Month: January 2019

InS 9: Circular Economy Summative

We have been discussing the different aspects and questions related to the circular economy.

“A framework for an economy that is restorative and regenerative by design” to go from linear to circular, like an ecosystem

Now is time to look at some specific examples:

 

Each of you will explain how the circular economy’s system approach is used in the production of the following goods:

You will then be placed in groups where you will need to explain the approach to your peers. 


 

Assessment:

You will re-think or re-design a product or service for a circular economy

  1. Pick a product or service that is currently sold on the linear economy
    1. You can pick anything, from a fruit to a city
    2. Describe the product and all of the waste and negative externalities that are caused by it’s production system
  2. Describe the re-design of the product or it’s
    1. Give a description of the main changes you would apply to the production of the product or service
    2. Suggest ways that your ideas can be implemented in the production of your product
    3. Clearly explain how it applies the principles to the circular economy
      • Design out waste and pollution
      • Keep products and materials in use
      • Regenerate natural systems (imitate natural ecosystems)
  3. You will present your idea to the class as a pitch.
    1. You need to convince your audience that this is a realistic, worthy idea
    2. You may present as a slide show or a video

Things to consider:

  • Who will use it?  Why will they use it?
  • If you are making a product, how does the design of your product consider a flow of materials?
  • If you are designing a service, how does it fit within a circular economy?
  • Describe the relationship you will require with your customers/users.

 

Hyperlink your work here

InS9: How to Fix Negative Externalities: Thinking outside the box

We have discussed global climate change and its causes and consequences

  • What are the main causes of GCC?
  • What are the main consequences?
  • How can we limit the impacts of GCC?
    • How realistic are those solution?

Our statement of inquiry for this unit is:

Scientific and technical innovation produce sustainability and equity of resources

  • Can you think of innovations that could help solve GCC?
  • Can we do so without hurting the economy?

 

Let’s play a game:

PPT 


Discussion: 

  • How is the circular economy better different from the ideas we discussed at the beginning last of class?
  • Do you know any current examples of the circular economy?
  • Do you think the circular economy system is realistic? Do we have other options?

1. Design out waste and pollution

 

2. Keep products and Materials in Use

3. Regenerate natural systems

 

Discussion:

  1. We can’t sustain this ‘take-make-dispose’ model – what’s the solution?

2. What would have to change to make recycling work better?

  • Why might aluminum cans be easier to recycle than other products?
  • Are most of the products you use this simple, or are they more complex?
  • What about packaging?

3. What would have to change to allow for using less to be ok?

 

  • Why might it be hard for a politician to campaign for us to ‘use less’?
  • Is there a way of keeping money flowing around the system whilst not depleting more resources?

4. Could longer lasting products work? How?

  • What would be the effect on businesses, employees and the government if products were designed to last longer?

5. What would we have to change to make efficiency really helpful?

 

  • Why might the overall negative effect on the environment increase, even if the process of production becomes more efficient, and prices drop?
  • What is the difference between an efficient system and an effective system? Which is most sensible to aim for?

6. Although many green products are moving in the right direction, what does the destination look like?

 

  • What is the purpose of ‘green’ products?
  • Do ‘green’ products always help us meet that purpose?
  • Is it easy to make the ‘right’ choices as a consumer?
  • Does the ‘green’ label help us choose, or do we need to become experts in every product to understand their environmental and social impact?
  • Is it really fair that unless you can afford to pay a premium you have to choose unhealthy food, damaging products and polluted skies?
  • What if we changed the system instead, so that all products had a positive impact?
  • Are ‘green’ products always good for the planet? Or are they often ‘less bad’?
  • Are companies acting hypocritically when they produce a ‘green’ range alongside their regular products?

7. How can we change things to make our newest members of the human race welcome on our planet?

 

  • What really impacts population change?
  • What links all of the ‘eco-friendly’ concepts explored in this lesson? They tend to only consider the short-term, they can have negative economic impacts and they all rely on isolated actions, rather than considering the whole system.

8. What are the rules for benign production?

 

  • Can we create an economic system that is as adapted to the environment as this?

InS 10: Summative Assessment: Disorder poster

We have been discussing ways of defining abnormality, and symptoms of various disorders. We will now look  prevalence and how it varies between regions, cultures, age groups  and genders.

You will create 1-sheet comparative report or poster or pictogram on the prevalence of 1 disorder.

Max 400 words

  • Describe the symptoms
  • Explain the current difference in prevalence between two countries or region in terms of :
    • Age
    • Socio economic level
    • Gender
    • Culture
    • Other relevant variable

LIST OF DISORDERS

  • Schizophrenia
  • Addiction (alcohol/substance)
  • Bulimia
  • ADHD
  • Bipolar disorder
  • Autism spectrum disorder
  • Dissociative Identity Disorder (a.k.a multiple personality disorder)
  • OCD
  • Other, with teacher approval

TSC A

Hyperlink your topic choices here

Due date:

  • 10B: Thursday January 31st
  • 10C: Tuesday January 29th

InS8: Impacts of Globalization on Culture

We have been discussing the definition of globalization and it’s impacts on places and people.

Let’s discuss how globalization affects us: PPT

Further discussion:

What topics came back in your discussions?

Were there some disagreements?

  • What is culture?
  • What is your culture?
  • What are the main components of culture?

“Culture can be defined as the total of the inherited ideas, beliefs, values and knowledge which constitute the shared basis for social action” (Paul Guinness, 2011)

It is the way of life of a certain group of people, it makes sense of the world. It can determine people’s attitudes towards issues and give them a sense of identity.  The natural environment has an impact of people’s lifestyle and it turn culture. Cultural differences can create conflict. The source of a cultural trait is called a cultural hearth.

Kwast Model of culture:

Image result for kwast model of culture

Cultural traits can include:

  • Language
  • Customs
  • Beliefs
  • Dress
  • Images
  • Music
  • Food
  • Technology

But as we have seen, globalization results in a mixing of culture.

So Where’s Home? A Film About Third Culture Kid Identity from Adrian Bautista on Vimeo.

In your groups, discuss: Have a consensus, one sentence answer for each question.

  • How has globalization shaped the perspective of your identity?
  • How are TCKs better prepared for today’s world?
  • How can this be seen as a problem?
  • Should all countries/people/culture globalize?
  • Would some people choose not to be a part of the globalized world? Give an example

——————————————–

The Kayapo indians of Brazil are a Native tribe that occupy a vast area of the Amazon rainforest. They have made contacts with the globalized world but are fighting to defend their culture and remain “unconnected”.

  • There are about around 100 uncontacted tribes in the world today.
  • ›There are 27 confirmed uncontacted groups of the Amazon –maybe up to 70
  • ›Around 15 in Peru
  • ›IN S. America alone, the uncontacted population is around 5 000 to 10 000 people – impossible to be exact

Discussion:

  • One of the Kayapo chiefs, Pukatire said: “The only things we need from the white culture are flip-flops, flashlights, and glasses” Discuss this statement
  • Should the Kayapo be protected from Globalization?
  • What are the risk fro them? For the world?

Discuss with your table group:

  • Can you think of other examples of cultural traits that should be protected from westernization?

Image result for number of language per population

Image result for number of language per country

  • What is the importance of language?
  • What risks come from a language dying?
  • What are the benefits of fewer languages?

Summative assessment: The impact of globalization on culture

Hyperlink your work here

InS 9: Externalities of Energy production: Global Climate Changs

The next unit will be about energy production, consumption and conservation.

Part 1:

  • First, what is climate change?
  • What are green house gases? Where do they come from?
  • What is the difference between climate change and the greenhouse effect?
  • What are the consequences of climate change on people and nature?
  • What strategies are used to reduce climate change and its impacts?


In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.

  1. Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9C

Post presentation discussions:

  • Is there a controversy over wether GCC is man-made? What is debatable?
  • Thinking back to the resource game, if each time you created a shape, a negative externality would occur to yourself or another country, what would be the long term consequence? What would be a solution?
  • Who is responsible for limiting GCC?
  • What are some solutions to GCC? How realistic are they?
    • Will it be necessary to think “outside the box”?
  • What will it take to stop/limit/control GCC?

 

 

InS 9: Scarcity

Today we will begin discussions on our new unit on Resources and Scarcity. Our statement on inquiry will be:

Scientific and technical innovation produce sustainability and equity of resources

What does the statement mean to you?
What issues are implied in the statement?
How do you think we will study these issues?

Part 1: We will play the resource game to explore how resources are exchanged and used between countries

Part 2: Questions:

What problems did you encounter in round 1?

  • Essentially scarcity vs. wants
  • Most resources in the world are scarce and there is an finite supply (e.g. oil, clean water and steel).
  • However humans wants are infinite. Even once we’ve got basic needs (food, shelter, clothing) we always want more.
  • The purpose of an economic activity is the production of good and services, with scarce resources, to best satisfy human needs and maximise people’s happiness (economic welfare).
  • It is assumed consumption increases economic welfare, although of course it also depletes natural resources which has it own problems.

What problems did you try to resolve before the 2nd round ? What did you do differently?

  • Who produces what: Who was best at making a specific thing?
  • What to produce: Should the US make more CDs than cars?
  • How to produce: How do we make the best use of our scarce resources?
  • For whom to produce: Whose needs are greatest (who will pay more) and how best distribute the goods and services to them?

But we are not in a prefect world and choices and trade-offs will have to be made. (what do we make, how and for who?) In Economics this is called opportunity cost; the cost of making that trade-off.

What did you need to do well in the game?

In economics, all resources are classified in 4 categories: (These would be different in Geography)

  • Land (including all natural resources)
  • Labour (size and education/expertise level)
  • Capital (human made resources: money, machines, robots, computers, etc)
  • Entrepreneurship (people who organize the factors of production, taking risks in the search for profit)

How did you organize yourselves in round 2?

  • Did one person take charge?
  • Was it a proper democracy?
  • Did anyone not like what they’d been given to do?

These are economic systems:

  • Command economy
  • Mixed Economy
  • Free Market Economy

Exercise:

In groups of 2, find one example in the news where economic exchanges, resource allocation, resource scarcity or trade has impacted the lives of people. Present your findings to the class, drawing parallels to the game.

  • Explain the economic interaction
  • Explain how it affected different stakeholders
  • Explain the game equivalent of the interaction
  • **When possible, try to use the vocabulary defined above.

 

Social cost of economic interactions

InS 8: Intro to Globalization

Statement on Inquiry:

Globalization affects and connects all people and influences an individual’s and groups identity, attitudes and behavior in positive and negative ways.

Concepts:

Change, Global Interactions, Time, place and space, Systems

PPT

Exercise:

In groups of 2 or 3

Find a recent news article demonstrating how one of the following changes

  • Describe the article
  • Explain how the event has increased the connection between two places/countries.
  • Include the positive and negative consequences of the change
  1. Building of a new transport route
  2. Allowing more migration into a country
  3. Increase in trade
  4. Decrease in trade
  5. Rural access to the internet
  6. An outsourcing hub
  7. A forced migration
  8. A voluntary migration
  9. A Transnational corporation opening a company in an LIC
  10. The influence of western music/culture on an LIC

 

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