In the period from to , the books gradually came into the custody of BCU and were registered. The Museum of Contemporary Art moved to a newly built building in The new Museum was opened on December 9, and with its opening the Museum also presented its permanent display. She tries to offer insight into the secret police mode of operation outlined in the texts of the first volume of her informative file, presenting the victims of a society totally controlled by the party-state, as well as the collaboration with the system, trying to locate herself and other figures in the larger picture.

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Constantin Luca, patru medalii de aur, patru de argint si diplome de excelenta pentru cartile publicate. Istoria unei comunitati. Vespasian V. Cerealele integrale. Editia a 3-a, revizuita si adaugita, de Marilena Mironiuc;. Trecutul ca text: idei, tendinte, controverse, de Andi Mihalache;Idem et Ipse. Infiintarea, finantarea si managementul noilor afaceri, de Sorin Gabriel Anton coord.

BAR Zece conferinte si prelegeri, de Gheorghe I. Album, coordonat de Gheorghe Iacob. Students from disadvantaged backgrounds that fail to meet the A-level grades required for entry to the University of Oxford will be offered a free year of study under new measures to widen access.

One in four undergraduates at Oxford will be from the UK's most underrepresented backgrounds by , the university has claimed. Currently only 15 per cent are from this group. Students eligible for the programme, who will be able to get a place with lower A-level grades than other applicants, may include refugees and children in care or with care responsibilities themselves. Another programme, aimed at students from poorer backgrounds who do have the required grades, will help up to students get additional support to transition successfully from school.

The free scheme will comprise of structured study at home, plus two weeks of residential study at Oxford, just before the start of the undergraduate term. The scale of these programmes is really impressive.

Last year, the University of Cambridge revealed similar plans to widen access when it announced it would give dozens of disadvantaged students that fail to meet the grades a free foundation year.

The vice chancellor said at the time, however, that he could not guarantee that all of the students on the foundation programme would be admitted to Cambridge for an undergraduate degree. The move to abandon the list comes after critics suggested it had encouraged schools to sideline subjects such as art, music and drama, as well as vocational qualifications needed for industry.

Last year, Tory MP Robert Halfon, chair of the education select committee, called on the top universities to be more open to technical subjects in a bid to improve diversity. His comments came after the group, which includes Oxford and Cambridge, was in the spotlight for failing to admit sufficient numbers of students from ethnic minorities and poorer backgrounds.

The Russell Group hopes the new interactive website, which will allow students to test numerous A-level combinations to see which degrees open up to them, will help pupils from disadvantaged backgrounds understand why subject choice matters. It comes after a poll from the group, of more than Year 10 pupils, found that private school students are much more likely than their peers in comprehensive schools to aspire to university, and they are more likely to make decisions about which subjects to choose with this aspiration in mind.

Geoff Barton, general secretary of the Association of School and College Leaders, who welcomed the change, added that too much emphasis had been given to traditional academic subjects.

The figures relate to all higher education students taking course in Theology and Religious Studies course, including undergraduates, masters, doctorates, foundation courses and diplomas. While Theology and Religious Studies has been on a downward trend for the past six years, there has been an increase in students taking Philosophy courses over the same time period.

Teachers are not directing people in this important direction and not seeing the value in Theology and Religious Studies. The report said that the decline cannot be explained by subject choices at school, since A-level entries in Religious Education have increased in the past six years, more than doubling in England and Wales between and The report also examined the characteristics of Theology and Religious Studies academics, and found that staff were predominantly male, as well as older on average than staff in other humanities departments.

Most universities still rely on exams and assessed essays to grade their students. Anna McKie marks the arguments. What is the defining image of the academic side of undergraduate life? For many centuries, it has surely been the student bent over the exam hall desk or library table, scribbling furiously. Assessment is at the heart of university life, and has a significant impact on what and how students learn — and, ultimately, what they go on to achieve.

Phil Race, a visiting professor of education at Edge Hill and Plymouth universities, agrees. Medical or law students, for instance, must be able to recall a fairly large amount of information without having to look it up if they are to be successful in the workplace.

But other, less vocational subjects do not have the same imperative. Over the years, many universities have adopted assessed essays as an alternative to exams, on the grounds that it allows for more considered reflection and removes the advantage offered by traditional exams to those who deal better with the pressure and can write faster.

But Scott notes that, for the majority of subject areas, essays are not necessarily any more closely related to the way that knowledge is used in real life than exams are. You could do a timed activity under exam conditions, such as an interpretation of a piece of information or a piece of data, which requires students to demonstrate knowledge and use it effectively. With such an array of potential approaches, how is a university department to decide which to adopt?

What does your outcome at the end of the degree look like? One way of doing that is known as ipsative assessment. It assesses students based on how well they have improved on their last assignment, rather than competing against their peers. It has yet to take off widely, but a paper by Gwyneth Hughes, a reader in higher education at the UCL Institute of Education, argues that adopting it would focus university assessment on genuine learning.

An ipsative approach also might encourage teachers to provide useable and high quality generic formative feedback. Exams, meanwhile, are at their best when they are used as a formative tool for learning, he says.

The idea of authentic assessment is at the crux of the debate about assessment in higher education, especially as the fourth industrial revolution transforms our ideas about what is needed from the modern graduate. Opinion varies on what exactly constitutes authentic assessment, but almost all experts agree that appropriate exercises mimic professional practice, such as group activities or presentations.

Stommel says authentic assessment also gives students a wider audience for their academic work, such as their peers, their community and potentially even a digital audience. In some disciplines, authentic assessment is already in full effect. Students also appear to appreciate authentic assessment.

Redesigning assessment in this way has also been promoted as a method to reduce contract cheating. Although essays are able to test more than rote memorisation, they are particularly prone to this kind of cheating, and a survey estimated that as many as one in seven students had used the services of an essay mill.

However, according to the analysis of survey responses from 14, students and 1, educators in eight Australian universities, these are also the least likely forms to be set by educators. Only between a quarter and a third of lecturers said that they set such exercises with at least moderate frequency.

In , the Australian government commissioned the same researchers to investigate the use of authentic assessment to tackle the problem. But, lo and behold, we found that assessment tasks were being contract cheated that were both authentic and not. Ellis points out that a lot of the academic articles making the claim that authentic assessment prevents cheating do not offer any evidence to substantiate it.

Moreover, educators must not focus all their attention on designing assessment to stamp out contract cheating because that would be to the detriment of education and those who do not cheat, Ellis adds. In addition, authentic assessment is more time consuming for those who implement it, Ellis admits, and it can be hard to convince those working within the higher education sector to change, particularly at large, ancient institutions.

For Race, a better idea would be to switch to assessment via computer-based activities with full access to the internet. But Kennedy of Queen Mary points out that there are external factors that can make changing the way universities do things difficult. For example, there are rules in the UK about being clear to students about what assessment they will experience and making sure that students on comparable degrees are assessed comparably.

Universities are expected by governments to rank students on their ability upon graduation, and employers want to know what particular degree classifications actually mean. Students, too, want to know what the value of their degree is, especially now that they are paying high fees, Kennedy says.

All of this makes it difficult for universities to unilaterally transform their assessment practices. Part of the concern around the meaning of degree classifications relates to the grade inflation that is perceived to have become rife in higher education in recent decades. The concern has been particularly high in the UK, with some suggesting that so many students now get a or first-class degree that it would be better to move to a more granular way of grading them, such as a US-style grade point average, which gives an average mark based on assessments throughout the undergraduate years.

Observation of rising GPAs in the US has diminished initial hopes that such a switch could help address grade inflation, but advocates point to other benefits. A major one is that a GPA system lessens the stakes at exam time; although UK universities do implement assessments throughout the undergraduate years, a much higher weighting is accorded to end-of-year exams.

According to Kennedy, education scholars in the UK have recently become interested in the idea of a whole-programme approach to assessment. That is particularly true for disabled students. He also thinks teaching staff should be required to undertake continuing professional development to keep up with advances in assessment and feedback.

This should both increase the quality and streamline the amount of assessment, he says. But it is clear that such a world remains a long way off. There is no major interaction with the reality of British society. In this bubble, everything is ideal, everything is great! But outside this bubble, things are different. Before the referendum, there was no bubble. Everything was the same. Right after the referendum, things changed.

Universities do not realise that. These are the words of Greek-born Vernados, a researcher in life and environmental sciences at an English university. They articulate the experience of many European Union staff in UK higher education. I have surveyed academic and professional EU staff at English and Scottish universities, and directly interviewed The majority feel very 45 per cent or somewhat 45 per cent concerned about their rights.

The other 10 per cent have permanent residency or British citizenship. Moreover, since the June referendum, the experience even of walking down the street changed for EU nationals. No respondent reports any racism or discrimination from colleagues or management, but 88 per cent feel less welcome in the UK since the referendum.

And some report subtle forms of racism from students. Similarly, Jaela, a Dutch-born academic in social sciences at an English university — and one of only nine minority ethnic participants in this study — reports that, in evaluation forms, a student claimed that her accent made it impossible to understand her lectures.

Universities uniformly reported their apprehension regarding retention and recruitment of EU staff and students, as well as loss of EU funding. Yet the vocal support for existing EU staff has somewhat faded away with time. Support needs to be locally implemented. Only 7 per cent of survey participants say they do not need support from their employer. Is this really offering local support, or is it a silent acceptance of the galling reality that those rights will not be granted automatically?

They are not seen as the ones who attract research funding and students.


28 June – 1 August 2019

Ministerul Cercetarii si Invovarii si Colegiul Consultativ pentru CDI- Comisia pentru manifestari stiintifice si expozitionale au lansat competitia pentru finantarea manifestarilor stiintifice si evenimentelor asociate in anul Sfera participantilor va cuprinde in principal economisti romani afiliati unor universitati straine sau institutii de cercetare din afara tarii, precum si colegi ai acestora care activeaza in Romania. Participantii din tari precum Africa de Sud, Germania, Italia, Pakistan, Portugalia, Ungaria si Romania au fost pregatiti de traineri cu experienta vasta in misiuni de interventie in caz de dezastru. Ghid practice. Optional din aria curriculara Consiliere si Orientare e-book. Iovu Mihai-Bogdan, Morar Ioana Mihaela, Culegere de activitati semistructurate specifice ariei educationale destinata specialistilor din centrele educative si de detentie e-book.


„Meandrele magicei benzi Möbius”

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Constantin Luca, patru medalii de aur, patru de argint si diplome de excelenta pentru cartile publicate. Istoria unei comunitati. Vespasian V. Cerealele integrale. Editia a 3-a, revizuita si adaugita, de Marilena Mironiuc;. Trecutul ca text: idei, tendinte, controverse, de Andi Mihalache;Idem et Ipse. Infiintarea, finantarea si managementul noilor afaceri, de Sorin Gabriel Anton coord.


Patru barbati plus Aurelius

Gimnazija "Zagreb,HR. Students participating in this project are expected to be aged between years and to have a basic knowledge of geometry and trigonometry. The project has a trandisciplinary aim: to show students that a unity of the world and knowledge exists. We are convinced that this project will prove that the transdisciplinary approach of teaching and learning is possible in a real school.

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