Module 9 Consumer education - APCEIU

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Q7: What role might media studies play in in student learning about these questions, issues or problems Activity 4 - Driving forces of increasing consumption Q8: Calculate the proportion of global consumer spending by the middle 60% of income earners in the world. Q9: What is the message of the formula: I = C x T x P Q10: How might you use this formula in your teaching about consumption Q11: Summarise the roles that the following ‘driving forces’ play in promoting unsustainable levels of consumption: Globalisation Population growth <strong>Consumer</strong>ism and personal identity Teaching and Learning for a Sustainable Future ©UNESCO 2001
The work-and-spend cycle Alienation from nature Changing technology Rising living standards in the South Q12: Suggest ways in which three driving forces of consumption could be reoriented to promote sustainable consumption. Driving force Reorientation to promote sustainable consumption Activity 5 - Ecological Footprints Q13: Investigate the Ecological Footprint of your country in relation to two other countries: (i) one with a similar footprint, and (ii) one that has a contrasting footprint. Q14: Contrast the ecological deficit of the countries that have the largest and the smallest Ecological Footprints. What pattern do you find How can this be explained Q15: What is the size of your Ecological Footprint Teaching and Learning for a Sustainable Future ©UNESCO 2001
Page 1 and 2:
Introduction As with issues of citi
Page 3 and 4:
OECD (1997) Sustainable Consumption
Page 5 and 6:
Begin by opening your learning jour
Page 7 and 8:
Population - Whose Problem Source:
Page 9 and 10:
Begin by opening your learning jour
Page 11 and 12:
World Bank economist, Herman Daly,
Page 14 and 15:
Consumption Does Not Guarantee Happ
Page 17 and 18:
Many Poor People Live in the Most A
Page 19 and 20: A Story About Economic Growth and t
Page 21 and 22: Many Polluting Industries are Movin
Page 23 and 24: Environmental Costs The producton o
Page 25 and 26: Begin by opening your learning jour
Page 27 and 28: Why are the Resources Impacts of No
Page 29 and 30: Thus, while consumption may be a ca
Page 31 and 32: Wants Wants are the goods and servi
Page 33 and 34: Globalisation Globalisation is more
Page 35 and 36: Changing and Improving Products and
Page 37 and 38: Changing Patterns of Household, Gov
Page 39 and 40: Begin by opening your learning jour
Page 41 and 42: Many countries greatly exceed the f
Page 43 and 44: Q15: What is the size of your Ecolo
Page 45 and 46: The American Footprint ... Estimate
Page 47 and 48: Compound Footprinting The most robu
Page 49 and 50: Consume less by consuming less per
Page 51 and 52: Country Population (1995) The Ecolo
Page 53 and 54: How and why to teach with the Ecolo
Page 55 and 56: How did you score Check your total
Page 57 and 58: Towards a Definition There are many
Page 59 and 60: Taking such principles into account
Page 61 and 62: Use If the product goes into the dr
Page 63 and 64: Sustainable consumption requires ev
Page 65 and 66: Defining Sustainable Consumption -
Page 67 and 68: Q23: Explain how you could adapt th
Page 69: Consumption does not guarantee happ
Page 73 and 74: Activity 7 - Reflection Q22: Answer
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Module 9 Consumer education - APCEIU

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