coisas da educação... olha que pergunta...!

no público 2...

design... e os erros 'pagam-se' caro... exemplos num artigo [interessante]... no público...!

"Bruce Mau, designer canadiano, considera que o design só é notado quando corre mal. O austríaco Stefan Sagmeister, um dos gurus mundiais do design gráfico, diz ao PÚBLICO que, na maioria das vezes, “estas situações ocorrem por estupidez, pois todos somos estúpidos”. Para Frederico Duarte, professor na Escola Superior de Artes e Design das Caldas da Rainha e na Faculdade de Belas-Artes de Lisboa, “o design deve pensar alto, mas ter os pés no chão”, pois é importante que as pessoas possam usar os produtos criados.

Por vezes, algumas soluções criam polémica e tornam-se problemas que os produtos acabam por ser retirados do mercado. Outros não passam de boas ideias, fabricadas mas sem aplicação prática. Mudanças repentinas de logótipos, tipos de letra de difícil compreensão, cores com segundas associações, ideias demasiado radicais, são casos em que o design gera debate.

1. As sapatilhas que fizeram lembrar a escravatura


Imagem: Adidas 

 

Em Junho de 2012, um modelo de sapatilhas Adidas com grilhetas e correntes de plástico cor-de-laranja para prender aos tornozelos foram associadas à escravatura. Houve consumidores a pedir, sobretudo através das redes sociais, o boicote das “Roundhouse Mid Handcuff” desenhadas por Jeremy Scott. A marca começou por defender o designer, dizendo que este se inspirou num desenho animado e não nos tempos de escravatura, mas, à medida que a polémica se intensificou, a Adidas optou por retirá-las do mercado."

 

para ler o resto do artido... aqui.

da educação... [das metas curriculares... por cá] mais exames 'nacionais'... e a mais disciplinas...? [perguntam eles]... lá pelos 'states'...!

"At first glance, the assessments now being developed to accompany the Common Core standards do not appear to be much more than we already have, at least in terms of subject-matter covered and grade level.  According to the organizations working on developing standards and tests (PARCC and SBEC), as is the case with NCLB there will be summative end-of-the-year tests in grades 3 through 8 and once in high school and these additions: Writing is added as a component of language arts, and voluntary interim testing will be offered through the academic year.

There is reason to suspect there will be a lot more.  As Jim Crawford has stated, “With standards come tests; with more standards, more tests” (letter submitted to the New York Times, July 17, 2012).  PARCC accepts this, urging the development of an accountability system that covers P-20 (pre-school through college), and “that supports the full implementation of the common standards” (PARCC: On the Road to Implementation: Achieving the Promise of the Common Core Standards, 2010, Achieve, Inc. p. 4).

More Subjects

There are clear signs that the tests will not be limited to language arts and math. Education Secretary Arne Duncan, in his 2010 presentation “Beyond the Bubble Tests” states that “the study of science, history, foreign languages, civics and the arts” should be considered part of the “vital core” and deserve to be assessed. The Department of Education’s current proposal to reauthorize the ESEA, he announced, would  “allow states to include subjects other than math and English language arts in their accountability system … the reauthorization blueprint includes millions for the research, development, and improvement of additional high-quality assessments — which could include science and foreign language tests.”

The secretary pointed out that science is an area that should be tested, but development of science assessments has to wait until science standards are developed.  These standards are being constructed now (http://www.nextgenscience.org).

Similar statements are made in the Blueprint for Reform (U.S. Department of Education, 2010).

Test us too!

The professional educational organizations in a variety of subjects (I must emphasize, the professional organizations, not necessarily the teachers) have endorsed the idea of standards and tests in areas other than language arts and math.

Twenty-one educational organizations have asked for “standards, assessments, accountability systems, and public reporting of achievement” for science, foreign languages, civics and government, economics, arts, history, geography, health and physical education.” (http://www.ascd.org/public-policy/well-rounded-education.aspx.)  It was clear that they were not only asking for standards but for tests as well: Their request specifically mentions “standards, assessments, and accountability systems"."

para continuar a ler... aqui.