Mostrar mensagens com a etiqueta perspectivas. Mostrar todas as mensagens
Mostrar mensagens com a etiqueta perspectivas. Mostrar todas as mensagens
sábado, 2 de janeiro de 2016
segunda-feira, 19 de outubro de 2015
quarta-feira, 30 de setembro de 2015
continuando o dia... absolutamente perplexo, o que é dizer pouco...!
Empresas travam contratações até ao final do ano
|
Com
a indefinição sobre eleições, Orçamento do Estado e futuro do Novo
Banco, empresários estão mais pessimistas sobre empregos que vão criar
nos próximos três meses. Num ano, economia criou 5 mil lugares.
no dn em linha...
segunda-feira, 20 de julho de 2015
segunda-feira, 29 de junho de 2015
quarta-feira, 6 de maio de 2015
segunda-feira, 27 de abril de 2015
curiosidade intelectual versus interesses económicos e financeiros?... reflexões para o fim de dia...!
no the guardian, education network...
"Jonathan Wolff is right, there are more people completing science PhDs than there are academic posts available (Doctor, doctor … we’re suffering a PhD glut,
21 April). That is why we must dispel the myths that a PhD leads to a
job for life, and to leave academia is to fail. Students and their
supervisors need to understand the wide range of careers that a PhD can
lead to in and outside science. To this end the Royal Society has
produced a set of principles to better manage doctoral students’ career
expectations.
There are many careers outside academia where scientific skills are
invaluable, and students should be exposed to these in their PhD
training. It should also include basics like interview and presentation
skills. Supervisors should encourage students to think early on about
the path they’d like their career to take. We don’t need fewer people
doing science PhDs, we need more people thinking more widely about what
those PhDs could lead to.
• Jeremy Bentham’s auto-icon sits inert
in its cabinet in University College London but, judging by Jonathan
Wolff’s article, something of the spirit of utilitarianism still wafts
through the institution’s corridors. If I read him correctly, Professor
Wolff, UCL’s dean of arts and humanities, argues that the discrepancy
between the number of PhD graduates in the arts and humanities and the
number of university posts open to them is particularly problematical
(“their subject training rarely prepares them for the work they end up
doing”). In my experience, many PhD students in the humanities –
particularly mature students – embark on a doctorate out of pure
intellectual curiosity, a desire to test themselves, and an impulse
towards self-fulfilment.
That aside, there are many professions where the insights, depth of understanding and appreciation of complexity that should flow from doctoral study may be applied. Among these may be numbered the caring professions, the police and - whisper it softly - school teaching. In the late 1950s and 60s, many schools – admittedly, chiefly direct grant or grammar – had on their books a number of staff with doctorates. There must be a significant number of teachers with doctorates in the humanities at present. Provided they can teach, such staff can only help raise the status of teaching – if one accepts that it needs raising.
Professor Wolff asks (rhetorically?): “Why do so many people continue
to enrol for PhDs when the prospects are so uncertain?” The answer must
be because human aspiration doesn’t fit the procrustean template of the
market mechanism. Or at least that is what Bentham’s great critic
Coleridge thought."
Emeritus professor Glyn Turton
Shipley, West Yorkshire
aqui.
sábado, 25 de abril de 2015
domingo, 1 de fevereiro de 2015
terça-feira, 14 de outubro de 2014
a actualidade... coisas da política e do orçamento que se avizinha...!
Passos vai amanhã a Belém explicar Orçamento a Cavaco
Mariana Adam e Marta Moitinho Oliveira
A reunião está a ser encarada com naturalidade, mas o Económico sabe que
apesar de o Governo ter decidido não avançar já com a descida da
sobretaxa de IRS, as metas orçamentais estão em risco.
Bruxelas alerta para "pressões mais altas que o esperado" no Orçamento
Luís Reis Pires
Em
vésperas de apresentação do Orçamento do Estado para 2015, e numa
altura em que em Portugal se discute a descida ou não de um ponto
percentual da sobretaxa de IRS, a Comissão Europeia veio lembrar que o
País ainda tem um longo caminho a percorrer.
O País visto de Bruxelas é outro
António Costa
O
País que se vê a partir de Bruxelas é muito diferente, para pior, do
que aquele que serviu de base às discussões internas, também à própria
coligação, sobre o Orçamento do Estado para 2015.
no diário económico 'online'...
terça-feira, 4 de março de 2014
pois [coisas da educação]... 'what business doesn't know about education'... no blogue bridging differences do education week...!
Robert Pondiscio of CitizenshipFirst writes to Deborah Meier again today.
"Dear Deborah,
In my last post I pointed out some of the ways in which education misunderstands business. One of the points I made was that schools, more than businesses, tend to demand compliance. As if on cue, the same day I wrote that a video appeared on YouTube of Chicago teachers sitting through an infantilizing call and response "professional development" exercise. It was a depressing, demeaning thing to see. I can't imagine sitting through it. I'd probably have walked out.
The misunderstandings go both ways. If education has an outdated view of business, the business world can be equally clueless about education. Business people tend to be frustrated by education's slow pace of change and inability to be nimble. Schools resist or fail to respond to financial incentives, and when we respond to external pressures like testing, we often do so poorly. Like most institutions, schools are inherently conservative. That's not a flaw of our education system; it's a feature of it.
Education, by nature, is not forward-looking. We share the best of what is known about the past, not just in history but in all subjects. Newton's famous remark about seeing further because we stand on the shoulders of giants applies here. We prepare children for their future by sharing and transmitting our accumulated knowledge and expect them to build upon it.
Businesses respond to performance incentives. Merit pay has a weak track record in education. New products and services are launched constantly to respond to changing tastes, markets, and technologies. A high failure rate is not only accepted, it's expected. When schools try to emulate the forward-looking nature of business, we tend to do so very badly. We fall into the thrall of fads and charlatans (21st Century Skills, anyone?), or spend a lot of money with little to show for it.
Strong companies tend to do few things, but do them very well. Regardless of what product or service a company provides, it is commonly accepted that a successful outcome is the creation of shareholder value and profit for investors. There's a single metric, and disciplined management ensures that all activities are focused on that goal. In schools, attempts to impose a single metric—test scores, for example—disregard and even thwart the broader public purpose of education.
In theory, and increasingly as a matter of public policy, we might say we want our schools to be singularly focused on academic performance, but in reality they cannot be. We can't ignore the public purpose of schools in shaping habits, transmitting community values, developing character, and preparing children for citizenship. Whether we explicitly say so or measure it, we expect schools to reward not just academic performance, but positive behaviors such as caring, compassion, cooperation, and generosity in our children. If you question whether those are the proper role of education, ask how long you would allow your child to attend a school that was cavalier about these things, or where there were no consequences for their absence."
"Dear Deborah,
In my last post I pointed out some of the ways in which education misunderstands business. One of the points I made was that schools, more than businesses, tend to demand compliance. As if on cue, the same day I wrote that a video appeared on YouTube of Chicago teachers sitting through an infantilizing call and response "professional development" exercise. It was a depressing, demeaning thing to see. I can't imagine sitting through it. I'd probably have walked out.
The misunderstandings go both ways. If education has an outdated view of business, the business world can be equally clueless about education. Business people tend to be frustrated by education's slow pace of change and inability to be nimble. Schools resist or fail to respond to financial incentives, and when we respond to external pressures like testing, we often do so poorly. Like most institutions, schools are inherently conservative. That's not a flaw of our education system; it's a feature of it.
Education, by nature, is not forward-looking. We share the best of what is known about the past, not just in history but in all subjects. Newton's famous remark about seeing further because we stand on the shoulders of giants applies here. We prepare children for their future by sharing and transmitting our accumulated knowledge and expect them to build upon it.
Businesses respond to performance incentives. Merit pay has a weak track record in education. New products and services are launched constantly to respond to changing tastes, markets, and technologies. A high failure rate is not only accepted, it's expected. When schools try to emulate the forward-looking nature of business, we tend to do so very badly. We fall into the thrall of fads and charlatans (21st Century Skills, anyone?), or spend a lot of money with little to show for it.
Strong companies tend to do few things, but do them very well. Regardless of what product or service a company provides, it is commonly accepted that a successful outcome is the creation of shareholder value and profit for investors. There's a single metric, and disciplined management ensures that all activities are focused on that goal. In schools, attempts to impose a single metric—test scores, for example—disregard and even thwart the broader public purpose of education.
In theory, and increasingly as a matter of public policy, we might say we want our schools to be singularly focused on academic performance, but in reality they cannot be. We can't ignore the public purpose of schools in shaping habits, transmitting community values, developing character, and preparing children for citizenship. Whether we explicitly say so or measure it, we expect schools to reward not just academic performance, but positive behaviors such as caring, compassion, cooperation, and generosity in our children. If you question whether those are the proper role of education, ask how long you would allow your child to attend a school that was cavalier about these things, or where there were no consequences for their absence."
para ler o resto da entrada... siga a ligação abaixo...
What Business Doesn't Know About Education - Bridging Differences - Education Week
o vídeo referido pode ser visto... aqui.
o vídeo referido pode ser visto... aqui.
terça-feira, 5 de novembro de 2013
quarta-feira, 30 de outubro de 2013
terça-feira, 22 de outubro de 2013
terça-feira, 23 de julho de 2013
sexta-feira, 30 de novembro de 2012
quarta-feira, 19 de setembro de 2012
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