2016-2017牛津中国学生学者联谊会第一次执委大会顺利召开

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全体执委合影

2016年11月6日,2016-2017届牛津学联第一次执委大会在赛德商学院顺利召开。

大会在下午14时准时开始,秘书长陈成主持会议并介绍了会议流程和今年学联的组织结构。

学联主席高雅琨随后致辞。她首先欢迎各位新的执委加入学联,鼓励大家积极参与学联工作。她对新一届学联成员寄予很高的期望,希望大家能在这段学联工作的时间里锻炼自己,广交益友,培养领导力与凝聚力。同时,高主席回顾了自己在学联的成长经历,通过分享自己的亲身体验,尽可能多的为大家传授在学联的工作经验。

之后,高雅琨主席向大会说明了学联章程修订案(2016)。修订案经大会投票表决,全票通过。即日起,牛津中国学联启用2016版学联章程。同时,大会审议通过了将原“创新创业平台”升级为“创业部”的决议。

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学联主席高雅琨致辞

刘煜冬、曾至昕、刘鑫副主席依次上台,就自己分管的部门工作,进行的回顾与展望。他们一边说着工作,一边论着情怀。多年学联的工作经验,让他们对学联的部门工作了如指掌,拿捏得恰到好处。同时激情的讲演,也拉进了他们与学联新成员们的距离。

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副主席及秘书长做报告

大会第二部分,由各部门部长依次登台,为大家介绍本年度的部门工作计划。

秘书长陈成首先向大家介绍了秘书处的人员构成和工作。秘书处就像一个大管家,默默的打理着学联的事务。新的一年里,他希望带领着秘书处的成员们,更高效更快乐地完成日常任务,促使学联更高效的运转。

宣传部部长张湉加简短而有力地给大家部门的工作计划,即做“牛津最潮的媒体平台”(微信,邮箱和网站宣传平台)、“学联最硬的技术支持”(摄影摄像)、以及“最脱水的访问专栏”(学联新创办的子衿专栏)。她表示,宣传部的工作不仅联系着在牛津的华人学生学者,同时还为校友们提供了一个交流信息的平台。

学术部盛萱宜部长介绍了往年学术部活动及本年度规划。今年学术部将继续举办“学术沙龙”系列活动,邀请更多的学术名人,力争为大家提供更多学术交流,碰撞思想的平台。同时,学术部将牵头举办中国文化周活动,向牛津的外国友人,宣扬博大精深的中国传统文化。

就业技能平台负责人殷钰忻简单介绍了就业部的成员构成。就业部将在上一年度的基础上,更高效地组织策划招聘会。收集发布信息,尽可能为同学们提供更多就业信息。新的一年,就业部将更广泛地与各大高校企业展开联系,同时联系线上课堂项目,为大家提供更多学习的机会。她鼓励大家积极参与就业部的活动,及早为职业规划做充分准备。

外联部部长江佳育用简洁的语言做了自我介绍,向大家阐述了外联部联系赞助工作的重要性和必要性。她通过讲述自己的亲身经历,提出了对外联工作新的看法。她表示,在她的带领下,外联部将会成为一个更加年轻、高效、有活力的部门。同时,她也希望更多的同学能够参与或者帮助外联部的活动。

文体部部长张嘉祺诙谐幽默地向大家展示了2016年文体部的人员构成,并介绍了一些新的富有创意的活动,鼓励大家积极参与活动的筹办,提出了“全员参与”这个概念。他表示,文体部与学联各部门合作,共同组织策划学联大型活动,如新生舞会、牛津春晚等,同时,文体部也在积极创新活动类型,比如今年首次举办G5篮球邀请赛。这些种类繁多的文体活动极大地丰富了大家的课余生活。同时他也鼓励大家积极参与到文体活动的筹备中,在锻炼组织能力的同时,也将活动带来的快乐分享给身边的同学们。访学部部长曾高远介绍了访学部的核心目标及工作职能,并说明了访学部的工作计划。总共有四个主要活动及目标,第一个活动是“华文讲坛”主题类互动讲座,第二个为建立完整的“牛津访问学者信息数据库”,三为管理维护“牛津访问学者大联盟(微信群)以及为访问学者们订制专门的集体活动。

旅游部部长徐东洋积极向大家展示了旅游部的精品活动,包括多次成功组织大家前往名胜古迹游览和每年学期初的新生环城活动。他希望大家能在旅游部组织的活动中,多走走多看看,在繁重的学习工作之余,能够通过旅游来放松心情,调整状态。对于新一年的活动,徐东洋表示信心满满,非常期待大家的参与。

创业部部长俞皓然展示了新成立的创业部的职能、发展和目标,希望在新的一年里,尽快与创新企业,科技园区建立良好的联系,通过宣讲会的方式,为牛津学生学者带来更多创业方面的信息。

通过本次执委大会,参会执委对牛津中国学联有了更全面更深入的了解。大家纷纷表示,希望通过学联的工作,锻炼自己,同时也为牛津地区的学生学者们,策划更多更精彩的活动。

 

本届牛津学联主席团:高雅琨、刘煜冬、刘鑫、陶国炜、曾至昕、陈成

 

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各部门负责人介绍

 

主持:陈成

新闻稿:张若晗、陈成

摄影:冯运

场务:王戈,姚敏,石浩均,徐习进,夏秋实,孙天宇,朱婷婷

技术支持:孟鑫

中英基础教育比较研讨会 Insights into British and Chinese Education Panel Discussion Event ‘the Chinese School: Winner or Loser?’

On 10th March, just before Hilary Term 2016 finished, the Oxford Chinese Students and Scholars Association were very honoured to invite a well-known, Chinese-born and fully qualified science teacher in the UK, Ms. Jun Yang-Williams, to ‘the Chinese School: Winner or Loser?’ panel discussion event at Wadham College, which was attended by hundreds of British and Chinese students and academics. The panel discussion was also joined by Prof. Therese Hopfenbeck and Ms. Ariel Lindorff from Oxford University Department of Education, and was moderated by Ms. Yuxi Zhang. This aimed to provide the audience, who are interested in hot educational topics evoked by BBC2 documentary ‘Are Our Kids Tough Enough: Chinese School’, with unique and professional insights into British and Chinese education.

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Prof. Therese Hopfenbeck, Ms. Ariel Lindorff and Ms. Jun Yang-Williams

Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’. Yang-Williams has earned international fame from the BBC documentary mentioned above by being one of the five teachers from China who took over the education of 50 year nine students in a Hampshire school to see whether the high-ranking Chinese education system can teach Britain a lesson. Doubtlessly, kids who received tough modern Chinese style education scored higher in the final test.

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Ms. Jun Yang-Williams first gave a speech on ‘British vs Chinese Education: What can we learn from each other?’

Yang-Williams informed us about the projective facts following the positive experimental results produced in the program. For instance, 60 Shanghai teachers were invited by the Education Minister of UK to England to help 30 schools teach Mathematics in order to catch up with Eastern Asian counterparts in the international ranking of mathematical performance. Moreover, the exam board, Assessment and Qualifications Alliance (AQA), have signed a contract last year with the Chinese government in Science and Mathematics which presents the AQA syllabus to 15 schools from Beijing or Shanghai to teach them the creativity, critical thinking and problem solving skills that Chinese students lack. She claimed that the BBC programme is not a random isolated event and has something behind it.

Before going into too much detail of the program, Yang-Williams talked about her personal experience of her motive to come to England and become a teacher. She has been writing diaries for 10 years, and has revaluated the questions accumulated over the years about language, culture and identity during the filming of the programme which she herself does not have an answer to.

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Ms. Jun Yang-Williams has been writing diaries for 10 years

Yang-Williams believes that this documentary programme has largely reflected her ten years teaching experience. Then, she put forward the idea that the disparity between British and Chinese schools comes from the following aspects: curriculum, teaching pedagogy, assessment, teachers, parents, school system and behaviour.

Curriculum wise, almost all British schools have a vast variety of subjects including Religious Study, Drama and Dance which Chinese schools merely have interests in, while the Chinese only concentrate on Science and Maths.

‘I cannot say that student-centred is British and teacher-led is Chinese, we all have both of them, it’s just about different percentages,’ said Yang-Williams. British teachers’ pedagogy values learning by doing hands on experience, group work, discussions, investigations, role playing and research projects. Also, they pay more attention to differentiating the class according to students’ ability so that all pupils can be appropriately challenged and be guided to make progress. They look for engagement and possibly inspiration. ‘When insufficient progress has been made it should be clear what the plan of action would be to address this next lesson… Make it clear that you can see what each and every student has learnt and what the next steps are to secure progress,’ she quoted from Beere, J.

Tracking is how Yang-Williams monitors her students and what enables her to prepare the next lesson. Usually, each student gets a predicted grade at the start of an academic year based on their past performances, and after assessments, teachers have to identify the under achievers and swiftly take action, tutorials after school, for example. These actions then involve a lot of communication with parents who are likely to be supportive.

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The event was attended by hundreds of British and Chinese students and academics

The veteran teacher gave us a summary that the British are more aware of the significance of the development of a series of soft skills covering team spirit, information processing, leadership, self-direction, communication and so on. However, the disadvantages have been outlined by a sentence that Yang-Williams has once put into an article published, ‘assessment for learning has turned British teachers into performers’. The British-favoured education system not only distracts teachers from the main focus of teaching to planning and administration work, but also increases stress for learners so that they can be emotionally highly charged, easily causing conflict and chaos in school.

In terms of assessment method, Chinese students’ destiny is solely dependent on the one and only one external assessment called Gaokao. In contrast, British students can spread their pressure over the year on exams taking place in January and in June. Course work and projects also contribute 25% to the final grades. Although Yang-Williams spot that British assessment system allows occasional failure and gives students chance to improve and adjust mindset, she pointed out that the recent British government is going to get rid of the re-sits which will hugely affect the ranking of schools in the league table as the percentage of pupils achieving A* to C grades will vary in the absence of a second exam.

Teachers from both countries struggle with students’ behaviour and attitude. The Chinese consider being rebellious against teachers, who are the authorities in school, is an unacceptable behaviour. On the other hand, British encourage students to question and challenge teachers and to be individuals. Yang-Williams brought up her opinion on teachers and students standing on the same level, and she had to earn respect and not gain respect automatically, by a process not only through extensive subject knowledge, but also strong will, dedication and commitment.

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The veteran teacher shared her decades of research and teaching experience

‘By the end, the pupils taught by Chinese teachers outperform the control group – yet the head was still reluctant to acknowledge the advantages of those methods…’, Yang-Williams quoted from Nick Gibb, the British Minister of State for schools. Yang has been mentioned several times in Gibb’s work and the passionate Chinese ‘invader’ is definitely looking forward to further cooperation in education between the two countries that she both deeply loves and promised to assist both countries to learn from each other.

Next up was Dr. Therese Hopfenbeck who is the associate professor and director of the Oxford University Centre for Educational Assessment. She has got experiences in secondary school teaching and PISA (Programme for International Student Assessment),which supports her research on how international testing has shaped public policy across education systems as well as her publication on large-scale comparative assessments.

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Speech from Prof. Therese Hopfenbeck

Dr. Hopfenbeck started off by informing us about the publicly debated PISA rankings which show that England has fallen from 4th to 16th in science, from 7th to 25th in literacy, and from 8th to 28th in maths. She also quoted from Nick Gibb, ‘our children’s education has been suffering in relation to their peers over the last decade’. Potentially, PISA results have an influence on education policies as the British Secretary of State for Education has underlined the urgent need to reform British school system by learning from best-performing countries including (Shanghai) China.

The ODCE preface 2009 writes ‘…the stunning success of Shanghai China which tops every league table in this assessment by a clear margin, shows what can be achieved with moderate economic resources in a diverse social context’. Interestingly, Dr. Hopfenbeck found that equity between schools and districts, rather than its overall top performance alone, was celebrated in the Chinese mass media. Evidently, England has disparity with rising pass rates in national tests while Shanghai has welcomed evidence of educational equality with desired low school variance. However, she rigorously interrogated the effectiveness of the PISA research since it does not take into account the difference in school systems and variables outside the schools. Furthermore, she agreed absolutely with Yang-Williams that it’s all about the balance of student-centred and teacher-led to form high quality teaching, and she also noticed that teachers, unfortunately, can be forced to change their pedagogy, when the accountability mechanisms are too strong.

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Dr. Therese Hopfenbeck is the associate professor and director of the Oxford University Centre for Educational Assessment

The danger of overlooking important features of the contexts in which practices are embedded was emphasised by Dr. Hopfenbeck. She laid out an exploration of reasons for Shanghai’s success in PISA made by a Chinese researcher. Traditionally, high parental expectations in cooperation with schools plus students’ belief in the power of effort can really raise the achievement of a child. Modern factors include the openness of the Chinese education system, and curriculum and teaching reforms in Shanghai. Dr. Hopfenbeck was fascinated to learn the fact that Shanghai is open to foreign educational theories, international education exchange and the education system in China is influenced by John Dewey, Jerome Bruner, Benjamin Bloom and a few other foreigners, and she was keen to hear audience’s opinions on the above statement.

Finally, Dr. Hopfenbeck dug out the shining point of British education which the Chinese can enhance their education towards, which is that the national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens and has been thought to help engender an appreciation of human creativity and achievement.

After two informative and intriguing speeches, the moderator invited the previous two speakers and Ms. Ariel Lindorff to give a panel discussion session. Ms. Ariel Lindorff is a researcher and doctoral candidate in the Oxford University Department of Education. As a child, she attended Chinese language primary schools in Shanghai, Xi’an and Hong Kong. She also worked as a secondary maths teacher in the USA for over seven years. Ariel’s current dissertation research involves a mixed-methods study of school support networks in New York City. Her broader research interests include educational effectiveness and improvement, issues of educational equity, comparative and international education, and networks and collaboration in education.

The panel discussion was structured under three different themes based on the questions collected through registration and other means.

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Panel discussion session

The first broad theme emerged was about the documentary.

Ariel: Do you feel the methods of teaching that you used in the documentary are representing the teaching in Chinese schools in general?

Yang: China is economically diverse. Even the five of us from the documentary all come from different regions, and one teacher who comes from an advanced and economically developed city has her class students all coming from rich and affluent families, whereas I come from Xi’an where my class had 70 normal students, so our teaching style is very different in the same country. You cannot say which way is representing China… I really don’t care about what kind of criticism you have on Chinese education, but something about that is right and we want to learn what Shanghai has done to teach all those students well in maths. That’s the attitude.

Moderator: Therese, do you want to continue the interesting discussion about the balance you mentioned?

Therese: Back in the 80s, the American reading researchers were fighting over which method was the best. Some young students at that time tried to interpret things from reading and find solutions themselves, others said they wanted more direct instructions. After 30 years of research, more or less everybody now in the American reading researches agrees that the balanced approach is the best…

Ariel: There is some evidence to support the idea that sometimes some of the most struggling students who are certain groups of disadvantaged students benefit quite a lot from direct instructions.

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Ms. Yuxi Zhang, Ms. Jun Yang-Williams, Prof. Therese Hopfenbeck and Ms. Ariel Lindorff

The second broad theme analysed the role of assessment programs like the international test PISA.

Moderator: Therese, do you want actually briefly introduce what PISA is?

Therese: PISA is an international study measuring what 15 year-olds are able to do when they finish compulsory study. If you ever heard of TIMSS, the biggest difference between TIMSS and PISA is that TIMSS are based upon the curriculum in different countries, while PISA say they are curriculum independent and they focus upon literacy skills in reading, science and mathematics…PISA is led by OECD, it comes out every three years and it has become increasingly influential around the world because it leads the government policy level in each country, and each country has a member from the policy level in PISA government board, so they sit and discuss which tasks and themes should be measured and which should not. OECD would argue that it is a democratic study because all the participating countries are discussing what should go into this study. In addition, students are reporting their motivation, their interests and background such as how many books they read at home, what kind of professions their parents are having. Because of that, a lot of secondary analysis have looked into, for instance, the relation between social economic status and achievement score in PISA…

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The event has gained tremendous attention and support from Oxford academics and social media

Moderator: PISA is one way to bring countries into one scope, but how do you accommodate the cultural difference and factors in this large scale international assessment programme?

Theresa: PISA is controversial. As probably some of you know, two years ago, more than hundred academics in England signed up and said that they did not think PISA was measuring valid information. One of the claims was that it does not take context and cultural differences into account. There is a big discussion because there are some themes which you will never measure. For instance, in science you will not have a question about evolution, because you cannot have any theme which will provoke any country, so we should measure things that are really neutral. Some researchers say we should be more forward thinking and we should discuss what kind of skills we need to know about the future, and perhaps some of them are controversial and we should dare to look into them.

Moderator: Ariel, could you also link back to your own research since we know you have a broad interest in education effectiveness, do you think this sort of assessment programs facilitates the effectiveness?

Ariel: I mean I am a little sceptical, but most of the work I do is looking within our school system alone, when the local or state assessments are looking at children developments. So I have seen challenges to PISA as an instrument to compare. For example, if you look at Finland, one of the challenges of its initial success in PISA was to look at performance in university. Students were performing very well at the age of 15, say, in maths, but actually at university level maths, they face a major challenge in the same country. So what does it mean to do very well in PISA in maths, and is it that we want to know about what students can do later? Because ultimately we look at students’ performance in order to prepare education policy shifts.

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Audience asking theme related question

Therese: I also want to mention a fun result from PISA which shows that when students are asked about their happiness and how they feel about themselves, English students and students from Shanghai are actually not that far away from each other. But students in Peru and some of the more poor countries are much happier.

Audience: I remember a teacher in the BBC documentary talking about the welfare system. Like in the UK, if you don’t work hard, the government will look after you, you can claim benefits and so on so forth. So that’s why some students don’t feel pressured enough to work hard to get a great result. But in China, result is everything, you have to get into the universities and then you gain respect and parents will be happy. So I wonder how you think of the wider social policy and welfare system playing a big role in comparison of the two countries’ education policy.

Yang: I know it’s a sensitive button the teacher you mentioned pressed. There are some elements of truth there, but it’s not completely that reason that demotivates British students to be academically successful. 万般皆下品, 唯有读书高. From Ancient times, we have always been thinking that study is the most prestigious stuff to do. Also, look at the rank by Confucius, 士农工商, see, 士 is the first one, scholars, and 商 is the ones who make profits by exchanging products, whose moral standard is really low. So our Chinese traditional history has played a main part, our ancient history ranked knowledge, education, scholars top, and that has been inherited all the way to the modern society now.

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Prof. Therese Hopfenbeck answering audience’s question

The third broad theme explored how the UK and China could better cooperate in the education sector.

Moderator: What kind of cooperation between the UK and China can we expect in the future, in addition to teacher exchange?

Yang: That’s all your people’s work, young people at Oxford and Cambridge and future is yours and tasks are on your shoulder. You have learned English system, when you go back, do bring that knowledge and experience back and make your country better. I am sure you will be doing a fantastic job. Good for you.

Ariel: In addition to teacher exchange, I think it’s really useful to find ways to expose children and young people to other cultures. I was very lucky to be raised in different cultures in different places. One of the most interesting things in the documentary for me was seeing the children being introduced to things like fan dancing, not just to the academics, but cultural experiences, and they seemed to really take to that and I am not surprised. So any exposure to cultural experiences is very useful.

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Final Q&A session

After many intellectual flares, the three panellists shared with the audience in the themed panel discussion, there came the most exciting Q&A session. The audience were free to raise whatever questions which hadn’t been covered.

Audience: I am really fascinated by one of the questions about whether these comparisons between countries are sort of valid at all. I think one issue that hasn’t really been talked about is the nature of teaching professions in different countries and how you go about qualifying to be a teacher, whether the requirements are tough, whether it’s respected to profession society. I was wondering if you could comment whether you think the data, the study and the research exist to make valid comparisons, not necessarily between the UK and China, but between countries at all.

Therese: Some would say you cannot use PISA to answer your question because the teachers are not asked anything, there is no questionnaire for teachers, while they will argue that you should rather look at TIMSS, because in TIMSS studies which measure science and mathematics among 13 year-olds and 10 year-olds, they have a teacher questionnaire and teachers are asked about teaching techniques and what they do in education and training. So that could be one respond, but again that study has also been criticised because if you rely on self-reports, what teachers say they do are not necessarily what they actually are doing. So that’s why I love people argue that you need classroom research to really be able to compare.

Ariel: I would add to that also, I mean when you say ‘does the data exist’, there is certainly data on what teachers do that you can compare. So I think to say comparisons in general are not valid apparently, it really depends on what are you looking at, and how well have you defined the question that you are asking in making those comparisons. ‘How good are British teachers are comparing to Chinese teachers’ maybe will not ever be a valid question, but if you look at what they do in classrooms, that data does exist for certain country comparisons certainly, in terms of classroom observations…

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President of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, presented special gifts to the panellists

Unfortunately, the moderator had to close the discussion because of time limitations and she invited the president of the Oxford Chinese Students and Scholars Association, Mr. Zhu Li, to present special gifts to the panellists. The event was finished with rounds of applause.

This event didn’t only attract British and Chinese students, but also gained tremendous attention and support from Oxford University Department of Education and University of Oxford China Centre. It also appealed a lot of social media including The Xinhua News Agency, Europe Weekly and UK Education Weekly etc. Their reports have had extensive influence and have given rise to a new wave of debates.

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Group picture of participants

Links for related news reports:

http://news.xinhuanet.com/english/2016-03/16/c_135191115.htm

http://en.apdnews.com/xin-hua/358648.html

http://www.china.org.cn/world/Off_the_Wire/2016-03/16/content_38034404.htm

http://www.oushinet.com/news/europe/britain/20160319/224926.html

Links for the video recordings of the event:

http://v.qq.com/boke/page/c/0/0/c0188fpzn10.html

http://v.qq.com/boke/page/p/0/i/p0188fmoxci.html

撰稿:毛艺润

主持:张予曦

摄影:曾至昕,鲁力为

场务:王海容,盛贺阳,纪凯晟,胡鑫南

前期宣传:张蕊茵,刘冰清

总策划:高雅琨,沈青骥,张予曦,陶国炜

 

 

西蒙泰勒:“Uptown Bankers银行家隐士-从投资银行到剑桥商学院”讲座

新学期伊始,牛津中国学联邀请到了Dr. Simon Taylor于1月29日下午在圣彼得学院为同学们带来了一场名为“从投资银行到剑桥商学院”的精彩讲座。Dr. Simon Taylor曾经是巴克莱银行,摩根大通集团和花旗银行等投资银行的股票分析师,现于剑桥大学佳奇商学院任教,并担任剑桥大学金融硕士项目主任及剑桥大学能源政策研究小组研究助理。

讲座吸引了许多对投行这一职业道路有兴趣,以及想要了解Simon本人的人生的同学的参与,讲座当天座无虚席,同学们热情高涨。

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讲座一开场Dr. Simon就用中文介绍了自己,引来阵阵掌声。简单的介绍和暖场过后,Simon向同学抛出了“what’s the point of finance system” 的问题,场下观众积极思考,纷纷提出自己的见解。借此问题,Simon为大家阐述了投资银行在金融系统里的作用,并且详细解释了投行内部各个部门的不同分工,还在身后的白板上画图使得同学们能够有更直观的感受。

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虽然投行的职业听起来十分高大上,Simon却依然提醒同学们不要盲目跟风,要不断思考两个重要的问题,“我在这个职业中是否快乐”以及“我在这个职业中学到了什么”,并且根据个人特质选择适合的职位,十分发人深省。

接下来在Simon分享了自己的人生经历之后,讲座进入了提问环节。

观众的问题覆盖各个方面,有如“物理专业的学生有什么特质是投行看中的”“作为一个分析师必须具备什么样的技能”等较为细节和专业的问题,也有更为宽泛的如“如何获取他人信任”的问题,更有观众对于Simon的人生选择更为好奇,向其询问背后的原因。Dr. Simon均一一仔细作答。

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讲座结束后,还有同学上台与Simon进行更深一步的交流,不愿离去。Dr. Simon与大家亲切合影,讲座圆满结束。

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附:主讲人介绍

他是经验丰富的大型投资银行从业者。

他在巴克莱,摩根大通集团和花旗银行等投资银行有过长达九年的股票分析师从业经历。

他曾经参与过许多大型股票交易和股票收购案,并带领研究团队涵盖了包括欧洲和全球公用事业领域的分析。

2001年,他成为摩根大通集团欧洲分部股票分析部门副总,负责管理科技,传媒和电信产业的技术和金融数量分析团队。

作为团队领袖,他曾在2003年为摩根大通在印度孟买筹建了环球研究中心。

他是伦敦股票交易所和许多对冲基金的高级顾问。

他是摩根大通欧洲股票部门的御用培训讲师。

他也是剑桥大学金融硕士项目的负责人。

他还是剑桥大学能源政策研究小组的研究助理。

他是剑桥大学Pilkington教学奖获得者…

 

 

 

撰稿:潘悦嘉

 

摄影:叶涵洋

 

场务:唐璐阳,李柱,高雅琨,苏畅,陈泓霖,沈朝,陈成,李成成,王海容,刘冰清,殷钰忻,陶国炜

 

牛津春晚赞助给力升级,高大上活动值得期待

本次牛津春晚项目组在赞助商的寻找上不可谓不下功夫。我们今年力邀京东华东校园项目组作为特别赞助商,全程赞助本次春晚活动。

华东校园项目组的“京东派校园店“立足校园,面向学生群体,旨在向京东校园客户提供更优质、周到的服务,全方位体现京东多、快、好、省的理念,让生活变得简单快乐。门店不仅为学生提供快递自提货免邮费、新奇特惠的商品体验、白条支付等服务,还与学校社团建立联系,为校园活动提供支持。同时,“京东派”校园店还为高校学生提供实习和就业机会,为高校创业项目提供支持,助力品牌孵化。华东目前187家校园实体店,16年计划是华东270所高校覆盖京东派校园店,服务近400万高校学生。

后续牛津学联与京东华东校园项目组将进行进一步合作,更多高大上的活动敬请期待!

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京东派校企合作

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京东自提车进校园

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有爱圣诞活动

翟云丽之流行服装、仪态与妆容互动讲座

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4月25日下午2点,中国著名时尚模特行业引导者翟云丽受邀来到牛津大学圣彼得学院(St Peter’s College),为牛津师生们带来了一场题为“流行服装,仪态与妆容”的互动讲座。

数百朵鲜花在讲座会场吞吐着春天的气息,引导大家进入缤纷绚烂的艺术世界。翟云丽老师由“口红效应”谈起,点明了得体的穿着和妆容在各种社交场合中的重要性,随后现场示范了日常所需的淡妆画法和男士的服装围巾搭配方法。正所谓厚积而薄发,翟云丽老师以从业20年的专业知识沉淀,为大家解说了普遍适用,简洁明快的基本妆容造型。

在提问互动环节,牛津的学生,学者们踊跃发言,纷纷提出了自身对时尚的见解和在对时尚地追求中所遇到的困扰。细节如卸妆清洁产品的使用,口红的颜色,霍云丽老师都一一给出了有针对性的建议。

讲座结束后,意犹未尽的观众们久久不愿散去。或是上前和翟云丽老师更进一步的交流,或是拿起笔和相机仔细记录翟云丽老师所带来的各色美容化妆品。感谢翟云丽老师为牛津师生们带来这样一场实用性的视听盛宴。

翟云丽是资深时尚模特经纪人,参与过2008北京奥运会设计并定制礼仪服装和表演服装,也曾出任过北大光华EMBA教师团队礼仪形体着装造型课程的主讲人。

 

撰稿:苏畅

摄影:刘煜冬,蒋珺楠

场务:陶贝茜,彭可睿,权钺,王凯文,张雪婷,孙帮山,苏畅,陶国炜,李苏一,黄晓鹂,杨奇峰,吴瑞佳,董昕汝,李柱,张天遥等。

2014南京青奥会宣传推广活动在牛津举行

牛津中国学联7月21日讯 “微笑世界行,创意迎青奥”,2014南京青奥会宣传推广活动正在全球展开,之前已在中国香港、美国洛杉矶、新加坡、阿根廷布宜诺艾利斯以及英国伦敦、剑桥等地成功举办。7月21日,由南京青奥会组委会副秘书长、市场开发部部长张雁宁带队,市场开发部综合处处长张春光,特许经营处副处长朱良翠等一行组成的代表团,赴牛津大学举办2014南京青奥会宣传推广活动。牛津中国学联主席申志鹏,秘书长涂荔文出席了推广活动。

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2014南京青奥会吉祥物砳砳,青奥会徽章、特许商品等吸引牛津的学生、学者围观拍照、签名留念。很多学生、学者对砳砳这个来自南京的客人非常好奇。代表团和学联成员向大家一一介绍。

 

2014南京青奥会吉祥物砳砳以雨花石为创意源泉。雨花石作为一种古老的观赏石,在中国乃至全世界都有很高的知名度,被誉为“天赐国宝”。吉祥物名字中的“砳”指敲击石头发出的声音,人类在采石的劳动中,经常敲击石头发出声音以娱乐,故而“砳”字又象征“劈山开路”。

 

据悉,青少年奥林匹克运动会(The Youth Olympic Games, YOG), 简称“青奥会”,是国际奥委会专为年轻人设立的体育赛事,除体育比赛外,还融合了一系列文化教育交流活动。第二届夏季青奥会将于2014年8月16日至8月28日在中国南京举办,届时将有204个国家和地区的体育代表团参赛。

 

学联各部门负责人李柱、施雯等也参加了宣传推广活动。

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南京青奥推介活动合影

 

撰稿:冯健飞

四川大学商学院活动顺利举行

5月22日下午,四川大学商学院首届卓越总裁班结业典礼暨英国行活动在牛津大学三一学院苏特罗中心顺利举行。参加活动的有:英国大西南联谊会会长、中国科协海智计划领队、四川大学英国校友会会长、英国奥科斯国际公司董事总经理周克明博士,全英学联主席李琦博士,英国著名华人律师郑哲先生,四川大学英国校友会秘书长、前全英学联副主席张嗣杰博士,牛津中国学联主席孙晓丹,副主席杨之龙和汪梦溪。

典礼活动在轻松愉快中进行,华人代表周克明博士和郑哲律师发表讲话。周克明博士首先代表英国和四川大学杰出华人讲话,欢迎四川的各位商界人士来到英国牛津大学游学并与这里的师生就企业经营的问题交流探讨,周博士也鼓励四川的企业家多走出来,与在英国的世界级的华人代表们有更多的互动。著名华人律师郑哲也做了简短的讲话,在欢迎各位四川的企业家的同时,给大家也讲解了英国移民的相关政策。

全英学联主席李琦博士代表全体在英留学的学生学者向各位远道而来的企业家表示欢迎并鼓励在英的留学生们多与商界的杰出人士学习交流。

在场的四川企业家们也反响热烈,各抒己见,分享了自己在商界闯荡多年的成功经验,最终活动在热烈的气氛中结束。

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5月22日下午,四川大学商学院首届卓越总裁班结业典礼暨英国行活动在牛津大学三一学院(Trinity College)苏特罗中心(Sutro Room)举行。这是全体学生学者的合影。牛津中国学联 孙晓丹 摄

欧美同学会副会长王辉耀访问牛津并作讲座

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3月30日下午,欧美同学会副会长、中国与全球化智库主任、哈佛大学高级研究员王辉耀访问牛津,并在牛津大学三一学院丹森阁作了题为《全球化时代的中国人才流动与发展》的讲座。这是王辉耀在作讲座。牛津中国学联 张天瑶 摄

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3月30日下午,欧美同学会副会长、中国与全球化智库主任、哈佛大学高级研究员王辉耀访问牛津,并在牛津大学三一学院丹森阁作了题为《全球化时代的中国人才流动与发展》的讲座。这是李琦(右二)、孙晓丹(右一)、杨之龙(右三)、申志鹏(左一)、陆昱晨(左二)、李瑶(左三)等认真听取讲座。牛津中国学联 张天瑶 摄

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3月30日下午,欧美同学会副会长、中国与全球化智库主任、哈佛大学高级研究员王辉耀访问牛津,并在牛津大学三一学院丹森阁作了题为《全球化时代的中国人才流动与发展》的讲座。这是王辉耀同牛津的中国学生、学者合影留念。牛津中国学联 张天瑶 摄

 

牛津中国学联4月2日讯 3月30日下午,欧美同学会副会长、中国与全球化智库主任、哈佛大学高级研究员王辉耀访问牛津,并在牛津大学三一学院(Trinity College)丹森阁(Danson Room)作了题为《全球化时代的中国人才流动与发展》的讲座。全英中国学联主席李琦,牛津中国学联主席孙晓丹,副主席杨之龙,秘书长刘翔等出席讲座。讲座吸引了在牛津的中国大陆和香港学生、学者80多人参加。

 

王辉耀首先传达了习近平总书记在欧美同学会成立100周年庆祝大会上的重要讲话精神。2013年10月21日,习近平总书记在欧美同学会成立100周年庆祝大会上发表了重要讲话。习近平总书记的重要讲话是十八大以来党中央第一次对留学人员工作作出的重要论述,立意高远、思想深刻、内涵丰富,提出了一系列新思想、新观点、新要求,体现了党中央对留学人员事业和欧美同学会工作的高度重视,是指导留学人员工作开展的纲领性文献,具有里程碑的重要意义。习近平总书记立足新的形势和任务,将“发挥作用”明确为新时期留学人员工作方针的重要内容,树立了以用为本的鲜明导向。2014年1月16日,习近平总书记给全体在德留学人员回信,勉励留学人员秉持崇高理想,努力报国为民。再次寄托了党中央对广大留学人员的殷切希望。

 

王辉耀指出,百年中国留学史是一部“索我理想之中华”的奋斗史。一百年来,从学习西方的先进器物,到先进制度和思想,再到今天全方位理解西方和世界,百年来的留学史折射出中华民族自强不息的奋斗史。根据不同阶段留学生群体面临的机遇和挑战、担负的不同使命和带来的不同影响,可将中国留学史简化为五代留学潮。第一代以容闳、詹天佑、茅以升等为代表,是推动中国近代化的洋务运动的主力。第二代以黄兴、秋瑾、周恩来、邓小平为代表,属于“留学救国”的一代。第三代是“爱国不忘读书”的典型,包括钱学森、钱三强等。第四代主要从苏联和东欧留学归来,回国之后成为了五六十年代建设新中国的中坚力量。第五代主要是改革开放后从欧美回来的留学生,其队伍至今仍在不断扩大之中。

 

王辉耀指出,改革开放30年来,留学潮发生了显著的变化。一是,留学生由最初的公派为主,逐步变为目前90%的留学生以自费为主。二是,所学专业由最初的理工科为主,逐步呈现出多元化的趋势。三是,出国留学的整体年龄越来越低。四是,归国留学人员的就业领域由大学、科研院所逐步扩展为高科技、新经济和第三产业领域。改革开放催生了留学与海归大潮,留学生海归群体也以自身的努力为中国的发展做出了应有贡献。

 

王辉耀强调,人才资源的价值全在于发挥作用。“致天下之治者在人才”。中国是精英人才第一大流失国。王辉耀对于遏制人才流失、争夺外籍顶尖人才,提出六点建议。一是,开通许可有移民倾向的技术性签证以及“国家利益类别”签证。二是,顶尖人才可直接申请绿卡。三是,出台绿卡入籍的“归化”渠道。四是,为原籍中国而非自愿放弃中国籍者直接发放长期免签证的“侨胞证”。五是,扩大招收外国留学生。六是,建立国际化的人才吸引机制,打破体制内、外的限制。

 

王辉耀还介绍了其主编的《百年海归·创新中国》《中国留学发展报告(2013)》和《那三届——77、78、79级大学生的中国记忆》。这些读物介绍了我国一个半世纪以来留学人员在政治、经济、科技、文化、卫生等各个领域的重大贡献和影响。记录了从容闳、詹天佑、茅以升到李彦宏、张朝阳等100多位留学人员的事迹。系统地描述了中国留学的历史变迁和发展趋势。

 

李琦代表全英中国学联讲话。他表示,全英中国学联在第一时间组织学习了习近平总书记在欧美同学会成立100周年庆祝大会上的重要讲话。习近平总书记的讲话是当代海外求学青年奋斗的箴言,全体留英学子都深受鼓舞和激励。

 

孙晓丹代表牛津中国学联发言。他表示,学联今后要结合新的国内形势要求,立足牛津、放眼世界,关注祖国发展,为广大留学人员做好服务。

 

杨之龙表示,作为牛津的中国留学生,要以欧美同学会的留学前辈为榜样,发扬爱国主义精神,珍惜韶华,奋发有为。

 

在提问互动环节,牛津的学生、学者踊跃提问,大家联系社会热点和自身研究领域提出了自己的看法,王辉耀一一予以回应。牛津的学生、学者积极响应习近平总书记的号召和祖国的期望。深深感受到了中央领导对留学人员的高度重视和充分肯定,深深感受到了中国政府对广大留学人员的亲切关怀和殷切希望,深深感受到了在改革发展进程中,祖国的热情召唤和热切期待。一致表示,要进一步认真学习习近平总书记的重要讲话精神,进一步深刻领会“支持留学、鼓励回国、来去自由、发挥作用”这一新的留学政策,切实把思想和认识统一到讲话精神上来。坚持爱国、永不忘本,坚持理想、情系天下,坚持学习、矢志钻研。把留学梦融入中国梦,为实现中华民族伟大复兴的中国梦贡献青春力量。谱写无愧于时代、无愧于人民、无愧于历史的绚丽人生。

 

学联外联部部长陆昱晨,学术部部长申志鹏等也参加了讲座。讲座由学联干事李瑶主持。

 

本次活动由牛津中国学联外联部和就业部联合举办,并得到了牛津大学三一学院的支持。

 

讲座开始前,王辉耀参观了牛津大学。李琦、孙晓丹、杨之龙、陆昱晨、申志鹏、冯健飞等陪同参观。

 

 

王辉耀,教授,博士生导师,哈佛大学高级研究员,中国与全球化智库主任,南方国际人才研究院院长,中国国际人才专业委员会会长,欧美同学会副会长,人社部中国人才研究会副会长,商务部中国国际经济合作学会副会长,国务院侨办海外专家咨询委员会经济组召集人,九三学社中央委员、九三中央经济委员会副主任,中国华侨历史学会副会长,中华海外联谊会常务理事,北京市政协顾问委员,中国人事科学研究院博士生导师。《国家中长期人才发展规划纲要2010-2020》起草组特聘专家,发表有关中英文著作30多部和相关专业文章100多篇。

 

 

场务:孙晓丹,杨之龙,刘翔,陆昱晨,申志鹏,李培林,李柱

撰稿:冯健飞

摄影:张天瑶

对外经济贸易大学牛津学术交流会

对外经济贸易大学师生一行26人于2014年2月10日来牛津大学与留学在此的中国学子研讨学术,互通信息,并就祖国的文化教育发展现状各抒己见。

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学术交流会于当晚6点整在Arco Building, Keble College准时开始。会议由来自St Anne’s College的李瑶同学主持。外经贸大学的浦军,廉思两位专家学者从各自领域出发,分别阐述了中国对外贸易投资的现状以及对高等教育体制的反思与展望。浦军老师长期致力于国际贸易与投资领域的研究,他指出,在未来几年内,我国境外投资将可能实现每年一万亿的增长,较目前约五千亿的数据,其规模可观的同时,此类投资仍集中于附加值偏低的传统产业及港澳台地区,加之投资经验不足等一系列考量,我国在对外投资方面仍有较大的发展空间。这将需要政府部门从主导境外项目向支持民间对外投资过渡。该环节最后,浦军老师表达了对海外学子充分利用在外资源,争取成为我国对外投资领军人才的殷切希望。

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廉思老师作为外经贸大学社会学与法学的专家,其成名作《蚁族》以反映特定社会群体的生存状况引起了全国的广泛关注。审视当今中国高等教育现状, 廉思老师认为,基于一定的社会条件,中国高等教育制度,尤其是其招考制度的复杂性使得高等教育在分配教育资源的过程中,加剧了不公平的社会分层。 由于家庭富裕程度过多作用于教育资源的引导, 教育资源进而再次决定收入水平。鉴于此种机制,高教作为对社会不公平的纠正,需警惕资本权力的渗透。最后,廉思老师概括性得指出:公平性是在高教制度改革中必要考虑的因素。

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在两位老师的精彩演讲后,外经贸的同学们与牛津的留学生进一步就中西方文化差异及对高等教育的前景进行了热烈的讨论,并特别提出了高等教育对原创性及学术严谨的鼓励等议题。交流会在双方同学们的开放性讨论中圆满结束。

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主持:李瑶
撰稿:李柱,郑斐然
摄影:杨宇行,张天遥
场务:张天遥,李柱,郑斐然,杨之龙,陆昱晨