Shaping the future of higher education in Romania: challenges and driving factors

The paper summarizes the main challenges that the Romanian higher education will be facing during the years to come, in terms of its responsibilities for both the individual development and community evolvement. These challenges are revealed as gaps against the European and international tertiary education system, but also as opportunities as well as threats. In addition, the article explores the changing factors that shape the future of higher education in Romania, with a focus on those factors that build the entrepreneurial process throughout the university and sustain its performance on long term. By using the expertise provided by a team of knowledgeable experts from academia, government and various business fields, we explore the future provocations that universities should address in order for them to be sustainable and increase their impact on local or regional community; furthermore, we discuss the key driving factors that shape the future of educational market in Romania as well as influence the labour market trends. The changing factors addressed in the paper were determined based on a PESTEL analysis conducted for higher education by an interdisciplinary team.human capital development, higher education challenges, learning, changing factors, educational market trends, PESTEL analysis, community development.

Assessment of radio frequency exposures in schools, homes, and public places in Belgium

Characterization of exposure from emerging radio frequency (RF) technologies in areas where children are present is important. Exposure to RF electromagnetic fields (EMF) was assessed in three "sensitive" microenvironments; namely, schools, homes, and public places located in urban environments and compared to exposure in offices. In situ assessment was conducted by performing spatial broadband and accurate narrowband measurements, providing 6-min averaged electric-field strengths. A distinction between internal (transmitters that are located indoors) and external (outdoor sources from broadcasting and telecommunication) sources was made. Ninety-four percent of the broadband measurements were below 1 V m(-1). The average and maximal total electric-field values in schools, homes, and public places were 0.2 and 3.2 V m(-1) (WiFi), 0.1 and 1.1 V m(-1) (telecommunication), and 0.6 and 2.4 V m(-1) (telecommunication), respectively, while for offices, average and maximal exposure were 0.9 and 3.3 V m(-1) (telecommunication), satisfying the ICNIRP reference levels. In the schools considered, the highest maximal and average field values were due to internal signals (WiFi). In the homes, public places, and offices considered, the highestmaximal and average field values originated from telecommunication signals. Lowest exposures were obtained in homes. Internal sources contributed on average more indoors (31.2%) than outdoors (2.3%), while the average contributions of external sources (broadcast and telecommunication sources) were higher outdoors (97.7%) than at indoor positions (68.8%). FM, GSM, and UMTS dominate the total downlink exposure in the outdoor measurements. In indoor measurements, FM, GSM, and WiFi dominate the total exposure. The average contribution of the emerging technology LTE was only 0.6%

The role of circumstance monitoring on the diagnostic interpretation of condition monitoring data

Circumstance monitoring, a recently coined termed defines the collection of data reflecting the real network working environment of in-service equipment. This ideally complete data set should reflect the elements of the electrical, mechanical, thermal, chemical and environmental stress factors present on the network. This must be distinguished from condition monitoring, which is the collection of data reflecting the status of in-service equipment. This contribution investigates the significance of considering circumstance monitoring on diagnostic interpretation of condition monitoring data. Electrical treeing partial discharge activity from various harmonic polluted waveforms have been recorded and subjected to a series of machine learning techniques. The outcome provides a platform for improved interpretation of the harmonic influenced partial discharge patterns. The main conclusion of this exercise suggests that any diagnostic interpretation is dependent on the immunity of condition monitoring measurements to the stress factors influencing the operational conditions. This enables the asset manager to have an improved holistic view of an asset's health

Assessing the effects of power quality on partial discharge behaviour through machine learning

Partial discharge (PD) is commonly used as an indicator of insulation health in high voltage equipment, but research has indicated that power quality, particularly harmonics, can strongly influence the discharge behaviour and the corresponding pattern observed. Unacknowledged variation in harmonics of the excitation voltage waveform can influence the insulation's degradation, leading to possible misinterpretation of diagnostic data and erroneous estimates of the insulation's ageing state, thus resulting in inappropriate asset management decisions. This paper reports on a suite of classifiers for identifying pertinent harmonic attributes from PD data, and presents results of techniques for improving their accuracy. Aspects of PD field monitoring are used to design a practical system for on-line monitoring of voltage harmonics. This system yields a report on the harmonics experienced during the monitoring period

ALT-SURF seminar: ePortfolios and Digital Repositories, 22 and 23 April 2004, Edinburgh UK

ALT (Association for Learning Technology) and SURF (collaborative organisation for IT innovation in Dutch HE) have similar goals and started working together in 1999. In 2001 they signed a Memorandum of Understanding to bring together learning technologists from the UK and the Netherlands in a variety of exchange activities. Sharing experiences and views internationally between peers proved to be an excellent way to learn new things, find inspiration to meet joint challenges and engage in healthy reflection. ALT and SURF organised mutual study visits (50 Dutch learning technologists visited universities in the UK in 2002 and 40 UK colleagues visited Dutch institutes in 2003), joint conferences and seminars, and a expert study trip to Australia (8 UK and 8 Dutch experts visited 14 institutes in 2002). SURF and ALT reported on these in presentations and publications. A new activity is the joint working seminar, where a specific theme can be discussed by experts in the field with the purpose of describing in a so-called ‘briefing paper’ the current state of affairs, the underlying beliefs, hopes and desired situation, and possible ‘next steps’ in joint conceptualisation and/or developing activities. In the process of composing the briefing papers differences between the countries will surface, e.g. organisational, cultural or political. The themes are therefore not isolated topics but seen as developments within a context. The first joint ALT-SURF working seminar took place in April 2004 in Edinburgh, immediately following an ALT spring conference, and addressed two related topics: e-(or Digital) Portfolios and Digital Repositories. The aim was to establish working relationships between experts in both countries through discussion and collaborative writing of briefing papers aimed at experts, researchers, managers and policy makers. The objectives of the working seminar were threefold: • describe the basic belief that leads to so much energy being put into these concepts • outline current thinking in ePortfolios and Digital repositories as a common reference point for deeper understanding • devise a roadmap to meet required conditions to further develop ePortfolios and Digital Repository concepts and use. This report is the result of that seminar, namely a briefing paper on ePortfolios and another on Digital Repositories. In the papers the potential and ultimate goal of using ePortfolios and Digital Repositories for learning and teaching is outlined; the current state of achievements is described, and thirdly the briefing paper concludes with desired next steps to reach the ultimate goals, what conditions need to be in place, what activities need to be set in motion. The papers highlight any apparent differences in approaches between UK and Netherlands as well as opportunities for future collaboration. SURF and ALT will use the conclusions and suggestions as input for joint future development and networking activities

Engaging in and engaging with research: teacher inquiry and development

The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher education and professional development. This paper draws on the Learning to Learn Phase 3 Evaluation, a three-year-action research project in which teachers in primary and secondary schools across the UK completed three cycles of practitioner inquiry to explore tools, pedagogies and other innovations which would promote dispositions of 'learning to learn' (L2L). The paper focuses on identifying those aspects of being involved in L2L that support teachers' learning and the way that the teachers themselves understand the impact on their professional development. Data from over 60 semi-structured interviews undertaken over the three years of the project, the case study reports compiled by teachers at the end of each year of the project and collaborative workshops involving teachers and university researchers as co-inquirers are used to explore teachers' learning. Qualitative methods are used to develop a thematic analysis of the interviews, case studies and the teachers' understanding of the relationships between inquiry, research and continuing professional development (CPD) in order to identify categories and generate key concepts that can inform a theoretical understanding of the impact of professional inquiry on teachers' learning. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed

Meeting their potential: the role of education and technology in overcoming disadvantage and disaffection in young people

This report is a review of literature, policy and reported practice, exploring the potential of technology to mitigate disaffection and disadvantage in education and raise attainment of those young people who are under-achieving in school or other educational settings

Facilitating change: tablet PC trials across two distance education focused universities

This paper reports on initial findings in comparing two distance universities’ approaches to trialling tablet technology to enhance communication between instructors and students. There were different reasons for initiating the trials and different approaches to each of the trials, but there were also some striking similarities. For instance both trials were led from the bottom up, however they were each conducted with no knowledge of the other. Funding for each of these trials was resourced from a university learning and teaching grant/fellowship and both projects used an action research approach. The emphasis for both trials was on pedagogical and technological staff development facilitated and administered through each project leader. The paper gives an overview of how the trials were conducted, what did and did not succeed and what could be improved. Longer lasting outcomes that have been achieved through these projects are described. This comparison is meant to guide and inform change agents and identify good practice in the management of technology trials