Evenimente culturale şi religioase sub egida Şcolii de Vară a Facultăţii de Filosofie (UAIC)
Primarul Mihai Chirica a participat la festivitatea de deschidere a Școlii de vară „The City as the Living Space of Christians” organizate de Facultatea de Filosofie din cadrul Universităţii „Alexandru Ioan Cuza” şi Facultatea de Teologie Catolică din Chur (Elveţia). La eveniment au fost prezenţi prezenţi prof. univ. dr. Tiberiu Şoitu, decanul Facultăţii de Filosofie, conf. univ. dr. Romeo Asiminei, directorul Departamentului de Sociologie și Asistență Socială al facultății, şi conf. univ. dr. pr. Ştefan Lupu, decanul Facultăţii de Teologie Romano – Catolică din Iaşi. „Sunt deosebit de onorat că aţi ales să vă petreceţi o parte din vacanţa de vară aici, în oraşul nostru. Aţi ajuns acolo unde trebuie, în cel de-al doilea centru universitar al României, dar primul din punct de vedere al învăţământului teologic. Vizita voastră aici are loc la aproximativ o lună de zile după vizita Sanctităţii Sale Papa Francisc şi mi-ar plăcea să cred că veţi călca pe acelaşi drum pe care l-a făcut Sfântul Părinte la Iaşi. Încă suntem sub emoția acelor momente, care pentru noi au fost cu adevărat istorice, fiind prima vizită a unui Papă în această zonă a ţării. Am îmbrăţişat într-un mod natural propunerea Facultăţii de Filosofie şi cred că experienţa pe care Iaşul o poate oferi vă va fi de folos în cariera voastră. Într-o îmbinare cât se poate de naturală pentru vârsta pe care o aveţi, sper să puteţi îmbrăţişa misiunea cunoaşterii pe care v-aţi asumat-o cu bucuria de a vă trăi şi vârsta pe care o aveţi. Noi suntem o comunitate preponderent ortodoxă, care coexistăm într-o modalitate perfectă cu celelalte confesiuni, precum cea catolică sau evreiască. De pildă, comunitatea evreiască există la Iaşi din secolul al XV– lea, Iaşul având cea mai veche sinagogă din România. De asemenea, Iaşul are una dintre cele mai vechi comunităţi catolice din ţară. Pentru noi, este o mare bucurie să ştim că am trăit şase – şapte secole împreună, într-o formă plină de respect. Ştiu că religia creştină, mai ales în Occident, capătă forme multiple de exprimare, ceea ce nu este neapărat o piedică. Aici avem şi alte curente creştine, baptişti, protestanţi, evanghelişti, adventişti, dar toţi se conduc după aceleaşi principii ale moralei noastre seculare. Postura de primar mă obligă să-i privesc cu aceeaşi măsură pe toţi cetăţenii Iaşului, indiferent de religie sau etnie. Pentru mine nu există minoritate sau majoritate religioasă, ci doar egalitate de şanse pentru toţi locuitorii oraşului”, a declarat primarul Mihai Chirica în discursul său.
Conform organizatorilor, şcoala de vară The City as the Living Space of Christians se derulează până pe 15 iulie 2019, participanţii urmând a fi prezenţi la conferinţe şi diverse evenimente culturale şi religioase. Pe lângă mănăstirile şi bisericile vechi din Iaşi, vor fi vizitate mănăstirile Moldoviţa şi Voroneţ, precum şi localităţile Gura Humorului, Sighişoara, Viscri şi Braşov.
Publicație : Evenimentul
In Platoul BZI LIVE, emisiune – dialog alaturi de universitarul Valy Greavu – Facultatea de Economie si Administrarea Afacerilor din cadrul UAIC, despre subiecte de actualitate
Miercuri, 10 iulie 2019, incepand cu ora 15.00 este programat un dialog extrem de interesant si de utilitate pentru noi toti, de la studenti, profesori si intreaga comunitate! In luminile reflectoarelor Studioului BZI LIVE, pentru cea de-a 342-a editie dedicata Educatiei, Culturii, Artei, Muzicii, Religiei, Istoriei respectiv ideilor si mentalitatilor este invitat conf. univ. dr. Valy Greavu de la Facultatea de Economie si Administrarea Afacerilor (FEAA) din cadrul Universitatii Alexandru Ioan Cuza (UAIC) din Iasi. Alaturi de domnia sa vor fi abordate subiecte axate pe: Admiterea 2019, activitatea si proiectele de la facultate, relatia cu studentii, realitati din sistemul de invatamant superior, experienta profesionala! De precizat ca universitarul Greavu are o vasta colaborare cu zona privata, domeniile sale de predare fiind: Comert electronic, Instrumente Software pentru Afaceri, Sisteme informationale pentru Afacerile Internationale in timp ce domeniile de interes sunt Informatica sau Tehnologiile SharePoint. Avand in vedere ca activeaza pe segmente de impact si actualitate in societatea contemporana, acesta va oferi o serie de detaliu exact pe aceasta componenta.
Cei interesati pot pune intrebari invitatului BZI LIVE si vor primi raspunsuri in direct accesand pagina de Facebook .
Publicație : Bună Ziua Iași
The need to do more with less is driving the mental health crisis
Human beings can only work at full capacity for so long before they become incapable of doing any work at all, says an anonymous university employee
Following the 2008 global financial crisis, employers in all industries made redundancies or opted not to replace departing staff. This was not necessarily because there was less work to be done: it was a simple, bearish response to uncertainty that capitalised on a climate in which messages such as “we all have to work a little harder to manage” and “you’re lucky to still have a job” were an easy sell.
In UK higher education, the trend of doing more with less (fewer) has been sustained. We have weathered the deepening of target-based managerialism (exemplified by the failed teaching excellence framework) and the financial impact of student fee reforms, governmental hostility to international student recruitment and vice-chancellors’ penchant for ambitious capital programmes.
You could argue that our politicians and managers were right; we were able to stretch to cover the gaps, to knuckle down and get by. But, 11 years on from the credit crunch, the evidence is mounting that the higher education sector is reaching breaking point. May’s paper on mental health by Liz Morrish for the Higher Education Policy Institute revealed alarming and widespread increases in the numbers of HE staff reaching out for help; a shocking 41 per cent of respondents to a survey declared that their workload negatively affects their mental well-being. And a paper on casualisation published last week by the University and College Union revealed that 71 per cent of respondents to a survey believed that their mental health had been damaged by working on the insecure contracts that have proliferated in recent years.
My own story includes a period signed off work due to depression, followed by a failed return, another period signed off, and another return – going all right so far, touch wood. The process has been characterised by human resources’ obstructionism and selective non-compliance with legal obligations: an apparent attempt to cut me loose from the university.
Applying pressure is the go-to tactic of HR, as well as of management. Workplace adjustments recommended by my GP were systematically refused, sick pay was withheld for absences during my attempt to return to work, and when I succumbed to a second period fully signed off, further pay was withheld in proportion to previous deductions. This obliged me to take on debt to make ends meet, and my wife took on a second job while I languished uselessly at home. Domestic recriminations ensued, and I would be lying if I said that I never wondered about the terms of the university’s death-in-service insurance. But you can’t really ask.
From management’s perspective, you can understand the desire to squeeze out staff members with depression, whose lengthy and expensive periods of sick leave require additional staffing backfill (or not; perhaps everyone can still stretch a little further to cover). A depressive employee is as much a liability as a woman of prime child-bearing age.
While student mental health has been an important topic of debate in the past year, staff mental well-being has received much less attention. With students you have a duty of care. OK, you have a duty of care with staff too, but it’s different. If one of your students dies by suicide, people start asking questions straight away. That hasn’t always been true of academics.
But people are taking notice now, as proved by the recent media attention given to both the Hepi report itself and, last year, the suicide of Cardiff University accountancy academic Malcolm Anderson, who had been asked to mark 418 exams in 20 days. If your mental health prognosis constitutes a disability under the Equality Act 2010 – broadly, having a substantial and long-term effect on your ability to carry out normal day-to-day activities – you even have legal rights.
Management will change their behaviour when the costs of stretching people to breaking point begin to clearly outweigh the benefits. The question is whether the looming mental health time bomb can yet be defused by reducing workplace pressures and workloads.
For the lone staff member struggling with the particular strain of mental illness termed stress-induced depression, Tim Cantopher’s book Depressive Illness: The Curse of the Strong offers an approach to long-term management of the condition that he asserts will prevent recurrence of full breakdown. Cantopher’s thesis is that the most conscientious and capable of us will, when faced with unreasonable demands, dig deep and work ever harder to meet those demands, pushing ourselves to the point at which we burn out and succumb to total collapse. His short-term solution is antidepressants, but, longer term, he says we need to manage what we are willing to take on, generally operating at a level of no more than 80 per cent of our maximum intensity, and pushing ourselves harder only on a short-term and occasional basis to meet temporary exigencies.
While this entails the often difficult task of saying no – and sticking to it – a sustained 80 per cent is clearly a better outcome for our employers, as well as ourselves, than a few months or years of 100 per cent followed by total breakdown. It’s only a shame that we – and they – were all too stupid to realise it much earlier.
Publicație : The Times
Universities require root-and-branch overhaul to deliver SDGs
Academia needs a sweeping cultural change to create the conditions and skills it needs to fulfil its role in achieving the Sustainable Development Goals, says Peter Horton
The United Nations’ 17 Sustainable Development Goals set out 169 targets covering all aspects of life on Earth, in all countries – people, planet, prosperity, peace and partnership. Meeting these targets involves change – social change, political change and industrial change – but most of the problems embedded in the SDGs are complicated and complex, for which solutions are hard to find, the effects of interventions hard to predict and success hard to transfer and scale up.
Achieving the goals presents massive intellectual and practical challenges. Of course, universities are reservoirs of the practical and intellectual capital needed for the task, and it is recognised that these institutions must play a bigger role in helping to deliver SDG targets. Yet there is little evidence of widespread action, for many reasons, not least the institutional divisions and barriers that hinder the necessary multidisciplinary and interdisciplinary activities.
Therefore, universities must also change. The concept of the “SDG TREE of Change” encapsulates the transformations required of each institution in four core activities – training, research, engagement and enterprise – and is a rallying call for collective action across the world. The tree grows from and is nourished by all sectors of the institution – academic staff, professional services staff, students and alumni – working together and collaborating with other institutions and external bodies, to cultivate SDG fruit.
Training
Empowering scientists, engineers and social scientists to become the sustainability leaders of the future
New approaches are needed to the teaching of undergraduates and to the training of postgraduate students and early career researchers, in all disciplines – science, engineering, medicine, social science and the arts and humanities. Courses and training programmes should encourage participants to look outwards beyond the detailed nitty-gritty of their own research or degree courses and to interact with their peers in other disciplines and engage with the SDG challenges.
Institutions must develop imaginative structures and mechanisms that give students and researchers the opportunity to learn the broad knowledge base and skills required to become leaders in SDG delivery. Synthesising and presenting evidence, interacting with the media, and liaising with industry and policymakers are just some of the skills essential for such empowerment.
Research
Discovering innovative and practical solutions through advanced technology and transformative social change based on academic excellence
Harnessing academic excellence for SDG delivery is not straightforward. Unprecedented levels of cooperation are required – it is essential to share what works, where and when, but also what does not work.
There must be allowance for risk-taking and encouragement for new thinking and interdisciplinary working. Researchers should build delivery of specific SDG targets into their projects, rather than merely demonstrating post hoc that the findings can be mapped on to particular SDGs.
Key to this will be finding ways to co-design into research projects multidisciplinary approaches that translate the outputs of basic research into the practical outputs needed to meet specific SDG targets. This demands fundamental cultural change in the practice and the funding of research.
Engagement
Informing and influencing society, governments, NGOs and policymakers
Action to deliver on SDG commitments requires that all of society and its institutions are on board; thus, universities need to effectively engage with and influence them all. Universities are only beginning to comprehend this. Communication and engagement must be intrinsic elements of research projects. Evidence derived from scientific investigations should be considered in the context not only of other evidence on that topic but also of the associated political, cultural, economic and social dimensions. We need not only to synthesise evidence but also to understand it and learn the best ways to visualise and share it if we hope to change public attitudes and to shape policies. Web-based events, online publishing and social media platforms are becoming the norm, and universities need to learn how to operate more effectively in this space. We have to understand why some issues grab public attention, facilitating rapid policy intervention (such as single-use plastics) while others of much more importance and urgency (such as climate change) do not.
Enterprise
Working creatively in partnership with the public and private sectors locally, nationally and internationally
As delivery of SDGs requires action in both the public and the private commercial sectors, universities must work with both. We need new models of academic/business collaboration in which the participants work together, not in isolation. Establishing mutual trust is key. Academics need to learn the tight timescales and finances that govern business operations, while businesses need to better understand the motivations and working patterns of university researchers.
SDGs will ultimately be implemented at the local level in individual small companies or government departments and within communities and their environments. Universities can start by implementing SDGs in their own institutions, and then engage with businesses and government officials in their local towns and cities, spreading expertise and experience at the regional level and forming partnerships with nearby institutions. Such networks then link nationally and internationally.
The changes suggested here are not impossible and indeed are under way already in many institutions, such as in my own university’s Grantham Centre for Sustainable Futures. They will lead to a transformation in the mode of operation and the raison d’êtreof the university itself. Individual staff and students need to feel the magnitude and the urgency of the challenge as well as the moral responsibility to join the quest. This does demand cultural change, perhaps sacrifice and discipline too. But it also presents a massive opportunity for people to grow personally and professionally – and to make a difference.
The question the SDGs pose is: how can we promote human health, prosperity and well-being for all the people of the world and yet live within the planetary boundaries that define the quality of the land, water and air, the finite resources they contain and the balance of nature of which humans are just a part? SDGs are thus not optional extras but critical to the survival of life on Earth.
Publicație : The Times
Fired Chinese academics victims of US university ‘kangaroo court’
FBI views academic collaboration with Chinese institutions as ‘sharing with the enemy’, says attorney for sacked geneticists
Two US-Chinese researchers fired by Emory University for allegedly failing to disclose ties to institutions in China were victims of a “kangaroo court” and of FBI agents who view academic collaboration as “sharing with the enemy”, according to the pair’s attorney.
The dismissals in May by Emory of Li Shi-Hua and Li Xiao-Jiang, married academics who specialise in genetics research, is a clear example of US universities succumbing to an out-of-control US government fear of China, the lawyer, Peter Zeidenberg, told Times Higher Education.
Under federal pressure, many US universities are simply handing over internal email communications involving Chinese scientists, Mr Zeidenberg said.
According to the attorney, FBI agents “rummage around through” the emails. “They try to find discrepancies, and they tell the university to act on it and these guys get fired.”
Officials representing both Emory and the FBI have declined to discuss details of such cases, which appear to have originated with letters sent by the National Institutes of Health to at least 55 institutions since last August.
In the cases of Li Shi-Hua and Li Xiao-Jiang, both of whom had been professors of human genetics at Emory, the university issued a brief statement saying they “failed to fully disclose foreign sources of research funding and the extent of their work for research institutions and universities in China”.
An Emory spokeswoman declined to offer any elaboration.
The suggestion that either of the academics, both naturalised US citizens, had hidden the fact that they had extensive and ongoing connections to their native country was absurd, Mr Zeidenberg said. They both worked as visiting professors at Jinan University in Guangzhou and regularly described collaborations there in their academic presentations, he said.
Both worked entirely on openly shared research, with nothing that was proprietary or classified, Mr Zeidenberg said. “They’re geneticists – they’re not making anything, they’re not making an end product,” he said. “Nothing is classified – nothing, nothing, nothing.”
Many US university leaders agree that the FBI appears to have taken a campaign against a legitimate and serious problem of Chinese theft of business and government secrets and expanded it to pursue academics who have Chinese ties but engage in no proprietary or classified activities.
In recent weeks and months, leaders of several major US research institutions – including Stanford, Yale and Columbia universities; the University of California at Berkeley; the University of Michigan-Ann Arbor; and the Massachusetts Institute of Technology – have written open letters urging government officials to respect legitimate research partnerships with China and other countries.
The extent to which US universities are either resisting or acceding to the FBI’s pressure is unclear. Beyond Emory, the other known case of sackings resulting from the crackdown involves the MD Anderson Cancer Center in Houston, which dismissed three scientists in April.
Mr Zeidenberg said the academics were fired without any kind of due process to make clear the nature of the accusations against them. Emory had made no suggestion whatsoever that Li Shi-Hua and Li Xiao-Jiang were involved in classified or proprietary work, the attorney said, adding that the complaint against them appears to involve possible technical paperwork violations concerning the disclosure of contacts with China.
“There hasn’t been an opportunity to review evidence, to answer charges, to understand the allegations, and to give a response,” he said. “It’s a kangaroo court.”
The pressure on Emory and other institutions appears to be driven entirely by FBI agents who have “no understanding, sympathy or appreciation for what the role of these scientists is, and [who] view [research] collaboration as sharing with the enemy”, Mr Zeidenberg said.
“American scientists are the most successful in the world because they share and they collaborate,” he said. “That whole culture absolutely makes no sense to agents who are looking at this.”
With their options in the US apparently closed off, Li Shi-Hua and Li Xiao-Jiang – whose advances include using pig models to tackle neurodegenerative diseases such as Alzheimer’s, Parkinson’s and amyotrophic lateral sclerosis – now appear likely to help build up China’s research prowess. The president of Jinan University, Song Xianzhong, has reportedly invited them to work there full time.
Publicație : The Times
Code to tackle ‘ethics dumping’ gaining momentum
Uclan joins University of Cape Town in adopting rules to stamp out export of unethical research practices to poorer countries
A new code aimed at stamping out “ethics dumping” is gaining momentum, with the University of Central Lancashire becoming the second university to adopt it.
The Global Code of Conduct for Research in Resource-Poor Settings (GCC), drawn up in response to a European Commission call for action, opposes double standards in international research, especially taking advantage of the lack of awareness, regulation or enforcement in some poorer countries to conduct unethical work that is proscribed in developed countries.
Examples of unethical research practices being offshored include work that imposes high risks on research participants who are unlikely to benefit from the study’s results, as might be the case in some medical trials, failing to respect cultural requirements and refusing to compensate for harm incurred during a study.
The European Commission coined the phrase “ethics dumping” to describe the export of unethical research practices from high-income countries, such as the US and European states, to middle- and low-income countries, where it may be easier to carry out such practices undetected.
The University of Cape Town was the first university to adopt the new code, in April this year, with Uclan now following suit.
The GCC was developed by TRUST, a European Union-funded project, which is led by Doris Schroeder. The code was developed between October 2016 and April 2018 and launched in the European Parliament in June 2018.
Professor Schroeder, director of the Centre for Professional Ethics at Uclan, said she was delighted that her institution had become the first European university to adopt the code and “send out a clear message against ethics dumping”.
She told Times Higher Education that the code’s adoption by the European Commission as a mandatory reference document for all research funded under the Horizon 2020 programme gave the movement against ethics dumping the “best possible start”.
The feedback she has received suggests that applicants to Horizon 2020 and ethics reviewers have begun to use and accept the code “surprising swiftly”.
“For entire universities with thousands of research staff to commit to the code is a major success, which shows that the movement is growing further,” added Professor Schroeder.
Individual research leaders have also expressed interest in the code, and major projects have committed to applying it, she said.
As with any efforts to bolster research integrity, such as tackling plagiarism, it might “not always be successful but it is highly important” that universities from high-income settings such as the UK “commit to a policy of ‘no ethics dumping’ publicly”, she argued.
Having adopted the code, Uclan is now developing an implementation strategy, which is scheduled to be made public in 2020.
“This would help other universities see what is involved and hopefully also what the benefits are,” said Professor Schroeder.
Lyn Horn, director of the Office of Research Integrity at the University of Cape Town, said the impact of the code had been “limited” to date.
“Universities, including ourselves, who have now adopted the code do need to take concrete steps to create awareness and monitor its implementation,” explained Dr Horn.
Publicație : The Times
« Au début, en prépa, je me demandais : mais qu’est-ce que je fous là ? »
Annelyse vient de passer deux années en prépa littéraire. Malgré des notes « qui blessent l’ego », elle dit n’avoir jamais « autant appris ». « Nous étions tous dans les mêmes difficultés, donc on se soutenait », écrit-elle.
Voix d’orientation. Le Monde Campus et La ZEP, média jeune et participatif, s’associent pour faire témoigner des étudiants sur leurs parcours d’orientation. Ce sont eux qui rédigent, dans le cadre d’ateliers d’écriture encadrés par des journalistes, leur récit. Aujourd’hui, Annelyse raconte les défis auxquels elle a été confrontée lors de ses deux années en classe préparatoire littéraire à Saint-Germain-en-Laye.
« Lorsque je suis arrivée devant les portes de mon internat, le jour de la rentrée, j’avais la plus grosse boule au ventre du monde. Les gens dans mon couloir riaient de manière si facile. Je regardais la classe et je me demandais : “Mais qu’est-ce que je fous là ?”
Je viens de Trappes, dans les Yvelines. Quand j’étais au lycée, une conseillère d’orientation m’avait recommandé la prépa littéraire du lycée Jeanne d’Albret, à Saint-Germain-en-Laye. Les premiers mois, c’était un changement radical. Un enfer personnel.
Les profs parlaient de références « basiques » que je ne connaissais pas, même si j’avais toujours eu 14 de moyenne en L au lycée. Le reste de la classe suivait, faisait des blagues à midi ou à l’internat, quand je restais cloîtrée de peur dans ma chambre. Je ne suis pas une bête sociale. Il me faut un temps d’adaptation juste pour ouvrir la bouche. J’avais des cheveux qui tombaient, un kyste de stress sur le front, une tendance à pleurer le week-end, mais je restais. Pourquoi ? Une personne sensée se dirait “barre-toi !”.
Mais non. La prépa me mettait au défi. J’entendais de plus en plus les autres avoir le même discours (“mais je suis un escroc, qu’est-ce que je fais là ?”), donc je me disais que c’était “l’effet prépa”. Mon entourage disait : “Tu es en prépa ? Tu es courageuse !” J’avais envie de montrer que moi, la banlieusarde, la paresseuse qui “ne fait rien mais a 18”, j’étais capable de faire prépa. J’avais envie d’être stimulée intellectuellement.
J’avais été prévenue : les notes ne dépasseraient pas 10 au début, mais ça ne remettrait pas en cause mes capacités, et elles remonteraient. On me l’avait assez dit pour que mon 4 en allemand et mon 9 en anglais (alors qu’on m’appelait “la bilingue”) ne me fassent pas trop mal. Mais je préviens, ça blesse quand même l’ego.
« Un 10 en prépa, c’est bien »
J’apprenais à une vitesse folle. Je découvrais des sujets que je n’avais qu’effleurés au lycée et après un semestre d’adaptation, j’avais pris le rythme. Mes moyennes n’étaient pas fameuses mais j’avais la chance d’avoir une mère qui connaissait le niveau prépa : quand elle voyait un 9,5 en philosophie, elle disait : “Mais c’est super !” Car oui, 10 en prépa c’est bien. C’est comme un 13, voire 14, de lycée. Certes, vous risquez de rencontrer des bêtes à concours qui sortent des 15 dès la première année mais, un conseil : ignorez-les.
En prépa, j’ai rapidement pris en maturité, malgré mon année d’avance. Les filles de l’internat finissaient par voir que j’étais davantage une grande timide au caractère trempé qu’une snob glaciale. J’ai fini par découvrir que la plupart des filles de l’internat, si ce n’est toutes, avaient pleuré en abondance le premier mois. En fait c’était normal ! Nous étions un tas d’inconnus confrontés à un rythme de travail nouveau, intense… Mais tellement enrichissant. En fin de première année, beaucoup angoissaient même de ne pas être pris l’année d’après !
Pendant mes grandes vacances parsemées de lectures forcées, je n’avais qu’une hâte : rentrer en khâgne. Revoir la frimousse de mes amies de l’internat, tester mes limites, et plonger dans le grand bain : les concours ! Je voyais mes progrès et je savais que j’étais partie de loin en méthodologie et rigueur dans le travail. J’étais fière d’avoir accompli tout cela.
Pas de compétition entre élèves
La deuxième année, c’était difficile. On avait six mois de cours et les premiers concours blancs en octobre. Ça allait trop vite, l’organisation du travail était chaotique. Il fallait rendre un commentaire d’anglais tous les lundis et une traduction les mardis, avec une synthèse d’un article d’allemand, puis une autre traduction d’anglais pour le jeudi… Quand il ne fallait pas ajouter un commentaire de texte.
Nous étions tous dans les mêmes difficultés, donc on se soutenait. Révisions ensemble, partage de livres de synthèse, récupération de cours, cours individuels entre élèves, partage du travail et des sources… Une de mes voisines de chambre était une pro de la philo. Elle m’a expliqué un nombre incalculable de fois des morceaux de cours qui m’avaient échappé ; une autre était un monstre en géographie et en analyse sociale… J’avais un entourage de gens intelligents mais détendus, bienveillants, partageurs. Pas ceux qui te prennent de haut. Il n’y a jamais eu de compétition entre nous, vraiment jamais.
Mon mois de concours a été bien moins beau que le reste de l’année. Tant de stress ! J’étais devenue la fierté familiale, moi la petite littéraire, parce que j’avais fini mes deux ans de prépa en tête de classe. Je ne voulais pas que tout s’achève par une humiliation aux concours. J’avais peur de les décevoir.
Aujourd’hui, alors que j’écris ces lignes, je suis sous-admissible à l’Ecole normale supérieure (ENS) et admissible à l’ESIT, l’école de traduction et d’interprétariat la plus prestigieuse de France, mon école de rêve. Je n’arrive pas à croire que la prépa m’ait poussée si loin. Je crois ne jamais avoir autant appris, et autant vécu, en si peu de temps. »
La Zone d’expression prioritaire (ZEP) accompagne la prise de parole des jeunes
La Zone d’expression prioritaire (ZEP) est un dispositif d’accompagnement à l’expression des jeunes, dans le cadre d’ateliers d’écriture animés par des journalistes professionnels. Organisés dans des lycées, universités, associations étudiantes ou dans des structures d’insertion, ces jeunes écrivent leur quotidien et leurs questionnements.
Publicație : Le Monde