Monday, September 26, 2016

G11 - Week 7 - Day 1

In-class work
  1. Work on ch. 3-4 commentary assessment
  2. Hand in hardcopy by end of class

From the blogosphere

  1. Firms that Discriminate are More Likely to Go Bust
  2. Is Sustained 4 Percent Annual Real Growth Achievable?
    1. “As we noted in our 16 Myths document, the last time the U.S. had 4 percent growth on average for 25 years was 1940-1964. And in the modern context with an aging population and a large percentage of women now already in the labor force, pursuing a number of pro-growth policies mentioned would only achieve about 3 percent real growth at best over the long run. Therefore, it would be very difficult to achieve sustained 4 percent annual real GDP growth.”
  3. These charts prove that the world is getting dramatically better, not worse

Currently Reading

Education for Sustainable Happiness and Well-being

Education for sustainability is more than just a new curriculum. It is about how the content and process of education can be interwoven with real-life contexts to create opportunities for young people to take the lead in building sustainable communities and societies. Peter Senge (2014, p. 325) 
Peter Senge (2014) recounts the story of 12-year-old Analise during a student presentation evening. There were 250 people gathered to hear about the students’ sustainability projects. Analise represented her group and briefly described the wind turbine project that she and her peers had created at their middle school. Installing the wind turbine had involved many of the steps that Zhao (2012) outlined in product-oriented learning, including a presentation to the principal and the town’s mayor, as well as garnering expertise from parents to explore engineering and investment options. The scope of the project itself is impressive. Even more impressive is her wisdom and courage to challenge the adult audience. Senge tells us that once her presentation was finished,  
Analise set aside her notes and standing calmly, some 75 pounds of fierce determination said, “We children are often hearing that ‘you children are the future.’ We don’t agree with that. We don’t have that much time. We need to make changes now. We kids are ready, are you?” (Senge, 2014, p. 328)  
Analise is absolutely right. We need to make changes now. Muddling along with small revisions to curricula here and there is drastically out of step with the pressing need for educators to demonstrate greater leadership in sustainability education. (p. 85)

1 comment:

  1. Elasticity and Inelasticity could describe how changing in price influence the changing in quantity. Demand of Elasticity means when price increases, the quantity increases a lot; when price fall down, the quantity will drop down a lot, such as some necessaries. For inelasticity, when price increases, quantity will increase a little; when price decreases, quantity will decrease a little, such as some luxuries. If (the changing in price)/(changing in quantity) smaller than 1 bigger than 0, it is inelasticity; when it bigger than 1, that is elasticity; when it equal to 1, it is unit elasticity