Why Long Work Hours Don’t Work for People or the Planet via @Alternet

In 1926, U.S. automaker Henry Ford reduced his employees’ workweek from six eight-hour days to five, with no pay cuts. It’s something workers and labour unions had been calling for, and it followed previous reductions in work schedules that had been as high as 84 to 100 hours over seven days a week…

Like shifting from fossil-fuelled lifestyles, with which our consumer-based workweeks are connected, it would have been easier to change had we done so gradually. In 1930, renowned economist John Maynard Keynes predicted people would be working 15-hour weeks within 100 years. We’re clearly not on track to achieve that. As we reach the combined tipping points of overpopulation, resource overexploitation, environmental degradation and climate change, we may no longer have the luxury of taking our time to make necessary changes.

Rather than reducing work hours to spur consumerism, as Henry Ford did, we must reduce both. We have to get beyond outdated notions and habits like planned obsolescence, excessive packaging and production of too many unnecessary goods.

The U.K. think tank New Economics Foundation argues that a standard 21-hour workweek would address a number of interconnected problems: “overwork, unemployment, over-consumption, high carbon emissions, low well-being, entrenched inequalities, and the lack of time to live sustainably, to care for each other, and simply to enjoy life.” It points out that “the logic of industrial time is out of step with today’s conditions, where instant communications and mobile technologies bring new risks and pressures, as well as opportunities.”

Economist David Rosnick, author of a 2013 Center for Economic and Policy Research study on work hours and climate change, argues that reducing average annual hours by just 0.5 per cent per year through shorter workweeks and increased vacation would “likely mitigate one-quarter to one-half, if not more, of any warming which is not yet locked-in.”

Source: Why Long Work Hours Don’t Work for People or the Planet | Alternet

A Collection of Research Articles Curated by @Roosloan

Hawes, Zachary, Diane Tepylo, and Joan Moss. “Developing Spatial Reasoning.” Research Gate. Routledge, Mar. 2015. Web. 3 May 2017. Editor: Davis, Brent

<https://www.researchgate.net/publication/278683097_Hawes_Z_Tepylo_D_Moss_J_2015_Developing_spatial_thinking_Implications_for_early_mathematics_education_In_B_Davis_and_Spatial_Reasoning_Study_Group_Eds_Spatial_reasoning_in_the_early_years_Principles_a>

 

DeBlois, Lucie. “Enseigner Les Fractions : Quelles Précautions Prendre.” TA@l’école. TA@l’école, 01 May 2017. Web. 03 May 2017.

<https://www.taalecole.ca/math/enseigner-fractions/>

 

Francis, Krista, Steven Khan, and Brent Davis. “Enactivism, Spatial Reasoning and Coding.” SpringerLink. Springer International Publishing, 02 Dec. 2015. Web. 03 May 2017.

<http://link.springer.com/article/10.1007/s40751-015-0010-4>

 

Sloan, Ruthie R. “A Case for Coding in Kindergarten.” Math + Code ‘Zine. Math + Code ‘Zine, 20 Jan. 2017. Web. 03 May 2017.

http://researchideas.ca/mc/coding-in-k/?utm_content=bufferd62b0&utm_medium=social&utm_source=plus.google.com&utm_campaign=buffer

 

Kotsopoulos, Donna, Lisa Floyd, Steven Khan, Immaculate Kizito Namukasa, Sowmya Somanath, Jessica Weber, and Chris Yiu. “A Pedagogical Framework for Computational Thinking.” Springer. Springer, 9 Mar. 2017. Web. 3 May 2017.

<http://www.readcube.com/articles/10.1007/s40751-017-0031-2?author_access_token=pKq6AmpF30KBhbCqc56XuPe4RwlQNchNByi7wbcMAY6pWEUyMuEpXi2BUsyRxFpsdNMEU6oh6gA2RGic45qniLmUuKu7Zq6XYro26GnfzGgnIrea0co-Jv6za8HGFe47sh78RuhyXviwNHyLT5-CSg%3D%3D>

Will saving poor children lead to overpopulation? via @Gapminder SB:@Roosloan

In this short video Professor Hans Rosling shows that people living in poverty have many children. The poor families suffer from high child mortality, and the largest population growth occurs where people are poor. When parents expect their children to survive, they decide to have fewer babies. Saving poor children is an important factor in ending both poverty and population growth. The death of children is not holding back population growth. It is one of the reason poor people still have many children.

Source: Will saving poor children lead to overpopulation? – Gapminder

How Did The World Population Change? via @Gapminder SB:@Roosloan

In this short video Professor Hans Rosling shows the dramatic change in the number of babies per woman in the last 50 years. Throughout history, women on average have given birth to more than five babies. In the 1960’s the numbers suddenly started falling, and is now down to less than three. Most likely it will continue to drop down to two or even below.

Source: How Did The World Population Change? – Gapminder

This Week @Roosloan Takes Over @_criticalmath! #onted #mtbos

We had two weeks full of thought-provoking articles curated by @MsALambert and this week kicks off another Twitter Takeover.  This edition is curated by PDSB’s Ruthie Sloan.  Read below to learn more about Ruthie’s thoughts on education.

What is your current professional role?

Gr. 4/5 teacher.

What do you enjoy most about your current role?

Researcher in the classroom. I love the ability to think and connect what is going on in my classroom to what is changing/being thought about in education. Choose your own adventure-story model: I love that teaching is not in any way monotonous: We get to co-construct our own journeys with our classrooms and learning communities.

Why is critical thinking important in the classroom?

TS Elliot said: “Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in infomation?” I think that as a global community/education there is a lag in the rate we are moving forward with access to information vs. the rate we are learning how to distill info into wisdom/think critically about what that info means.

Who inspires you?

Lots of people…. The best ones are the ppl who leave you with more questions than answers- This year Brene Brown and her thinking about the role of vulnerability as a gateway for creativity curiosity innovation and change has made me think deeply about the role in not only classroom communities but PLNS with grade teams/boards/provinces etc…. IF we believe that it is valuable/necessary for student learning how is it translated in our own professional learning?

What are your hopes for education (or math education) in the next ten years?

That it is not a stand alone subject… That we move towards a model of learning/teaching that meets children where they are at- and caters to development vs. grade expectations. That we teach and learn how to ask questions that inspire more questions (or leave us up all night wrestling with more questions) that we have the courage to be vulnerable as educators, learners and thinkers…. that we REFLECT and allow others into our thinking process.