souvent persécutés sans que leurs voix soient entendues, il faut que les pierres de cette cathédrale brûlent pour que ressurgisse la part chrétienne du passé de la France.»
«Voir la flèche représentant le ‘paratonnerre spirituel’ de la ville s’écrouler, c’était bouleversant»Cyriaque, étudiant en architecture
Ces jeunes sont unanimes: l’émoi suscité par l’embrasement de Notre-Dame dépasse la simple dimension culturelle. Pour Médéric, en deuxième année d’école d’ingénieur, «un édifice comme la cathédrale de Paris amène, par son histoire et son architecture, à une forme de spiritualité. Si Notre-Dame est si haute, c’est aussi pour nous mener symboliquement vers le ciel», souligne-t-il. «Je pense que les gens ont encore une certaine forme de vénération pour Dieu, et que certains n’imaginaient pas que voir Notre-Dame brûler allait autant les toucher», déclare Colombe. Elle a été agréablement surprise du fait que les médias relaient les élans de prière lancés aux abords de la cathédrale, et invitent des personnalités religieuses pour commenter l’événement en direct. Astrid, qui s’est rendue sur un pont de la Seine proche de l’incendie avec une amie, raconte que «des personnes pleuraient, d’autres filmaient et tout cela dans un grand silence, comme pour se recueillir.»
Louis regrette seulement que l’embrasement de la cathédrale «suscite presque plus d’émotion que les persécutions des chrétiens d’Orient». Cependant, ces jeunes catholiques se réjouissent de voir renaître en cette occasion «les racines chrétiennes de la France», grâce à ce «symbole de la foi ayant traversé les siècles».
Veillées de prière, cagnotte, lettre à l’évêque: les jeunes catholiques se mobilisent
Loin de se laisser aller à l’abattement, la jeune génération catholique exhorte aussi à l’espérance. «C’est un terme que le président a su employer dans son discours lundi soir, alors qu’aujourd’hui on ne parle plus que de résilience», remarque Colombe. «Sur les dernières photos à l’intérieur de la cathédrale, la croix est intacte, elle rayonne au milieu des décombres: un beau symbole à la veille de Pâques», ajoute Amélie. Toutes les deux, elles espèrent pouvoir participer à leur manière à reconstruire la cathédrale.
«J’aurais espéré lancer des mouvements de jeunes pour aider à déblayer»Angélique, étudiante en psychologie
Sur Facebook, des événements fleurissent pour organiser des veillées de prière sur le parvis de Notre-Dame ou dans les églises de France. «sur nos discussions Whatsapp, on s’organise pour faire des récoltes de fonds, lancer des soirées de prière», raconte Médéric. Pour Angélique, étudiante en psychologie, «l’impuissance devant le drame se transforme en une forte volonté d’apporter littéralement [sa] pierre à l’édifice.» Elle aurait espéré «lancer des mouvements de jeunes pour proposer d’aider à déblayer». La jeune femme compte lancer une lettre à l’archevêque de Paris, avec les jeunes qui souhaitent lui redire leur détermination à «s’engager pour ce très précieux patrimoine culturel et religieux qui est le nôtre».
«J’ai prié dans cette cathédrale et nous les jeunes aurons sûrement la chance de la revoir intacte, espère Astrid. On sera là dans 40 ans. Avec nos petits-enfants nous redécouvrirons les trésors de cette cathédrale, ce joyau de Paris, Notre-Dame».
Ce sera peut-être le cas. Ce soir, Emmanuel Macron a promis: «Nous rebâtirons Notre-Dame plus belle encore. Je veux que ce soit achevé d’ici cinq années».
Publicație Le Figaro
« Une perte de sens totale » : le blues des jeunes ingénieurs face au climat
Tiraillés entre les réalités des entreprises et l’impératif climatique, de jeunes ingénieurs disent vivre une « dissonance cognitive ». Certains renoncent à une carrière traditionnelle.
C’est un discours de remise de diplôme plutôt inhabituel que Clément Choisne, jeune ingénieur de Centrale Nantes, a livré devant ses camarades, le 30 novembre 2018. A contre-courant des discours louangeurs de ce type d’événement, il a choisi de parler de son dilemme : « Comme bon nombre de mes camarades, alors que la situation climatique et les inégalités ne cessent de s’aggraver, que le GIEC [Groupe d’experts intergouvernemental sur l’évolution du climat] pleure et que les êtres se meurent : je suis perdu, incapable de me reconnaître dans la promesse d’une vie de cadre supérieur, en rouage essentiel d’un système capitaliste de surconsommation. »
Devant une assemblée de futurs diplômés, parents, familles, anciens élèves, professeurs, direction et industriels, l’ingénieur de 24 ans a profité de la tribune qui lui était offerte pour se faire le porte-parole d’un malaise que vivent de plus en plus de jeunes diplômés face au réchauffement climatique : « Quand sobriété et décroissance sont des termes qui peinent à s’immiscer dans les programmes centraliens, mais que de grands groupes industriels à fort impact carbone sont partenaires de mon école, je m’interroge sur le système que nous soutenons. Je doute, et je m’écarte. » La vidéo, qui a fait plus de 270 000 vues sur YouTube, est l’un des nombreux échos de ce désarroi éprouvé par les jeunes diplômés face à un monde économique qu’ils jugent en décalage avec l’urgence climatique.
Publicație Le Monde
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