Etichetă: CUFR

În algebra liniară, o formă normală Jordan, cunoscută și sub numele de formă canonică Jordan este o matrice triunghiulară superioară cu o anumită formă, numită matrice Jordan care reprezintă un operator liniar pe un spațiu vectorial (V) cu dimensiuni finite (peste un câmp/corp K) în raport cu o anumită bază. O astfel de matrice are fiecare element diferit de zero egal cu 1, deasupra diagonalei principale (pe superdiagonală) și cu elementele diagonale identice la stânga și sub ele. O bază în raport cu care matricea are forma canonică  există dacă și numai dacă (condiție necesară și suficientă) toate valorile proprii ale matricei se află în K, sau dacă polinomul caracteristic al operatorului poate fi scris ca un produs de factori liniari peste K. Această condiție este întotdeauna îndeplinită dacă K este închis algebric (de exemplu, dacă este câmpul/corpul numerelor complexe). Elementele diagonale ale formei normale sunt valorile proprii (ale operatorului), iar numărul fiecăreia se numește multiplicitatea algebrică a acesteia. Dacă operatorul este dat inițial de o matrice pătratică (pătrată) M, atunci forma sa normală se mai numește și forma normală Jordan a lui M. Orice matrice pătratică are o formă normală Jordan dacă câmpul/corpul coeficienților conține toate valorile proprii ale matricei. Forma normală a lui M nu este unică, pentru că este o matrice diagonală bloc formată din blocuri Jordan, iar ordinea acestora nu este fixată.  Descompunerea Jordan–Chevalley este deosebit de simplă în raport cu o bază pentru care operatorul ia forma normală Jordan. Forma diagonală pentru matricele diagonalizabile (de exemplu matricele normale) este un caz particular alal formei normale Jordan. Forma normală Jordan este numită după numele matematicianului Marie Ennemond Camille Jordan, care a enunțat pentru prima dată teorema saq de descompunere în 1870.

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed. That’s our main...

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed. That’s our main...

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed. That’s our main...

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed. That’s our...

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed. That’s our...

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed....

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed....

„Les grandes écoles scientifiques françaises ont d’excellents atouts, mais aussi de graves faiblesses: de trop petite taille et formant un système cloisonné, poussant le...

A Grande école is a specialised elite professional school that is separate from, but parallel and often connected to, the main framework of the French public university system. The grandes écoles offer teaching, research and professional training in single academic fields such as engineering, architecture, business administration, academic research, or public policy and administration. The schools only admit students through an extremely competitive examination process; a significant proportion of their graduates occupy senior positions in French business, academia, civil service and civil society. Grandes écoles primarily admit students based on their national ranking in competitive written and oral exams called concours, which are organised annually by the French central government. While anyone can register for concours, successful candidates have almost always completed two or three years of dedicated preparatory classes ('classes preparatoires') prior to admission. Most Grandes écoles are publicly funded and therefore have limited tuition costs. Some grandes écoles, especially business school (Écoles de Commerce), are organised privately, and therefore have more costly tuitions. The term Grande école originated in 1794 after the French Revolution, when the National Convention created the École normale supérieure, the mathematician Gaspard Monge and Lazare Carnot created the École centrale des travaux publics (later École Polytechnique), and the abbot Henri Grégoire created the Conservatoire national des arts et métiers. The model was probably the military academy at Mézières, of which Monge was an alumnus. The system of competitive entry was used as a means to open up higher education to more candidates based on merit. Some schools included in the category have roots in the 17th and 18th centuries and are older than the term Grande école, which dates to 1794. Their forerunners were schools aimed at graduating civil servants, such as technical officers (Ecole d'Arts et Métiers, renamed Arts et Métiers ParisTech, established in 1780), mine supervisors (École des mines de Paris established in 1783), bridge and road engineers (École royale des ponts et chaussées established in 1747), and shipbuilding engineers (École des ingénieurs-constructeurs des vaisseaux royaux established in 1741). Five military engineering academies and graduate schools of artillery were established in the 17th century in France, such as the Ecole de l'artillerie de Douai (established in 1697) and the later école du génie de Mézières (established in 1748), wherein mathematics, chemistry and sciences were already a major part of the curriculum taught by first-rank scientists such as Pierre-Simon Laplace, Charles Étienne Louis Camus, Étienne Bézout, Sylvestre-François Lacroix, Siméon Denis Poisson, Gaspard Monge (most of whom were later to form the teaching corps of École Polytechnique during the Napoleonic era). In 1802, Napoleon created the École spéciale militaire de Saint-Cyr, which is also considered a grande école, although it trains only army officers. During the 19th century, a number of higher-education grandes écoles were established to support industry and commerce, such as École Nationale Supérieure des Mines de Saint-Étienne in 1816, Ecole Supérieure de Commerce de Paris (today ESCP Business School, founded in 1819), L'institut des sciences et industries du vivant et de l'environnement (Agro ParisTech) in 1826, and École Centrale des Arts et Manufactures (École Centrale Paris) in 1829.

https://www.youtube.com/watch?v=2-VUlu4egc8&pp=ygUPTW9oYW1lZCBLZXRhdGEs Prof. dr. Mohamed Ketata, directorul Biroului pentru Europa Centrală și Orientală al Agenției Universitare a Francofoniei AUF-Europe centrale et orientale despre a doua ediție...

A Grande école is a specialised elite professional school that is separate from, but parallel and often connected to, the main framework of the French public university system. The grandes écoles offer teaching, research and professional training in single academic fields such as engineering, architecture, business administration, academic research, or public policy and administration. The schools only admit students through an extremely competitive examination process; a significant proportion of their graduates occupy senior positions in French business, academia, civil service and civil society. Grandes écoles primarily admit students based on their national ranking in competitive written and oral exams called concours, which are organised annually by the French central government. While anyone can register for concours, successful candidates have almost always completed two or three years of dedicated preparatory classes ('classes preparatoires') prior to admission. Most Grandes écoles are publicly funded and therefore have limited tuition costs. Some grandes écoles, especially business school (Écoles de Commerce), are organised privately, and therefore have more costly tuitions. The term Grande école originated in 1794 after the French Revolution, when the National Convention created the École normale supérieure, the mathematician Gaspard Monge and Lazare Carnot created the École centrale des travaux publics (later École Polytechnique), and the abbot Henri Grégoire created the Conservatoire national des arts et métiers. The model was probably the military academy at Mézières, of which Monge was an alumnus. The system of competitive entry was used as a means to open up higher education to more candidates based on merit. Some schools included in the category have roots in the 17th and 18th centuries and are older than the term Grande école, which dates to 1794. Their forerunners were schools aimed at graduating civil servants, such as technical officers (Ecole d'Arts et Métiers, renamed Arts et Métiers ParisTech, established in 1780), mine supervisors (École des mines de Paris established in 1783), bridge and road engineers (École royale des ponts et chaussées established in 1747), and shipbuilding engineers (École des ingénieurs-constructeurs des vaisseaux royaux established in 1741). Five military engineering academies and graduate schools of artillery were established in the 17th century in France, such as the Ecole de l'artillerie de Douai (established in 1697) and the later école du génie de Mézières (established in 1748), wherein mathematics, chemistry and sciences were already a major part of the curriculum taught by first-rank scientists such as Pierre-Simon Laplace, Charles Étienne Louis Camus, Étienne Bézout, Sylvestre-François Lacroix, Siméon Denis Poisson, Gaspard Monge (most of whom were later to form the teaching corps of École Polytechnique during the Napoleonic era). In 1802, Napoleon created the École spéciale militaire de Saint-Cyr, which is also considered a grande école, although it trains only army officers. During the 19th century, a number of higher-education grandes écoles were established to support industry and commerce, such as École Nationale Supérieure des Mines de Saint-Étienne in 1816, Ecole Supérieure de Commerce de Paris (today ESCP Business School, founded in 1819), L'institut des sciences et industries du vivant et de l'environnement (Agro ParisTech) in 1826, and École Centrale des Arts et Manufactures (École Centrale Paris) in 1829.

A Grande école is a specialised elite professional school that is separate from, but parallel and often connected to, the main framework of the French public university system. The grandes écoles offer teaching, research and professional training in single academic fields such as engineering, architecture, business administration, academic research, or public policy and administration. The schools only admit students through an extremely competitive examination process; a significant proportion of their graduates occupy senior positions in French business, academia, civil service and civil society. Grandes écoles primarily admit students based on their national ranking in competitive written and oral exams called concours, which are organised annually by the French central government. While anyone can register for concours, successful candidates have almost always completed two or three years of dedicated preparatory classes ('classes preparatoires') prior to admission. Most Grandes écoles are publicly funded and therefore have limited tuition costs. Some grandes écoles, especially business school (Écoles de Commerce), are organised privately, and therefore have more costly tuitions. The term Grande école originated in 1794 after the French Revolution, when the National Convention created the École normale supérieure, the mathematician Gaspard Monge and Lazare Carnot created the École centrale des travaux publics (later École Polytechnique), and the abbot Henri Grégoire created the Conservatoire national des arts et métiers. The model was probably the military academy at Mézières, of which Monge was an alumnus. The system of competitive entry was used as a means to open up higher education to more candidates based on merit. Some schools included in the category have roots in the 17th and 18th centuries and are older than the term Grande école, which dates to 1794. Their forerunners were schools aimed at graduating civil servants, such as technical officers (Ecole d'Arts et Métiers, renamed Arts et Métiers ParisTech, established in 1780), mine supervisors (École des mines de Paris established in 1783), bridge and road engineers (École royale des ponts et chaussées established in 1747), and shipbuilding engineers (École des ingénieurs-constructeurs des vaisseaux royaux established in 1741). Five military engineering academies and graduate schools of artillery were established in the 17th century in France, such as the Ecole de l'artillerie de Douai (established in 1697) and the later école du génie de Mézières (established in 1748), wherein mathematics, chemistry and sciences were already a major part of the curriculum taught by first-rank scientists such as Pierre-Simon Laplace, Charles Étienne Louis Camus, Étienne Bézout, Sylvestre-François Lacroix, Siméon Denis Poisson, Gaspard Monge (most of whom were later to form the teaching corps of École Polytechnique during the Napoleonic era). In 1802, Napoleon created the École spéciale militaire de Saint-Cyr, which is also considered a grande école, although it trains only army officers. During the 19th century, a number of higher-education grandes écoles were established to support industry and commerce, such as École Nationale Supérieure des Mines de Saint-Étienne in 1816, Ecole Supérieure de Commerce de Paris (today ESCP Business School, founded in 1819), L'institut des sciences et industries du vivant et de l'environnement (Agro ParisTech) in 1826, and École Centrale des Arts et Manufactures (École Centrale Paris) in 1829.

A Grande école is a specialised elite professional school that is separate from, but parallel and often connected to, the main framework of the French public university system. The grandes écoles offer teaching, research and professional training in single academic fields such as engineering, architecture, business administration, academic research, or public policy and administration. The schools only admit students through an extremely competitive examination process; a significant proportion of their graduates occupy senior positions in French business, academia, civil service and civil society. Grandes écoles primarily admit students based on their national ranking in competitive written and oral exams called concours, which are organised annually by the French central government. While anyone can register for concours, successful candidates have almost always completed two or three years of dedicated preparatory classes ('classes preparatoires') prior to admission. Most Grandes écoles are publicly funded and therefore have limited tuition costs. Some grandes écoles, especially business school (Écoles de Commerce), are organised privately, and therefore have more costly tuitions. The term Grande école originated in 1794 after the French Revolution, when the National Convention created the École normale supérieure, the mathematician Gaspard Monge and Lazare Carnot created the École centrale des travaux publics (later École Polytechnique), and the abbot Henri Grégoire created the Conservatoire national des arts et métiers. The model was probably the military academy at Mézières, of which Monge was an alumnus. The system of competitive entry was used as a means to open up higher education to more candidates based on merit. Some schools included in the category have roots in the 17th and 18th centuries and are older than the term Grande école, which dates to 1794. Their forerunners were schools aimed at graduating civil servants, such as technical officers (Ecole d'Arts et Métiers, renamed Arts et Métiers ParisTech, established in 1780), mine supervisors (École des mines de Paris established in 1783), bridge and road engineers (École royale des ponts et chaussées established in 1747), and shipbuilding engineers (École des ingénieurs-constructeurs des vaisseaux royaux established in 1741). Five military engineering academies and graduate schools of artillery were established in the 17th century in France, such as the Ecole de l'artillerie de Douai (established in 1697) and the later école du génie de Mézières (established in 1748), wherein mathematics, chemistry and sciences were already a major part of the curriculum taught by first-rank scientists such as Pierre-Simon Laplace, Charles Étienne Louis Camus, Étienne Bézout, Sylvestre-François Lacroix, Siméon Denis Poisson, Gaspard Monge (most of whom were later to form the teaching corps of École Polytechnique during the Napoleonic era). In 1802, Napoleon created the École spéciale militaire de Saint-Cyr, which is also considered a grande école, although it trains only army officers. During the 19th century, a number of higher-education grandes écoles were established to support industry and commerce, such as École Nationale Supérieure des Mines de Saint-Étienne in 1816, Ecole Supérieure de Commerce de Paris (today ESCP Business School, founded in 1819), L'institut des sciences et industries du vivant et de l'environnement (Agro ParisTech) in 1826, and École Centrale des Arts et Manufactures (École Centrale Paris) in 1829.

Ecricome est une association loi 1901 fondée en 1987 par de grandes écoles françaises de commerce et de management. Au gré des fusions et des mouvements, la banque d’épreuves compte cinq écoles de premier plan, multi-accréditées à l’international par EQUIS (European Quality Improvement System), AACSB (Association to Advance Collegiate Schools of Business) et/ou AMBA (Association of Masters of Business Administration)  et/ou EPAS (EFMD Programme Accreditation System). Cinq écoles, toutes multi-accréditées. De plus, toutes nos écoles siègent au sein de la Conférence des Grandes Écoles (CGE). Cette appartenance place nos écoles membres dans le cercle prisé des Grandes Écoles françaises car, seules 1% des écoles de management françaises en sont membres. Les écoles membres d’Ecricome délivrent des diplômes visés par le ministère de l’Enseignement supérieur et de la Recherche après une évaluation par une instance nationale, CEFDG, créée à cet effet. Le visa (accordé par l’État) permet d’obtenir une bourse et de poursuivre ses études dans n’importe quel cursus. Il certifie la qualité de l’enseignement, des professeurs et du recrutement des candidats. C’est un label de qualité et de sérieux tant pour les candidats que les recruteurs. (pour plus d’information, site du MESR)Le grade de Master est délivré par la Commission d’Evaluation des Diplômes et des Formations de Gestion (CEFDG) la seule instance nationale compétente pour l'évaluation des formations dans ce domaine et elle garantit leur qualité. La commission d'évaluation des formations et diplômes de gestion organise les modalités de contrôle de la qualité des formations supérieures de commerce et de gestion dans la perspective de la construction de l'espace européen de l'enseignement supérieur. Elle examine également l'évolution des formations supérieures de commerce et de gestion en cohérence avec le dispositif global des formations supérieures existantes; elle prend en compte le potentiel de recrutement des établissements et l'évolution du marché de l'emploi. La commission est consultée sur les questions relatives aux formations supérieures de commerce et de gestion ainsi que sur les diplômes qui les sanctionnent. Elle formule des avis et des recommandations et remet chaque année aux ministres un rapport d'activité. Les ecoles du Concours Ecricome (Ecoles de Commerce et Management) sont EM Sstasbourg,  KEDGE Business School, Montpellier Business School, NEOMA Business School et Rennes School of Business

Thomas CSINTA (France) Enseignant-chercheur (Research professor) en modélisation mathématique  et mathématiques appliquées en sciences de l’engénieur et social – éconimiques, Le Parisien (Franța), Director de...

Thomas CSINTA (France) Enseignant-chercheur (Research professor) en modélisation mathématique  et mathématiques appliquées en sciences de l’engénieur et social – éconimiques, Le Parisien (Franța), Director de...

Thomas CSINTA, Profesor de matematici aplicate în științe inginerești și social–economice, Director de studii CUFR (Consultanță Universitară Franco–Română) de pe lângă Școlile Superioare Franceze...

Thomas CSINTA, Profesor de matematici aplicate în științe inginerești și social–economice, Director de studii CUFR (Consultanță Universitară Franco–Română) de pe lângă Școlile Superioare Franceze...

Economic and commercial mission of La Francophonie in Central and Eastern Europe Jurnalul Bucureștiului. On line Newspaper publishing almost everything to be well informed. That’s our...

Thomas CSINTA Profesor de modelizare matematică și matematici aplicate în științe inginerești și social – economice, Director de Studii CUFR ROMANIA „Agrégation" este cel mai prestigios...

    https://www.jurnalul-bucurestiului.ro/thomas-csinta-publicatii-lucrari/ Les Grands Concours Classiques des Ecoles de Commerce au niveau Bac+2 ans (Prépa) Les CPGE (Classes Préparatoires Economiques et Commerciales-prépas HEC) aux...

Thomas CSINTA Profesor de matematici aplicate în stiinţe Bibliografie Cărţi în vânzare la Libraria Mihai Eminescu Le grand concours Geipi-Polytech 2018 Epreuves du Concours GEIPI - Polytech MATHS...

Thomas CSINTA Profesor de modelizare matematică  și matematici aplicate în științe inginereștiși social– economice,Director de Studii CUFR – România, Cofondator IRSCA Gifted Education (Institutul Român pentru...

Thomas CSINTA, scientist and research professor of Applied Mathematics in Engeneering and Social-Economic Sciences Redactor – Corespondent (Franța)  Franța (Le Parisien) Les Ecoles du Concours GEIPI -...