Admiterea la ”Al.I.Cuza”: 3.500 de locuri la buget şi 3.317 cu taxă pentru viitorii studenți
Universitatea „Alexandru Ioan Cuza“ din Iaşi scoate la concurs peste 10.000 de locuri pentru studiile de licenţă şi masterat, la buget şi taxă, pentru admiterea din luna iulie. Astfel, absolvenţii de liceu au ocazia să concureze pentru 3.500 de locuri la buget pentru studiile de licenţă şi 2.100 de locuri fără taxă la studiile de masterat, iar la taxă, licenţă şi master sunt disponibile 4.923 de locuri, 3.317 pentru studiile de licenţă şi 1.606 locuri pentru studiile de masterat.
Înscrierile la cele 15 facultăţi vor începe de pe 15 iulie, candidaţii având posibilitatea să îşi depună dosarele până pe data de 20 iulie. Rezultatele vor fi afişate ulterior, în perioada 21-23 iulie, urmând ca locurile neocupate să fie din nou scoase la concurs în perioada 9-11 septembrie. O noutate în acest an pentru admiterea la Universitatea „Alexandru Ioan Cuza“ o reprezintă sesiunea de preînscriere, exclusiv online, sesiune deschisă încă din luna martie a acestui an. Viitorii studenţi se pot înscrie în cadrul acestei sesiuni de preînscriere până pe 14 iulie.
79 de specializări la licenţă şi 117 la studiile de master
Cele 15 facultăţi ale Universităţii „Cuza“ cuprind 79 de specializări la studiile de licenţă şi 117 pentru studii de master, iar la majoritatea facultăţilor şi specializărilor, admiterea la licenţă se face doar pe baza mediei examenului de bacalaureat şi a notelor obţinute la diverse probe în cadrul acestui examen. Cu toate acestea, pentru câteva specializări, viitorii studenţi trebuie să treacă şi o probă suplimentară. La Facultatea de Drept se va susţine un test la Limba română, care va reprezenta 50% din media de admitere, la Facultatea de Educaţie Fizică şi Sport, specializarea Educaţie Fizică şi Sportivă, se va susţine o probă de alergare, cu o pondere de 60%, iar la specializarea Kinetoterapie şi motricitate specială, candidaţii vor susţine o teză scrisă la Biologie. O situaţie similară este şi la Facultatea de Informatică, la specializarea Pedagogia învăţământului primar şi preşcolar de la Facultatea de Psihologie şi Ştiinţe ale Educaţiei este stabilită o probă eliminatorie de aptitudini muzicale şi dicţie, iar la admiterea la Facultatea de Teologie Ortodoxă şi la Facultatea de Teologie Romano-Catolică sunt stabilite, de asemenea, probe scrise şi orale.
Admiterea la programele de master se va face pe baza mediei examenului de licenţă şi a notei obţinute la proba orală, interviu sau în urma analizei CV-ului şi a scrisorii de intenţie. De asemenea, UAIC oferă 20 de specializări şi programe în limbi străine: cinci la licenţă şi 15 pentru master. Pentru aceste programe, candidaţii vor susţine şi un test de competenţă lingvistică.
Publicație : Ziarul de Iași și Bună Ziua Iași
Conferinta in Aula Bibliotecii Centrale Universitare
Marti, 11 iunie 2019, incepand cu ora 10.00 in AULA BiblioteciiCentrale Universitare „Mihai Eminescu" din Iasi, are loc conferinta sustinuta de lect.univ. dr. Livia Iacob, Facultatea de Litere, Universitatea ''Al.I.Cuza''.
Publicație : Bună Ziua Iași
Universitatea Tehnica din Iasi a gazduit una dintre cele mai importante intalniri pe zona educationala din Romania
Politehnica ieseana a gazduit una dintre cele mai interesante reuniuni academice romanesti • In cadrul acesteia, cel mai fierbinte subiect abordat a fost cel referitor la alocarea cifrei de scolarizare la cele trei cicluri universitare • Astfel, participantii la intalnirea Aliantei Universitatilor Tehnice - ARUT de la Iasi au propus in unanimitate redactarea unui memoriu catre Ministerul Educatiei referitor la modalitatea de alocare a locurilor pentru studiile universitare, care sa contina si solicitarea clarificarii criteriilor care au stat la baza acestei alocari, precum si ajustarea cifrei de scolarizare in concordanta cu prioritatile Uniunii Europene si, implicit, ale Romaniei
La intalnirea Aliantei Romane a Universitatilor Tehnice (ARUT) de la Iasi, desfasurata in perioada 6 - 8 iunie 2019, au participat sase universitati. Astfel, Universitatea Politehnica din Bucuresti a fost reprezentata de rectorul Mihnea Costoiu, Universitatea Politehnica din Timisoara, de rectorul Viorel Serban, Universitatea Tehnica din Cluj-Napoca, de rectorul Vasile Topa, Universitatea Tehnica de Constructii din Bucuresti, de rectorul Vasile Vacareanu, iar gazda, Universitatea Tehnica (TUIASI) "Gheorghe Asachi" din Iasi, de rectorul Dan Cascaval. Acestia au fost insotiti de colegi prorectori si din conducerile Senatelor universitare.
Un invitat nou a fost Universitatea de Arhitectura si Urbanism din Bucuresti, membru cooptat in ARUT, reprezentata de rectorul Marian Moiceanu.
De asemenea, a mai participat si presedintele Consiliului National pentru Finantarea Invatamantului Superior (CNFIS), profesor Claudia Popescu, si Paul Baran, din partea Fundatiei Romano-Americane.
O mai mare deschidere in oferirea de granturi pentru cadrele didactice
Un prim punct abordat in cadrul intalnirii l-a reprezentat derularea primului an al granturilor ARUT destinate tinerelor cadre didactice din cadrul acestor universitati, in principal discutandu-se posibilitatea introducerii acestora in mod oficial in categoria granturilor nationale din criteriile minimale stabilite la nivelul Consiliul National de Atestare a Titlurilor, Diplomelor si Certificatelor Universitare (CNATDCU). Catre finalul acestui an va fi organizata a doua editie a acestor granturi, care are si menirea sa compenseze partial lipsa unor competitii de granturi lansate de catre Ministerul Cercetarii si Inovarii.
Apoi, s-au discutat aspectele privind aplicarea principiilor antreprenoriale universitatilor tehnice, in baza parteneriatului dintre acestea si Fundatia Romano-Americana. In acest sens, s-a propus extinderea numarului de cadre didactice care sa participe la pregatirea antreprenoriala in Statele Unite ale Americii (SUA), prin cofinantarea stagiilor, pentru ca apoi sa se poata crea in universitati un nucleu consistent care sa promoveze aceste principii in folosul fiecarei universitati. Evaluarea scolilor doctorale a constituit un al punct important ce a cuprins agenda reuniunii.
De fapt, s-a discutat stadiul in care s-a ajuns, si anume faptul ca desi Politehnica ieseana, Politehnica din Bucuresti, Politehnica din Timisoara, alaturi de alte circa sase-sapte universitati din tara, au depus dosarele de autoevaluare in termenul specificat de lege (15 martie 2019), nu a fost inceputa inca evaluarea acestora. Mai mult, s-a pus acut problema reconsiderarii criteriilor de evaluare, in sensul reducerii acestora si a pastrarii doar a celor clar cuantificabile si evident legate de calitatea cercetarii. Punctul de vedere subliniat de toti participantii a fost acela ca trebuie sa se renunte la criteriile "cu dedicatie", care au menirea doar de a salva unele domenii, fara ca acestea sa aiba rezultate notabile sau rezultate vizibile.
Nemultumiti de alocarea cifrei de scolarizare
Cel mai fierbinte subiect abordat a fost cel referitor la alocarea cifrei de scolarizare la cele trei cicluri universitare. Fiecare dintre institutiile prezente, cu exceptia Universitatii de Arhitectura si Urbanism, au primit de la Ministerul Educatiei Nationale un numar de locuri bugetate cu circa 10-15 la suta mai redus decat cel primit anul trecut. Daca justificarea acordarii la acest nivel a cifrei de scolarizare s-a bazat pe numarul de locuri ocupate anul trecut, aceasta regula nu a mai fost aplicata studiilor doctorale, unde s-au primit mai putine locuri decat cele ocupate in 2018.
"Regula repartitiei dupa «istoric» nu este o regula inspirata, deoarece candidatii se duc si acolo unde exista un numar mai mare de locuri. Mai mult, exista riscul disparitiei unor domenii importante pentru sectorul tehnic. In acelasi timp, nu s-a tinut deloc cont de domeniile prioritate, conform documentelor Uniunii Europene, de ceea ce s-a tot afirmat cu diferite prilejuri, in Consiliul National al Rectorilor, intalniri la MEN, privind interesul pentru dezvoltarea Romaniei prin sustinerea domeniilor prioritare. Dar da, acum, intr-o prima etapa, am putea considera criteriul numarului de locuri ocupate anul trecut. Insa, de ce acest criteriu nu se aplica si studiilor doctorale? Unde au fost repartizate locurile bugetate la doctorat, in conditiile in care numarul total de locuri alocate doctoratului la nivel national este chiar ceva mai mare decat cel din 2018? Este evident ca prin distribuirea aceste locuri se compenseaza financiar pierderile de candidati din ciclul de licenta, in special. De exemplu, pentru studiile de arhitectura sau medicina, un loc la doctorat inseamna patru studenti la licenta sau mai putin. In domeniul ingineresc, un loc la doctorat este finantat cat intre cinci si sase studenti la licenta. Insa, in domeniile umaniste, un loc la doctorat echivaleaza cu zece-unsprezece studenti la licenta", a declarat rectorul Universitatii Tehnice din Iasi, profesorul Dan Cascaval.
Participantii la intalnirea ARUT de la Iasi au propus in unanimitate redactarea unui memoriu catre Ministerul Educatiei referitor la modalitatea de alocare a locurilor pentru studiile universitare, care sa contina si solicitarea clarificarii criteriilor care au stat la baza acestei alocari, precum si ajustarea cifrei de scolarizare in concordania cu prioritatile Uniunii Europene si, implicit, ale Romaniei. "Daca inainte de anul 1989, numarul locurilor alocate pentru studii de licenta universitatilor care includeau domenii tehnice, considerand si medicina, reprezenta circa 68-70 la suta din numarul total al locurilor alocate, astazi, aceasta proportie s-a redus la 30-35 la suta, din nou incluzand si medicina. Ma intreb unde se regasesc in repartizarea actuala prioritatile cu care in Uniunea Europeana sunt promovate domeniile IT&C, energetic, constructii, mecanica si altele tehnice?", a concluzionat rectorul Cascaval
Publicație : Bună Ziua Iași
The scientist trying to stop you falling asleep at conferences
Adam Ginsburg is fighting conference-induced lethargy by tackling high levels of carbon dioxide at academic gatherings – one window at a time
If you’ve ever found yourself nodding off during a conference, you might be relieved to hear that it might not be your fault – or that of the speaker.
A growing body of evidence suggests that poor ventilation in the spaces typically used for conferences results in a build-up of carbon dioxide levels that can lead to poor concentration and drowsiness among the people gathered.
Now, an academic is embarking on a one-man mission to boost the alertness of scholars at conferences the world over.
Adam Ginsburg, a Jansky fellow at the US National Radio Astronomy Observatory, began measuring carbon dioxide levels at academic events after a colleague pointed out a ventilation problem in his own office.
What he discovered was that many venues used for conferences, business meetings and similar events had inadequate ventilation. When large numbers of people assembled in an enclosed and poorly air conditioned space, carbon dioxide levels could rise to potentially dangerous levels.
A normal concentration of carbon dioxide in a healthy outdoor environment is commonly considered to be between 250 and 350 parts per million of air particles (ppm). Anything between 1,000ppm and 2,000ppm is associated with drowsiness and poor air quality, and the European standards agency has set a strict limit of 3,500ppm for buildings and public places.
At one academic conference in a hotel basement in Greece last year, however, Dr Ginsburg measured carbon dioxide levels in the 2,000-2,500ppm range, “which was absolutely awful”, he said.
And at a scientific conference held last year in Finland, Dr Ginsburg measured a steady rise in CO2 levels from 786ppm at the beginning of one session to 1,390ppm an hour later.
When conference organisers opened windows, however, carbon dioxide remained at a steady level.
“I don’t think you can blame the organisers so much as the venues,” said Dr Ginsburg, because “many venues aren’t meant to hold as many people as we squeeze in”. Some hosts were still reluctant to open venue doors and windows, however, because the noise and light could cause distractions.
Some eight studies in the past seven years have examined how accumulating carbon dioxide affects people. One experiment by scientists at the Lawrence Berkeley National Laboratory, published in Environmental Health Perspectives, exposed subjects to carbon dioxide levels between 600ppm and 2,500ppm before asking them to take a problem-solving test.
The researchers found that the higher the levels of carbon dioxide the subjects were exposed to, the worse they performed on the test – with scores significantly lower in rooms with levels above 1,000ppm.
Dr Ginsburg said he planned to continue to collect and report carbon dioxide levels at academic conferences because “it clearly motivates organisers to better ventilate the room”. “Measuring the CO2 levels seems like a generally good idea if there’s not a good air conditioning system in place,” he advised. “If nothing else, it tells you when everyone needs a coffee and a breath of fresh air.”
Publicație : The Times
‘Trolling’ fears over Leeds’ anonymous student feedback plan
Academics fear women and ethnic minorities will be particularly exposed to abuse on module discussion boards
Academics at the University of Leeds have criticised a proposal to create anonymous discussion boards across the institution, so students can post feedback during their modules.
Allowing students to post anonymously could lead to them posting offensive comments, particularly towards groups who are often negatively targeted in feedback already, Leeds staff told Times Higher Education.
An email to staff said a discussion forum would be available for all students enrolled on a module “to provide anonymous feedback about the progress of the module, or to raise issues about the teaching and learning or the quality of the student experience”.
An article published on the staff intranet said allowing students to give in-course feedback would “bring a consistent and inclusive approach that could be particularly valuable when other mechanisms are not accessible or adopted by students”.
A pilot study, which involved 37 modules across four of the university’s faculties, found “no issues raised by students posting anonymously; a provision provided for the purpose of raising inclusivity”, the university said.
The discussion boards are expected to be implemented in all taught modules from September 2019 and module leaders will be expected to respond to student posts on the discussion board within five working days.
But Mark Taylor-Batty, a lecturer in theatre studies at Leeds, said the initiative risked creating a forum for “anonymous trolling of lecturers and of fellow students, however much reassurance the university gives about responding to inappropriate messages”.
“The fact that the forum is public means that once any such message is posted, it will cause damage that will remain to be handled within the cohort long after it has been removed,” he said.
“We know that women and colleagues with foreign accents tend to get more judgemental feedback than others, so to open an unmoderated space where that might be facilitated on a daily basis is grossly irresponsible. None of the potential benefits are worth the dreadful risks.”
Dr Taylor-Batty added that there had not been proper consultation throughout the university and the move showed an “ignorance of the structures we already have in place for student support and feedback”.
Another Leeds academic told Times Higher Education that they also felt that staff had not been properly consulted. They said that the move was an “erosion of academic freedom and free speech in the classroom”, because real-time criticism meant lecturers will have no space to reflect upon criticisms.
They added that the “workplace stress impacts are likely to be considerable”, especially to new teachers and those most likely to get negative feedback because of race, gender or disability.
A university spokeswoman said that the aim was “to provide a consistent and inclusive way for every student to offer additional feedback during term-time, rather than at the end of modules”.
“We ran a pilot across 30-plus modules, with input from our consultation group, which encompassed students and staff, including academics…this initiative is being taken through our governance process, and will not be implemented until this process is complete”, she said.
Leeds University Union, which represents students, said that it supports “the direction that the university is taking, and strongly believes that students have no intention of abusing the process”.
Publicație : The Times
China belts up for the road to internationalisation
Building education ties along the New Silk Road will strengthen the influence of Chinese higher education, says Futao Huang
Since the initiation of the Belt and Road project in 2013, China has not only been investing in infrastructure, finance and trade, but has been facilitating higher education collaboration with the countries and regions along the so-called New Silk Road (NSR).
The number of international students coming to China from these areas has increased rapidly. According to data from the Chinese Ministry of Education, they accounted for about 65 per cent of China’s nearly 500,000 inbound international students in 2017 and 2018. Before the NSR, the largest number of unbound international students came from South Korea, followed by the US, Japan, Thailand and Russia. In 2018, South Korea continued to be the largest source, but Pakistan and India have joined Thailand and the US as the next largest.
Since 2015, there has also been a sharp rise in the number of alliances between Chinese universities and those on the NSR. There are currently more than a dozen of these. The earliest and largest is the University Alliance of the NSR, which was established by Xi’an Jiaotong University. By focusing on the discipline of law, the alliance aims to contribute to the development of the NSR by helping to build a common legal culture among the 31 nations in which its 128 member universities are located.
In addition, Chinese universities have been actively engaged in providing training courses in relation to the Belt and Road initiative. These fall into two categories. One relates to language provision. For example, Beijing Foreign Studies University recently began providing 11 new foreign languages, most of which are the national tongues of very small countries in which the NSR initiative is being promoted. The other category is professional and vocational courses for people from NSR countries. Examples include Tsinghua University’s executive MBA for business leaders and Beijing Jiaotong University’s training courses for government officials, engineers and technicians in charge of the construction of railways and roads along the NSR.
Some leading Chinese universities have even founded specially designated colleges or schools, such as the Belt and Road institutes at Peking University and Renmin University of China. The approaches of these various initiatives differ, but the aim in all cases is to build networks and develop human resources along the NSR by running relevant training courses, offering consultancy and submitting research-based policy proposals to local authorities, national governments and industry and business.
Chinese universities have also made huge progress in exporting Chinese education and services. A good example is the establishment of Xiamen University’s Malaysia Campus. Although it was only planned in 2012 and opened in 2015, it has quickly become the pioneer Chinese overseas campus. Of its 4,600 students in 2019, more than 60 per cent are local and about 30 per cent are from mainland China, with the remainder from 23 countries and regions along the NSR.
Differing from transnational educational programmes within Chinese campuses, Xiamen in Malaysia is not only offering courses such as traditional Chinese medicine, Chinese studies, international business and finance, but programmes in new energy science and engineering, digital media technology, marine biotechnology, chemical engineering and mathematics.
However, there are still numerous challenges to the success of the Belt and Road initiative’s educational provision. The most notable one is its lack of a precise definition of what the government’s vision of establishing an educational community along the NSR actually amounts to. In addition, the benefits of getting involved for Chinese universities are unpredictable given that the majority of the NSR countries and regions do not have well-developed higher education systems and enjoy relatively modest academic reputations. There are also technical difficulties in agreeing common quality assurance frameworks across the NSR countries and regions, while accommodating their different values, cultures and religions.
Although it is extremely difficult to foresee the future of global higher education, there is little doubt that the NSR initiative will strengthen the influence of Chinese higher education and improve its level of internationalisation. And that is likely to have major consequences for universities around the world.
Publicație : The Times
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