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Learning Outcomes

1.9 and 2.5

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on the environment through the production of clothes.

How might you use this stimulus material in class?

This video provides a great introduction to Fast Fashion - defining the problem and outlining the role of social and financial organisations in the industry.

Support resources: the question quadrant provides open and closed questions to support student discussion.

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Learning outcomes

2.4  Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective

Learning intentions

1. Explain the rights and responsibilities of employers

2. Explain the rights and responsibilities of the employee

3. Explain the term Industrial relations

4. Outline why an employee would join a trade union

5. Explain the different types of Industrial Action

6. Explain the laws that protect employees

Video Links
https://www.youtube.com/watch?
https://www.youtube.com/watch?v=mKflvO_dktE&t=2sv=TJvHeAp1qnw

Worksheet Links
http://www.gillexplore.ie/AcuCustom/Sitename/DAM/090/BB_WS_02.04.pdf

Other possible activities
https://www.scoilnet.ie/uploads/resources/20684/20407.pdf

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Employment Law - Contract of Employment - Employers Duties

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Learning Outcomes

1.9

2.5

Learning Intentions

I will learn about the different ways in which food is produced.

I will learn about the different ways that food waste can be disposed of.

I will understand the problems associated with food wastage.

I will reflect on the impact my actions have on the environment.

How Might You Use This Stimulus Material in Class?

This video allows students to see the effective use of food wastage. It will show statistics in relation to the amount of food that is wasted, and what can be done to ensure that we don't waste food.

It will allow the student to reflect on their own choices and to see what work they can do, to ensure that they are sustainable in their every day practice.

Students will complete a reflective worksheet which they can use to assess what they will do differently or improve upon following this video. We will also hold a class discussion to see what our school environment can do in order to become more sustainable with regard to food wastage.

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What is FoodCloud? Meet founders Iseult and Aoibheann

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Learning outcomes

2.3 and 2.4

Learning Intentions

I will learn about the difference between unpaid work, employment and volunteerism

I will learn about the role of a volunteer

I will learn what self employment is

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Oscar Egan has been on student placement with Volunteer Ireland since the beginning of March. In that time, he has been an invaluable member of the team supporting a number of Team Impact Days and even volunteering to take part…

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Sustainable packaging is a hugely critical and popular consumer topic. With sustainability a difficult topic to communicate on-pack, the packaging itself acts as a vital proxy for the consumer in understanding the sustainability credentials of a brand and/or a product. It is becoming a must have in certain markets, especially in the prepared consumer food space. Brands should consider what materials could be used to keep the product hygienic, but that can be easily broken down or recycled.

Learning outcomes
1.9

Learning Intentions

I will learn about the different ways in which food is produced.

- I will learn about the different ways that food waste can be disposed of.

- I will understand the problems associated with food wastage.

Students learning

Sustainability practice in society
Challenge encourages the creation and practice of everyday healthy sustainable habits.

It will allow the student to reflect on their own choices and look at their community and to see what work they can do, to ensure that they are sustainable in their every day practice.

- Students will complete a reflective worksheet

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The Little Milk Company and Sustainability

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Learning Outcomes

1.1, 1.7 and 2.4

Learning Intentions

I will learn about the impact of needs and wants on others throughout the world.

I will learn about my responsibilities as a consumer.

I will learn about the rights and responsibilities of employers.

How might this stimulus be used in class?
Class 1

Before the video (5 mins): Students (in pairs) discuss if there is any product they would not buy because they heard it was produced unsustainably.

Play the video (20 mins): The video (although a little long - 20 minutes) gives a great insight into the story behind the runners students buy in the shop.

After the video (15 mins): The students go back into their pairs to give their reaction (and write their reactions on a worksheet provided by the teacher).

Class 2

Research (20 mins): In their pairs (same as the previous class) they use the school tablets to research any companies that were found to be treating workers badly. They make a note of these AND how/if it was resolved (the idea being that when consumers became aware of the issue that sales fell until the company changed their practices).

The pairs share their findings with the class (20 mins).

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Nike Sweatshops: Behind the Swoosh is the ultimate video for exploring the sweatshop issue. Using Nike as a case study, the film documents first hand the widespread and oppressive and exploitative labor practices in the developing world.

Used as a resource by faculty members and community leaders across the country, Behind the Swoosh is appropriate for use in classrooms, libraries, conferences, churches, community centers and union halls.

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Nike Sweatshops: Behind the Swoosh is the ultimate video for exploring the sweatshop issue. Using Nike as a case study, the film documents first hand the widespread and oppressive and exploitative labor practices in the developing world.

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Inequality and Child Slave Labour in the Democratic Republic of Congo.  - So where does the Litium for Apple to make your I Phone come from?
Is it fair and equitable?

Are you going to do anything about it?

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The consumer becomes the "prosumer"

Already, we're adopting new ways to generate and consume energy, including the way we drive our cars and heat our homes. The power of supply is now in our hands.

In the home, we can harness the power of the sun with the introduction of solar panels to provide electricity and to heat our water. Solar Photovoltaic (PV) panels are fast becoming a common sight on Irish rooftops, providing clean energy from the sun. Well-installed systems can produce up to 60pc of hot water demand per household over 12 months or 50pc of a household's annual electricity.

Consumers are now becoming "prosumers," which means they're simultaneously consuming and producing a product. In this case, that product is energy. By producing our own energy, we're also saving money on our utilities.

A typical three-bed, semi-detached house would save approximately €220 per year on electricity bills by investing €1,800 on a solar panel system. Heat pump technology, which is more than 30pc cheaper to run than a gas or oil boiler, is another energy-efficient way that Irish homeowners are adapting to heat their homes.

Heat pumps are powered by electricity and work by extracting heat from the air or ground outside the house and transfer it indoors at warmer temperature. Homes have to be well insulated and relatively airtight for heat pumps to work effectively.

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How Ireland is leading the way to a clean energy future

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Already, we're adopting new ways to generate and consume energy, including the way we drive our cars and heat our homes. The power of supply is now in our hands. In the home, we can harness the power of the sun with the introduction of solar panels to provide electricity and to heat our water.

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Financial remuneration - Staff tips - for Employees or Business?

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Financial remuneration - Staff tips - for Employees or Business?

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Learning Outcomes

1.13 & 2.4

Learning Intentions

I will learn how to calculate my income and expenditure and assess my financial position.

I will learn my rights and responsibilities as an employee and the rights and responsibilities of my employer.

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Learning Outcomes

2.3, 2.4

Learning Intentions

I will learn about employment law

I will learn about the rights/responsibilities of employers/employees

I will learn about employers responsibility with regard to health & safety and provide a safe working environment

How might you use this stimulus material in class?
This video provides a brief investigation by the Guardian journalists into the working conditions in Qatar in preparation for the upcoming 2022 World Cup

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Migrant Workers in Qatar - Trapped in Slave-like conditions as they work for World Cup 2022

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Learning Outcomes
2.3 and 2.4

Learning Intentions
I will learn about the rights and responsibilities of employees
I will learn about the rights and responsibilities of employers
I will appreciate that rights brings responsibilities

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In the newest season of RTÉ’s long-running series Eco Eye, host Duncan Stewart is joined by ecologist Anja Murray and Dr Lara Dungan to explore critical environmental issues impacting Ireland and abroad.

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Theme: Packaging
Learning Outcomes:
1.9

Learning Intentions:
1. Identify the role sustainable packaging can play in protecting our environment.
2. Assess how unsustainable packaging negatively affects our environment.

Students will fill out a reflective sheet. A discussion will also be held.

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Can we turn the tide of plastic packaging? | Rethink Sustainability

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learning outcomes

1.9: Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

3.6 Explain how economic growth can impact positively and negatively on society and the environment and justify the promotion of sustainable development

learning experiences

I will learn about sustainable clothes production

I will analyse different companies efforts to meet UN goals on my own shopping habits

I will examine ethical responsibilities of companies

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Sustainable Innovation | Nike Innovation 2020 | Nike

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Learning Outcomes
1.1, 1.9 and 2.5

Learning Intentions
1. I will learn about consumer responsibilities
2. I will reflect on the impact of my shopping
3. I will learn about the impact business have on the environment through the production of food
4. I will learn different methods of recycling and eliminating food waste

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How can how we solve the planet's food waste problem? - BBC News

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Learning Outcomes

2.5 & 3.10

Learning Intentions

How enterprises are shifting towards the use of renewable energy sources.

The benefits and costs associated with the move to clean energy.

The positive impact businesses have on the environment.

How might you use this stimulus material in class?
This video provides a great introduction into how businesses will be 100% clean energy by the year 2040.
Support resources: The question quadrant will provide open and closed questions.

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Clean Energy Experts: 100% Renewable Energy Could Come Before 2040

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Leaning outcomes
2.1
2.5

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Learning Outcomes
1.7 Distinguish between and appreciate their rights and responsibilities as consumers
2.8 Devise and apply a marketing mix in order to promote a new or existing product
2.10 Use their knowledge and information from a range of media sources to discuss current economic issues and present an informed view

Learning intentions

I will learn how to make sustainably informed decisions when buying.

I will reflect on the impact of our decisions on ourselves, those around us and the world.

How might you use this stimulus material in class?
To start a discussion on how important packaging is to our decision to buy?
What alternative ways can a business attract buyers rather than packaging?
When given aa choice to buy with or without extra packaging which do you choose?

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Unpacking the Shift to Sustainable Packaging

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Learning Outcomes:

1.9

2.5

Learning Intentions:

I will learn about consumer responsibilities

I will reflect on the impact of my shopping

I will learn about the impact businesses have on the environment through packaging decisions

How might you use this stimulus material in class?

These images provide a good stimulus to start a discussion on the ethics behind packaging decisions

Can be analysed through a discussion exploring both the consumer and enterprise perspectives

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Exploring alternative food products made with food that would have gone to waste.

Learning Outcomes
1.9
2.5

Learning Intentions
- At the end of this lesson you should be able to identify the hard of food waste
- Discuss the various alternative methods of intercepting food waste
- Value food in terms of how shape and size does not mean 'bad' food
- Recognise the pandemic of food waste

How might you use this in class?
- Show the video and ask students to guess how much rice, bananas etc gets wasted (detail in video). Once the video plays students usually are shocked and therefore engaged in the lesson
- Task the students to find a food that is wasted a lot and try and give an alternative use for it.

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Taste Testing The Latest Food Trend Products Vol. 7

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Learning Outcomes
2.4

Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective

3.7 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

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Learning Outcomes:
1.9:Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development
through consumer behavior

3.10 Use their knowledge and information from a range of media sources to discuss current economic issues and present an informed view.

Learning Intentions:
-Appreciate the need for sustainable development
- Understand how my consumer choices can impact the world.

How might you use this stimulus material in class?
- Gauge prior knowledge, Brainstorm definition of sustainability, choices we have as consumers, fast fashion
Video- Outlines fast fashion and how buying "cheap" clothing is not always cheap and bares a cost on others.
-Class discussion on video.
- Group work on what we can do as consumers to be more sustainable.
- Research a local business on how they are sustainable

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The True Cost: Who Pays the Real Price for YOUR Clothes | Investigative Documentary

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Learning Outcome 1.9

Learning Intentions
Learn about Consumer responsibilities
Learn about the impact of my consumer choices.
Learn about the methods of reducing Food Waste

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FoodCloud launches their Hub in Galway for the West of Ireland

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Child Labour - The Dark Side Of Chocolate (video)

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Child Labour - The Dark Side Of Chocolate (video)

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Learning Outcomes
1.1 Identify needs and wants and extent to which realising their needs and wants may impact on individuals and society
1.7 Rights and responsibilities as a consumer
1.10 Impacts of globalisation and new technology on consumer choice
3.7 Implications of globalisation

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Learning Outcomes

2.7 and 2.8

Learning intentions

I will learn about market research

I will learn about the responsibilities organisations have for the environment and society

I will learn advertising in the marketing mix

How might you use this stimulus material in class?

This video provides a great introduction into the founding of Veja. It is narrated by the two co-founders. They talk about the mission statement of their company - to make shoes that are socially, environmentally and financially sustainable by eliminating advertising costs.

It shows the founders conducting market research in Brazil to find sustainable materials for their shoes

It is a 10-minute video with a lot of information so I would watch it in 2 minute clips and explore the content using a question quadrant in pairs

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1.9
2.5
3.10

- Class Discussion
- Group work
- Research and come up with ways to overcome fast fashion

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Is fast fashion destroying our environment?

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Learning Outcomes:
2.3
2.4

Learning Intentions
I will learn about different types of work. (volunteering, paid and employment)
I will identify my rights for each type of work.

# data[].attributes.attachment_link.title
How should workers' rights be protected during the pandemic? | Inside Story

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Learning outcomes
1.9 and 2.5

Learning Intentions
I will be able to define the difference between a want and a need.
I will learn about sustainable clothes production.
I will examine the alternatives to fast fashion.

This article would be an example of an alterative to fast fashion. It is a recent development and tries to reduce fast fashion waste amongst consumers.

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Sign up for alerts from The Irish Times

Just click on "Allow Notifications" on the message appearing on your browser to activate them.

We will send you a quick reminder in the future, in case you change your mind.

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Brown Thomas launches rental service for special-occasion clothing

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Sign up for alerts from The Irish Times Just click on "Allow Notifications" on the message appearing on your browser to activate them. We will send you a quick reminder in the future, in case you change your mind.

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Learning Outcomes
2.5

Learner Experience
Interview a local business that was affected by the flood
Shop local- why is this important for our community?

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After storm force winds batter the country Crossmolina in County Mayo experiences the worst flooding in the town for years.

Storm force winds have been battering Ireland, leaving one person dead, disrupting air and sea travel and knocking out power supplies. Many roads have become impassable and in some areas families had to leave their homes. Fifteen thousand homes were left without electricity supplies, mainly in the midlands and in parts of Leinster. Dublin Airport cancelled 89 flights and diverted 31.

Emergency services tried to minimise the damage in Crossmolina in north Mayo. However, over twenty shops, pubs and houses were flooded.

Twelve hours of torrential overnight rain left much of the centre of Crossmolina under water by day break.

Assistant Chief Fire Officer for County Mayo David Brady outlines the efforts undertaken to protect the town. Four streets are flooded with up to two feet of water.

Furniture shop owner Francis Grogan faced the heartbreaking site of a flooded carpet showroom with at least €200,000 worth of damage. In the lead up to Christmas, business should be booming but everything in the shop has been destroyed by the flood water.

Everything is gone.

Publican Noel Moffett said that he and his staff did their best to fend off the flood water but it was impossible.

Local politicians say that something has to be done to protect towns vulnerable to flooding. Fine Gael TD Enda Kenny said that there is a requirement for a ready made store of up to ten thousand sand bags. Fianna Fáil County Councillor Frank Chambers said that Mayo County Council along with the Office of Public Works (OPW) need to deal put a plan and money in place to deal with floods in the region.

The cost of the damage caused by the floods in Crossmolina is estimated to be well in excess of a million Euro. Residents now face the unpleasant and challenging job of removing contaminated water from their homes.

An RTÉ News report broadcast on 3 December 2006. The reporter is Jim Fahy.

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After storm force winds batter the country Crossmolina in County Mayo experiences the worst flooding in the town for years. Storm force winds have been battering Ireland, leaving one person dead, disrupting air and sea travel and knocking out power supplies. Many roads have become impassable and in some areas families had to leave their homes.

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Learning Outcomes:
3.6 Explain how economic growth can impact positively or negatively on society and the environment and justify the promotion of sustainable development.

Learning Intentions:

Explain the positive and negative impact fast fashion has on society

How can we as a country promote and develop sustainability in our country and what are the ethical impacts on this.

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Fast Fashion - Economic, Social & Environmental 

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Fast Fashion - Economic, Social & Environmental 

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Learning Outcomes 2.5

Learning Intentions:
-Research the impact different companies are having on sustainability

Students will consider clothing purchases they have made in the last 12 months. Using the Good on You app (and other sources), students will write a report on the impact that this business has under the headings; Economic, Environmental and Social Responsibilities.

Students can also, as a class come up with their own 'Ethical scale' for future purchases. What areas should consumers be thinking about when wanting to make better and more sustainable choices.

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Good On You is your trusted source of sustainability ratings for fashion. Join more than a million people worldwide using Good On You to shop better and create a sustainable future.

The Good On You app gives you the power to easily check the impact of your favourite fashion brands on the issues you care about. Use the app to discover better alternatives, learn more about ethical fashion shopping, and get exclusive offers from the best brands.

Browse over 3,000 brands, all assessed against our comprehensive rating system. Each brand receives an easy-to-understand rating out of five, from 'We Avoid' (1) to 'Great' (5), and individual scores for its impact on people, the planet, and animals.

If the brand you're looking for isn't listed yet, just hit a button and we'll rate it! And if your favourite brand doesn't make the grade, use Good On You to find sustainable alternatives that meet your needs. You can also use your consumer power by sending a message to brands, urging them to do better.

Just window shopping? Good On You is the world's best source of ethical fashion knowledge: use the app to find sustainability tips, guides, and style edits, and stay up to date with the latest in eco-conscious fashion.

**At a glance**

Find out how 3,000 brands impact on people, the planet, and animals. New brands added every month.
Discover new ethical and sustainable fashion brands that will make you look good and feel great.
Save on sustainable fashion with exclusive offers from high-rated brands.
Read news, tips, and style edits from the world of ethical fashion and lifestyle.
Make your voice heard by sending feedback to brands.

**What they're saying**

"Good On You is my benchmark for ethical shopping." - Emma Watson

"Ethical shopping just got a whole lot easier." - Refinery 29

"Good On You is the place to find brands making genuine efforts to curb their carbon footprint." - New York Times

"Good On You is a must-download for anyone trying to buy better." - Dazed

"The free Good On You app is a useful guide to everything from vegan materials, to how a brand is performing in terms of labour conditions or animal welfare." - The Guardian

Version 5.27.0

Suggestions !

I really love the overall aesthetic and the agenda of this app! However one thing I feel that can be improved in terms on the app's user friendliness is to add a " favourites " button / feature. This will allow easy access to articles that users find meaningful / useful or may want to look back on it to recollect their thoughts. With this feature, users will not need to worry about that particular article being lost in the new article updates. I hope this little suggestion helps !

Hi there, thank you so much for trying out Good On You and for your feedback.

You can find the "Favorite" button on the brand's page. All your favorite brands are then listed in your "Favourites" list, which you can find in the menu bar at the bottom of your screen. It's a very interesting idea to add a similar feature for articles, we're always looking for ways to improve the app so we'll be taking your suggestion into account!

If you have any other suggestions as you use the app, please send us an email at info@goodonyou.eco!

Cheers,
The Good On You team

App seems outdated

App was working well for me, providing me with informative information and breaking it down to different sections for each brand.

However, recently the app hasn't been working and is unable to load all the informations of the various brands. Hope that this could be fixed soon so that I can continue to use the app again soon.

The developer, Good On You Ltd, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Linked to You

The following data may be collected and linked to your identity:

Data Not Linked to You

The following data may be collected but it is not linked to your identity:

Privacy practices may vary based on, for example, the features you use or your age. Learn More

Information

Provider

GOOD ON YOU PTY LTD

Compatibility

iPhone

Requires iOS 12.0 or later.

iPad

Requires iPadOS 12.0 or later.

iPod touch

Requires iOS 12.0 or later.

Mac

Requires macOS 11.0 or later and a Mac with the Apple M1 chip.

Family Sharing

Up to six family members will be able to use this app with Family Sharing enabled.

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‎Good On You is your trusted source of sustainability ratings for fashion. Join more than a million people worldwide using Good On You to shop better and create a sustainable future. The Good On You app gives you the power to easily check the impact of your favourite fashion brands on the issues you...

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Is fast fashion destroying our environment? - YouTube

Learning Outcomes
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour.
2.5 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective.

Learning experiences:
I will be informed about the impact of my consumer behaviour has on others .
I will learn about the negative impact of an organisation has on the community.

How to use stimulus material in class
The video will give an introduction and understanding of fast fashion.
Class discussion on the impact the video has on them.
Group work on how they as consumers can become more sustainable.

# data[].attributes.attachment_link.title
Is fast fashion destroying our environment?

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Learning Outcomes:

1.9

2.5

Learning Intentions

To examine the impact of consumer behaviour on others

To evaluate how the consumer can contribute to sustainable development

To recognise the negative impacts of an organisation on a community

Stimulus Material

Assess level of understanding of key terms through class discussion

Video will introduce students to and give better understanding of concept of Fast Fashion

A question quadrant will be used to support student discussion. Students will work on this individually and then discuss findings

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The environmental impact of fast fashion

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Learning outcomes
1.9
Learning Intentions
I will learn about alternative packaging methods.
Examine the environmental impact of alternative packaging methods.

Article:
This article is a good example of an alternative packaging method that is environmentally sustainable.

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Boora Bainne Milk Company - a dairy company with an interesting twist - kicks off today (Friday, July 30), as it opens its milk vending machine service to the public to get milk - fresh from the cow.

The company is the creation of Offaly dairy farmer Paul Molloy on his farm, located in Boora, Co. Offaly, near the well-known local tourist attraction Lough Boora Discovery Park, on the road between Blue Ball and Cloghan.

Opening at 10:00a.m this morning, the Boora Bainne project is the culmination of months of hard work and preparation to offer consumers the freshest milk possible.

Speaking to Agriland, Paul explained how the idea came about, as he looked into farm diversification:

"I was actually looking at different alternatives that I could do here on the farm and I couldn't really find one that would generate enough money to make it worthwhile.

"I travelled up to one in the North last August and I was happy enough; I said I'd take it further so I went across to England, to Somerset, last September to look at set-ups over there. I spent two days looking at different models and different pasteurising set-ups.

"One farmer was putting about 2,000L a day through vending machines - he had one on the farm and some in Bath and another in Bristol, in the bigger cities down around Somerset."

In terms of the setup that Paul settled on, the dairy farmer explained that there is one milk dispenser - equipped to sell both milk and milkshakes - and a vending machine dispensing reusable glass bottles. Both accept debit card.

Milk from the machine is priced at €1.50/L and the reusable glass bottles are €3 each.

Explaining that, while the concept is fairly simple, the logistics provide more of a challenge, Paul said:

"Some people had integrated machines selling milkshakes and putting flavours through the milk. The machine I bought was from a UK company. They're made out in Somerset as well - the Daisy vending machine.

"It has four integrated flavours in it [for milkshakes] that are interchangeable. There's three set flavours: strawberry; chocolate; and banana - and then there's what they call the rotating flavour, you change it every week to keep the social media thing fresh."

The machines are located in a little wooden hut that Paul built. Meanwhile, the milk is pasteurised in a little room located beside the milking parlour.

"The milk goes out when we're milking in the morning; it's taken directly off the line. It's more efficient than cooling the milk and then having to heat it back up again," Paul explained.

"It goes into the pasteuriser at 35° and it goes up to the Critical Control Point (CCP) of 63° for 30 minutes. That's working away when I'm milking. I do it at the start of milking or during milking. That machine cools it when it reaches the CCP, it starts cooling then.

"Then the milk is filtered, goes into two little containers; I got two 100L containers with wheels on them. The box is filled and brought over into the chilled vending machine then."

Paul, who milks 130 New Zealand-Friesian-Jersey-cross cows, intends on seeing what demand is like for the machine, with the rest going to the co-op.

"I don't know what the demand will be but anyone I've talked to - weekend demand is about twice what weekday demand is - but most people I've talked to have probably underestimated the amount they sold or thought they were going to sell, and ended up updating the machine after the first year."

In addition, the sustainable approach of the reusable glass bottles is proving to be a good selling point, with interest voiced from local cafes and zero-waste shops.

When asked what the plans are going forward, the Boora Bainne businessman was clear: "The only focus I have really is to maintain quality.

"The number one focus I have is not on sales, just quality. I'm going to focus on the product and hopefully it'll sell itself.

"A lot of people get caught up with it and think it's a quick buck - but when you get into it, you'll see it's different from farming. You're supplying a ready-to-eat/drink product; it's a different kind of standard really."

In terms of advice for those thinking of taking a similar path, the Offaly farmer stressed the importance of getting in a good food safety consultant - in his case local consultant Jolene Minogue:

"I don't think I would have been able to deal with all the legislation and requirements myself. You just wouldn't unless you're trained in that business."

In terms of costings, it is not a cheap venture:

"I started with some second-hand equipment, the pasteuriser, and did most of the work myself - but if someone was looking at setting up and had to build a greenfield pasteurising site, you wouldn't feel €100,000 going on that kind of a project.

"It didn't cost me that but still, you could expect between €70,000 and €100,000.

"It's not just a 'quick buck' sort of a thing; there's a fair commitment in it.

"If anyone is thinking of it, it's not just something you're going to set up, leave there and walk away from - it's labour intensive for the first while anyway until people get used to the concept.

"For the first month or two there will be someone standing with it; I'll see how it goes," Paul concluded.

For those interested in learning more, Boora Bainne is on both Facebook and Instagram.

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Boora Bainne: Farmer goes the vending machine route in Offaly - Agriland.ie

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Boora Bainne Milk Company - a dairy company with an interesting twist - kicks off today (Friday, July 30), as it opens its milk vending machine service to the public to get milk - fresh from the cow. The company is the creation of Offaly dairy farmer Paul Molloy on his farm, located in Boora, Co.

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Learning Outcomes
2.4-Distinguish between the rights and responsibilities of employer and employee from a legal, social, environmental and ethical perspective.
2.3-Differentiate between employment ,work and volunteering , identifying identifying and describing features, benefits, rewards and careers within each

Learning intentions
To understand employee rights in the workplace
To understand the importance of volunteering and the benefits it brings to the local community and society.
To understand that many voluntary organisations rely on fundraising as a form of finance

Explanation:
Link with RNLI as students would be familiar with this local organisation.
Remind the students that to contribute to the local community, they may decide to volunteer in local organisations and discuss the benefits of this for them.

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Roughest RNLI lifeboat rescues in huge waves and stormy seas

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Boycotting 'Unethical' Businesses Group Activity

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Boycotting 'Unethical' Businesses Group Activity

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Learning Outcomes:

1.9

2.5

2.4

Learning Intentions:

I will learn about the impact of consumerism and what it means to be an ethical/responsible consumer

I will learn about the impact that businesses have on their employees and society

How Might You Use This Stimulus Material in Class?

Group Activity: Put together a company profile (poster, Powerpoint, video, etc.) of one of the companies on this boycott list

Include the name of the company, the industry it operates in and their USP. Then answer the following questions:

1. In your own words, what have they done that is unethical?

2. Do you agree with the boycott? Why/why not?

3. What alternative is there to supporting this company?

4. What difficulties might consumers face in supporting the boycott?

Extension Individual Activity:
•Do you believe it is possible to boycott unethical companies? Why/why not?

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From combatting human rights abuses to protecting animal rights, boycotts exert economic pressure on some of the biggest companies to change their practices. They have seen repeated successes and played an important role in ethical consumption since the movement to boycott South African products during the Apartheid in the 1980s.

In this list, we introduce our own campaign to boycott Amazon for its dodgy and unfair tax policy. As well as providing some more information on some of the world's best-known boycott campaigns, from Israel to Trump.

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From combatting human rights abuses to protecting animal rights, boycotts exert economic pressure on some of the biggest companies to change their practices. They have seen repeated successes and played an important role in ethical consumption since the movement to boycott South African products during the Apartheid in the 1980s.

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Learning outcomes:
3.6 Explain how economic growth can impact positively and negatively on society and the environment and justify the promotion of sustainable development
3.7 Debate the implications of globalisation of trade, including the benefits and challenges of international trade

Learning intentions:
Students will be able to:
- Understand the impacts of economic growth on society and the environment
- Appreciate the importance of sustainable development in Ireland and throughout the world
- Outline the benefits and drawbacks of transnational companies to the countries in which they operate

Learning experiences:
- Video on impact of fast fashion from economics perspective, questions & class discussion
- Article/case-study, questions

Stimulus materials:
Video: https://youtu.be/g3gXvqN23Vc (from 2mins 25sec)
Article: https://www.fastcompany.com/90640964/what-would-happen-if-the-world-stopped-shopping

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Fast Fashion Lesson THINGLINK Stimulus. Based on Unicef Lesson

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Fast Fashion Lesson THINGLINK Stimulus. Based on Unicef Lesson

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Learning Outcomes:
2.5 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

3.6 Explain how economic growth can impact positively and negatively on society and the environment and justify the promotion of sustainable development

3.7 Debate the implications of globalisation of trade, including the benefits and challenges of international trade

Learning Intentions

I will learn about consumer responsibilities and the positive and negative impacts of my shopping.

I will learn about the impact businesses have on the environment through the production of clothes.

I will learn about sustainability and ethical issues in clothing production.

I will learn about the impacts of globalisation on workers.

TASK
Group work: Strategies for Change

Step 1: Divide participants into three or more strategy groups assign each group a video to watch (3 Videos). Ask them to write down and discuss the main strategy outlined in the video to deal with fast fashion and or overconsumption. Each group should devise an elevator pitch for their strategy. (A short, well crafted, 1-2 minute pitch, describing the strategy and why they should adopt it)  (15 minutes)

Step 2: Ask each group to present their elevator pitch for their video/strategy to the wider group. (12 minutes)

Step 3: When all groups are finished, ask for a show of hands, on whether participants are likely or interested to adopt each strategy.

Extension: Ask participants to research new ways of manufacturing clothing, bio-fabrication.

https://www.thinglink.com/scene/1555897965371981825

From Unicef

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Learning Intentions.
* That students understand the rights of workers.
*Firstly, not just the minimum wage but a "fair wage" which should be at least equal to the living wage.
*Secondly, equal opportunity which does not mean just promotion but also equal opportunity to upskill by being sent on courses
*That workers are entitled to good working conditions. Nowadays this could flexi-time and especially working from home.
* All workers should be entitled to a decent standard of living which means access to housing.
-- Did'nt get time to finish.