Questões

    Technology is often blamed for destroying traditional working-class jobs in sectors like manufacturing and retail. But blue collar jobs aren't the only ones at risk on an imminent future: white collar jobs are going to be affected by technology as well.

    The legal profession is on the cusp of a transformation in which artificial-intelligence (AI) platforms might dramatically affect how legal work gets done. Those platforms will mine documents for evidence that will be useful in litigation, to review and create contracts, raise red flags within companies to identify potential fraud and other misconduct or do legal research and perform due diligence before corporate acquisitions. Those are all tasks that — for the moment at least — are largely the responsibility of flesh-and-blood attorneys.

    Increasing automation of the legal industry promises to increase efficiency and save client’s money, but could also cut jobs in the sector as the technology becomes responsible for tasks currently performed by humans.

    Advocates of AI, however, argue there could actually be an increase in the sector's labor force as the technology drives costs down and makes legal services more affordable to greater numbers of people. It's like the beginning for a future changing in legal profession with AI-powered platform which can perform almost all mechanical work such as creating a new contract or reviewing it for clients and companies.

    One question raised by the introduction of AI legal platforms is how well they do their jobs compared to a flesh-and-blood lawyer, who has years of experience under his belt. Supporters of this new technology defend that AI platform can search documents for relevant information to lawsuits and other litigation as well as experienced lawyers. Here are some of AI advantages:
    Keywords: human beings are not very good at keyword searches. There's a fallacy that human beings looking at documents is the gold standard which cannot be, because human may miss things.
    Database: the explosion in the amount of electronic data generated today makes it hard for human workers to keep up. This so much more data nowadays need these technologies find relevant material for lawyers. Also the AI could not just look at the text of a document or email, it can look at the tone of the conversation, who sent it, to check if the item should be flagged for review in litigation.
    Restless: computers don't get tired, they don't get hungry, they don't sleep in and all of the things that are biological problems that can happen to a human being can't happen to computers.
    An example of this technology is ROSS - it is a legal research platform based on IBM's cognitive computing system Watson. This technology is being used by a number of law firms, which state that the legal sector has being changing along the years. Firms, particularly larger ones, begin to see the advantage of AI, and their legal future possibly will completely change, with lawyers working from office, home office and other possibilities.

INSTRUCTION: Read the article to answer question.

By Peg Grafwallner

While we know every learning challenge is an empowering opportunity to grow, we also know that message might sometimes be lost on our students. Those learning challenges can cause some students to become frustrated and shut down from the learning.

We need to empower our students to celebrate those learning challenges and help them realize that obstacles and setbacks are a valued part of the classroom culture. We need to create a not-yet classroom where productive struggle is encouraged and students see themselves as capable learners and fearless risk-takers. The not-yet approach is all about designing and creating an authentic classroom culture that encourages the process of learning while accepting that setbacks and obstacles are part of that process.

Let’s start with productive struggle. According to Jo Boaler, professor at Stanford Graduate School of Education, “If you aren’t struggling, you aren’t really learning. When we’re struggling and making mistakes, those are the very best times for our brains.”

As educators we understand and appreciate the importance of that struggle. We have often struggled ourselves to learn something new. But because that new learning was important to us and because we had support in case we weren’t successful, we continued until we achieved our goal.

So how do we create a classroom community where students value the importance of that struggle and where they see themselves as not-yet learners?

Here are four suggestions to help you create a not-yet classroom.

1. Create a vigorous learning intention: Scaffold success criteria that give students the opportunity to make sense of what they’re supposed to know and be able to do. Give students a chance to ask questions about the learning intention and time to paraphrase it so that it makes sense to them.

In my book Ready to Learn: The FRAME Model for Optimizing Student Success, I explain, “When students paraphrase the learning intention and success criteria, it gives teachers a chance to discover what their students know or understand about the learning intention.”

This discovery is critical because if students find paraphrasing the learning intention a challenge, this could indicate a gap in the students’ learning. Teachers, then, can address this gap and, if necessary, rewrite the success criteria so that the students have the opportunity to overcome the deficit.

 Scaffolding the success criteria provides a means to motivate students and gives students an opportunity to self-assess their understanding and determine whether they’ve achieved that particular criterion. As students move through the success criteria, there’s a sense of empowerment – they know they’re heading successfully toward the fulfillment of the learning intention. If they haven’t met a specific criterion, however, the teacher can dedicate time so that students are able to work in small groups with their peers or one-on-one with their teacher for more support in meeting that criterion.

2. Eliminate the word failure from your vocabulary: As an example, if your essay directions asked students to write a thesis paragraph and a student turned in a body paragraph, did the student fail the assignment?

The student fell short of the goal of writing a thesis paragraph, but there certainly was some degree of understanding, since the student was able to write an analytical body paragraph. Make allowances for that and offer positive guidance.

3. Be transparent in your introduction of the work: Don’t sugarcoat the assignment or project by telling your students it’s “so easy” or that everyone will “get it.” On the contrary, tell your students the task will be difficult, but the work they’re about to do is worthy of their time and their talent.

Let students know they’ll encounter setbacks and obstacles as a part of learning that task, but with support from you, their classmates, and various teacher-chosen resources, students will be able to meet that challenge and work toward mastery of the goal.

4. Give students the time and space they need to be successful: Create learning opportunities to normalize development and empower students to realize that learning takes time and that mastery isn’t the end of growth. We’re all working within parameters of schedules, and those schedules dictate the time spent on learning. Often those schedules are determined by mandates beyond our control, but there are ways we can offer time and space within our own classrooms.

To add in extra time, maybe the lesson covers two class periods instead of one; or maybe the teacher is able to co-teach with another educator to assist students who might need extra help, therefore moving the learning at a more structured pace.

To offer extra space, perhaps the teacher and students could utilize the library or auditorium to give students more room to create groups or pods of learning; or maybe the teacher is able to create learning situations that move beyond the classroom walls through the use of virtual field trips. We’ve seen the curiosity and wonder in our students as they devour something that piques their interest because they have the time and the space to dig deep into something of relevance to them.

Where each student is on their learning journey at any given time is a result of situations and experiences that might often be beyond our control. We know that high expectations don’t mean anything if the learning process doesn’t support achieving them.

Designing classrooms and routines that normalize productive struggle as part of the learning process gives students the opportunity to meet those high expectations within a supportive yet challenging classroom community.

(CNN) A soft-spoken teenage girl has become the voice of a frustrated generation of Brazilian high school students after a video of her speaking to legislators in her home state of Parana became a viral sensation. Sixteen-year-old Ana Julia Ribeiro turned into a household name overnight after testifying before the legislative assembly in Curitiba and defending the student-led movement that has occupied hundreds of state schools since October 14. She has also drawn comparisons to Malala Yousafzai, the Pakistani activist and youngest recipient of the Nobel Peace Prize who fought for equal access to education for girls in Talibancontrolled regions. "To whom do these schools belong?" Ribeiro asked, with a slight tremble in her voice, at the beginning of her 10-minute speech. "This is our country, it will be the country of my children and the children of my children and I am concerned about the future." The students are protesting a provisional measure that would change the high school curriculum in public schools throughout the country. It would make classes like art and physical education optional and increase class time. The students also are against a proposed constitutional amendment, known as PEC 241, drafted by President Michel Temer, that would cap government spending for 20 years to reduce budget deficits and pay the country's debt. "We can't just sit back with our arms crossed," Ribeiro said. "We know that we need a reform in high school education and the educational system as a whole, but we need a reform that has been debated and discussed and promoted by education professionals." In Parana, 850 of the state's 2,100 public schools were seized by the student movements this month. Lawmakers accused the students of being influenced by leftist leaders who opposed the Temer government, which took office after former President Dilma Rousseff was impeached in August. "This isn't a game for us, we know what we are fighting for. Our flag is education, our only flag is education," Ribeiro said. "We are a nonpartisan movement. We are a student movement for the students." Her speech drew a loud roar of applause from sympathizers in the assembly audience and a scolding from its president, who threatened to suspend the session, when she accused lawmakers of "having blood on their hands" after the death of fellow student Lucas Mota in one of the occupied schools. "I went to Lucas' funeral yesterday and I don't remember seeing any of the faces there that I am seeing today. Not one," Ribeiro said. "Lucas' blood is on your hands. You represent the state." While the Mota incident was isolated and unrelated to the protest movement, Ribeiro took advantage of her time at the lectern to challenge the representatives as they chastised her for her "insults." "I apologize, but the Statute of the Child and Adolescent says that society, the family and the state are the ones responsible for the well-being of this country's youth and for its students." According to the Ministry of Education, 315 schools are still occupied by the student movements. Ribeiro traveled to Brasilia earlier this week and participated in a debate on the disputed constitutional amendment at a senate human rights commission meeting. The amendment, which was approved by the lower house, will be debated on the senate floor this month and is expected to be called to a vote on November 29.

Adaptado de: http://edition.cnn.com/2016/11/01/world/brazil-teenana-julia-ribeiro/index.html acesso em 09/11/2016.