Youth Xchange Climate Change and Lifestyles Guidebook

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Y o u t hXc h a n g e - C l i m a t e c h a n g e a n d l i f e s t y l e s

Published by the United Nations Educational, Scientific and Cultural Organization (UNESCO), 7,place de Fontenoy, 75352 Paris 07 SP, France and the United Nations Environment Programme(UNEP), United Nations Avenue, Gigiri, PO Box 30552, 00100 Nairobi, Kenya.

UNESCO and UNEP 2011

The designations employed and the presentation of material throughout this publication do not

imply the expression of any opinion whatsoever on the part of UNESCO and UNEP concerning thelegal status of any country, territory, city or area or of its authorities, or the delimitation of itsfrontiers or boundaries.

The authors are responsible for the choice and the presentation of the facts contained in this bookand for the opinions expressed therein, which are not necessarily those of UNESCO and UNEP anddo not commit the Organizations.

This publication may be reproduced in whole or in part and in any form for educational or non-profit purposes without special permission from the copyright holder, provided acknowledgementof the source is made. UNESCO and UNEP would appreciate receiving a copy of any publicationthat uses this publication as a source.

No use of this publication may be made for resale or for any other commercial purpose whatsoeverwithout prior permission in writing from UNESCO and UNEP.

A United Nations Publications. ISBN 978-92-807-3211-5

This guidebook is printed on 100% recycled paper


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AcknowledgementsUNEP and UNESCO gratefully acknowledge the time and effort spent by those involved in producingand commenting on the YouthXchange Guidebook on Climate Change and Lifestyles.

This publication was developed under the supervision of the UNEP Division of Technology, Industryand Economics (DTIE) and the UNESCO Division of Education for Peace and Sustainable Development,and authored by Adam Cade (Susted Sustainability Education Consultancy, UK) and Rob Bowden(Lifeworlds Learning, UK). The publication was designed by Rob Bowden (Lifeworlds Learning, UK).The work was coordinated by Khairoon Abbas, UNEP DTIE, under the supervision of Adriana ZacariasFarah, Programme Officer at UNEP DTIE, and Fabienne Pierre, Associate Programme Officer at UNEPDTIE, as well as Julia Heiss, Programme Specialist, and Bernard Combes, Information Officer, atUNESCOs Division of Education for Peace and Sustainable Development. Special thanks to UNEPs

Kaveh Zahedi, Seraphine Haeussling, Pierre de Jouvancourt and Sophie Bonnard for their adviceand editing assistance, specifically for the climate change sections. Our warm thanks to the SwedishMinistry of the Environment and the Danish Ministry of Foreign Affairs for supporting the realizationof this project.

The YouthXchange Guidebook on Climate Change and Lifestyles, which focuses on the challenges,opportunities and good practices of climate change, is the first in a series of thematic guidebooks.This series is produced for young people and people working with young people, educators, teachers,trainers and youth leaders around the world.

Since its launch in 2001, the YouthXchange Initiative has been working with national partners in 45countries to adapt and translate the YouthXchange training kit on responsible consumption. Nowtranslated into more than 20 languages and distributed worldwide through partnerships with nationalgovernments and local organizations, the guidebook has reached more than 400,000 young peopleworldwide.

For more information on the YouthXchange Initiative: www.youthxchange.net
http://www.youthxchange.net/http://www.youthxchange.net/


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ForewordEvery day, young people are exposed to numerous images and messages that promote models ofunbridled consumption as the key to happy and fulfilling lives. In reality, however, the impacts of

this unsustainable consumption are extremely harmful, contributing to climate change and otherenvironmental challenges, such as rising sea levels, water shortages and food insecurity.

The worlds youth will have a significant role to play if we are to bring about the widespread behaviouralchange needed to shift towards more sustainable lifestyles and consumption habits. It is important foryoung people to understand that behind over-consumption lies increased exploitation of resources,rising poverty, widening inequalities and persistent conflicts, all of which will worsen with climatechange and eventually will minimize their opportunities for a better and sustainable future. The poorestof the poor, those who cannot consume enough to meet their basic needs, are the worst hit by climate

change. Most of these are young people under 24, who make up nearly half of the worlds population,with most living in developing countries.

But young people are determined, creative and have high hopes. They have the energy and willpowerto help make their communities and the world better places and are constantly looking for the bestopportunities for their future. Many of them are concerned about climate change and are ready to takeaction and to look for ideas and guidance on how to change and adapt their lifestyles towards moresustainable ones. Information and education are essential in empowering them and helping themto better understand not only the science of climate change and what is at stake, but also the way

it relates to their daily lives and local environments, as well as to the choices they make, especiallyas consumers. Most young people have already heard about climate change, but many of them stillperceive it as an abstract threat, too complex and too big while in fact its consequences are concrete,like the solutions and behaviours that can be developed to adapt to or mitigate them.

UNEP and UNESCOs YouthXchange Guidebook on Climate Change and Lifestyles aims to answer thequestions that young people aged from 15 to 24 may have, and to inspire them in their daily lives.It explores the interrelationship between climate change and lifestyles through a scientific, political,economic, social, ethical and cultural angle and identifies actions young people might take towards

more sustainable lifestyles. It channels the relevant information related to climate change in a lessabstract and frightening manner, helping young people develop alternate visions and set goals towardsimproving their future. This guidebook provides information, case studies and useful tips around topicsrelevant to young people and their everyday lives, such as food and drink, travel and transport, leisureand entertainment.

At a time when the Earths resources are being depleted faster than they can be replenished, adoptingand promoting more sustainable ways of living that are in harmony with our communities and naturehas never been more crucial. This guidebook supports young people to become advocates and agents

of change for sustainable lifestyles in their respective communities around the world.

Ms Sylvie Lemmet

DirectorDivision of Technology, Industry and Economics

UNEP

Mr Qian Tang

Assistant Director-Generalfor Education,

UNESCO


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Travel and transport (p.36)A world on the move. Transport emissions. Makingbetter choices. Urban public transport. To fly ornot? Touring the planet.

Energy control (p.32)Energy rules. Fossil fuels. Energy choices.Renewable energy. Personal control. Controllingtemperature. Heating water. Controlling light and

appliances.

Food (p.28)A world of opposites. Food miles. Farm animals.Virtual water. Local food. Meat-free meals.Organic food.

Lifestyle choices (p.20)Lifestyles. A world of choice? Ecological andcarbon footprints. Advertising.

ContentsLeisure and entertainment (p.40)Having fun. Organizing low carbon events. Lowcarbon sports. Climate-friendly arts.

Shopping for stuff(p.42)Ethical shopping. Zero waste. Embedded water.Alternatives to buying new. Clothes and textiles.Packaging. Labels.

Money and jobs (p.46)

Money and banks. Banking alternatives. Costof climate change. Buy now, pay later culture.Green jobs.

Connecting with others (p.48)Communicating climate change. Digitalcommunication. Electronic waste. Electronicemissions. Social networks. Communicating withdecision-makers.

Taking action (p.52)Choice of actions. Different impacts. Group action.Campaigning.

Online resources (p.56)Websites and videos.

About YXC (p.61)

YXC Guidebook Series (p.6)Aims of the YouthXchange Guidebook on ClimateChange and Lifestyles. The Guidebook. Thechallenges.

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Learning for change (p.8)Education for sustainable development. ESD,climate change and lifestyles.

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Changing climates (p.10)

Climate and weather. Global temperatures.Human causes. Maintaining ecosystems. Differentscenarios. An invisible threat.

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Changing effects and impacts (p.14)Effect on the planet. Ecosystems. Impacts onpeople. Developed, Emerging and Developingcountries. Young people. Indigenous youth. Girlsand young women. Islanders. The good news.

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Good life (p.24)Consumer culture. Wellbeing and happiness.Consuming the Earth. Low carbon lifestyles.Pessimism.

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1. YXC Guidebook Series

Almost half of the worlds population is under theage of 25, and nearly 90 per cent of them live indeveloping countries. Youth is a critical stakeholderin the global economy and will be the main actorand motor for change in the near future. Thus,the energy, motivation and creativity of youth areessential assets to stimulating change.

Aims of the YXC Guidebook on ClimateChange and Lifestyles:

Explore the links between lifestyles

and climate change; Help young peopleconsider the actions theyshould take towards moresustainable lifestyles;

Support coursesand actions thatpromote greaterunderstanding ofclimate change andlifestyles amongyouth.

Climate Change and Lifestyles is the first in a series of guidebooks supporting theUNESCO/ UNEP YouthXchange (YXC) Initiative, which was created in 2001 to promotesustainable lifestyles among youth (15-24 years) through education, dialogue,awareness raising and capacity building. The series is being produced for youngpeople and people working with youth, such as educators, teachers, trainers andyouth leaders in both developed and developing countries.

The guidebook:

Considers the causes and effects of climatechange and its human impacts and responses,

while connecting them to lifestyle choicesand the technical and social infrastructures ofa society;

Provides scientific, political, economic,social, ethical and cultural perspectives onclimate change;

Explains complex issues in accessible

language supported by facts, graphics,images, examples and web links;

Develops the critical skills young peopleneed to make personal choices to addressthe challenges of climate change.

I am convinced that climate change, and what we

do about it, will define us, our era, and ultimatelythe global legacy we leave for future generations.

We hold the future in our hands. Together, we must

ensure that our grand children will not have to ask

why we failed to do the right thing, and let them

suffer the consequences.

(Ban Ki-Moon, Secretary-General of the United Nations)

The YouthXchange Guidebook onClimate Change and Lifestyles is

downloadable from

www.youthxchange.net

And on the UNEP and UNESCO

websites at www.unep.org andwww.unesco.org

Flickr: HikingArtist.com
http://www.un.org/http://www.youthxchange.net/http://www.unep.org/http://www.unesco.org/http://www.unesco.org/http://www.unep.org/http://www.youthxchange.net/http://www.un.org/


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YXC Guidebook SeriesThe challenges

Young people have immense power to determinethe future of our planet. They can be catalysts for

change, using their power as citizens, consumers,campaigners and change-makers to championalternative ways of living. From across the world,many young people are finding solutions to thechallenges of climate change.

A growing number of young people around theworld are major consumers of clothes, food,

gadgets, communication devices, travel andentertainment. Advertising and peer pressureencourage young people into consumption patternsthat are most often unsustainable and carried,often subconsciously, into adult life. This trendis driven by globalization with increased media,travel, communications and trade influencing evergreater numbers of young people.

For young people in developed and developingcountries, understanding the relationship betweenclimate change and lifestyles can be a challenge.This challenge needs to be addressed so thatpositive changes in lifestyles can happen andour negative impact on the environment can bereduced.

For some young people, however, thesechanges are already happening, either forcedon them directly through changes in their localcommunities, or through the influence of friendsand the media.

The over-arching advantage of youth is an

undeniable optimism that shouts: This will work,

because it has to, because I am going to live throughit. We can feel the momentum: the energy of youth

is shifting the environmental movement faster than

any other force. This movement has a life of its own,

with all arrows pointing forward. The best part is

that were doing it by and for ourselves.

(Zoe Caron, Blogger on Itsgettinghotinhere)

Many young people are aware of the climate

related challenges as one of the defining issuesof their lives and futures. However, others are notbecause climate change remains largely abstractor irrelevant for them.

How can we link lifestyles and climatechange and take action together?

How can we hear the views and seeexamples of other young people who are

directly affected?

This Guidebook is designed to answer thesequestions. It provides a guide to the challengesfacing young people about their lifestyle choicesin response to climate change.

It empowers young people to critically engage

with the complexities of climate change, to formtheir own views, take action and implement theirown initiatives.

The guide has been written to provide backgroundinformation on climate change and lifestyles,examples of causes, effects and solutions fromaround the world, and suggested starting pointsfor engagement and action by young people.

JolantaUktveryte
http://itsgettinghotinhere.org/http://itsgettinghotinhere.org/



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2. Learning for changeEducation is vital in helping young people respond to the challenges of climatechange, but what should this education look like? How will young people

learn?Education for sustainable development

Education for sustainable development (ESD)provides a framework that can help us understandand respond to the challenges of climate change.ESD goes beyond the gathering and storing ofknowledge by encouraging learners to thinkcritically and develop values such as respect for

the environment and other people.

ESD is not education about environment or

sustainable development, but rather education for

sustainable development that includes learning about

values, human rights, good governance, economics

and culture.

(Two concepts One goal Education for international

understanding and Education for sustainable development)

ESD demands that we look at learning in a newway. It views learning as a lifelong process takingplace in various settings. It should transformsocieties so they become more sustainable andjust.

This approach to learning is essential for an issueas complex as climate change where there aremany perspectives, and where actions in onelocation can have an impact on distant peopleand places. Skills such as comparing evidence,listening to different perspectives, understandingconnections and making judgements are essential

for young people to make informed choices, reachconsensus, and collaborate with others to makelifestyles more sustainable.

This approach to education throughout life isbased on UNESCOs Five Pillars of Learning:

Learning to know is about having a broadgeneral knowledge and in depth understanding

of a small number of subjects.Learning to do is about having a main occupationbut being skilled to deal with different situationsand to work in teams.

Learning to live togetheris about understandingother people and our interdependence.

Learning to be is about personal developmentto make better choices and become more

responsible.

Learning to transform oneself and societyis about individuals working separately andtogether to change the world. This meansgaining the knowledge, values and skills neededfor transforming attitudes and lifestyles.

UNESCO, Five Pillars of Learning

My point is simply that education is no guarantee

of decency, prudence, or wisdom. More of the same

kind of education will only compound our problems.

This is not an argument for ignorance, but rather

a statement that the worth of education must now

be measured against the standards of decency and

human survival - the issues now looming so large

before us. It is not education that will save us, buteducation of a certain kind.

(David Orr, Professor of Environmental Studies and Politics)Flickr:CIMMYT
http://unesdoc.unesco.org/images/0015/001507/150703e.pdfhttp://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/five-pillars-of-learning/http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/five-pillars-of-learning/http://www.davidworr.com/more.php?articleid=22http://www.davidworr.com/more.php?articleid=22http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/five-pillars-of-learning/http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/five-pillars-of-learning/http://unesdoc.unesco.org/images/0015/001507/150703e.pdf



ESD, climate change and lifestyles

ESD is now being used to address currentchallenges such as climate change. The UNESCO

Climate Change Education for SustainableDevelopment programme for example, uses ESDto help people understand the impacts of climatechange and to increase climate literacy amongyoung people.

Learning for change towards a more sustainablelifestyle can be summarized in terms of key

understanding, key skills and key attitudes. ESDis a form of education that helps to meet:

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Learning for changeQuality ESD is about:

learning to ask critical questions

learning to clarify ones own values

learning to envision more positive andsustainable futures

learning to think systemically

learning to respond through applied learning

learning to explore the evidence behind bothtradition and innovation.

(Based on Education for Sustainable Development: An

Expert Review of Processes and Learning, UNESCO)

Key understanding Key skills Key attitudes

The interdependent nature of oursociety and life on our planet;

The limited carrying capacity ofour planet;

The value of biological, social and

cultural diversity in maintainingthe wellbeing of our planet andour society;

The role of rights andresponsibilities in a sustainablesociety;

The role of equity and justice in asustainable society;

The presence of risks and the

need for precaution in makingdecisions about our planet andour society.

To understand the relationshipsand connections between issuesin order to make decisions andsolve problems in a joined-upway;

To enable co-operation andcollective decisions even whereviews and power may not bedistributed evenly;

To think critically about problems,issues and situations and toshift thinking from how to makethings less unsustainable, tothe kind of systems and lifestyles

needed to achieve sustainability.

Confidence to take actions andbelieve they will make a positivedifference;

Appreciation that individualbehaviour must be balanced by

our responsibilities as membersof a wider society;

Seeing humanity as part of anatural world with limits andliving in harmony with it as aresource for humandevelopment;

Respect for the biological, socialand cultural diversity that is

fundamental to our world; Caring for self, for others, for

living things, and for our planet.

(From: The Sustainable Development Education Networks Framework for the introduction of Education for SustainableDevelopment)

Look at the wide range of downloadableteaching and learning resources that are listed

in Section 15: Online resources. Try using andadapting some of the activities with small groupsof young people.

Get Active!

The Global University Partnership onEnvironment and Sustainability (GUPES) aims

to promote the infusion of environment andsustainability concerns into teaching, research,community engagement and management ofuniversities and other tertiary institutions.

Case study

Jolanta Uktveryte
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-educationhttp://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-educationhttp://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-educationhttp://unesdoc.unesco.org/images/0019/001914/191442e.pdfhttp://unesdoc.unesco.org/images/0019/001914/191442e.pdfhttp://www.eauc.org.uk/sorted/teaching_and_learninghttp://www.eauc.org.uk/sorted/teaching_and_learninghttp://www.unep.org/training/index.asphttp://www.unep.org/training/index.asphttp://www.unep.org/training/index.asphttp://www.unep.org/training/index.asphttp://www.eauc.org.uk/sorted/teaching_and_learninghttp://www.eauc.org.uk/sorted/teaching_and_learninghttp://unesdoc.unesco.org/images/0019/001914/191442e.pdfhttp://unesdoc.unesco.org/images/0019/001914/191442e.pdfhttp://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-educationhttp://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-educationhttp://www.unesco.org/new/en/education/themes/leading-the-international-agenda/climate-change-education



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3. Changing climatesWhat is the difference between weather and climate? Why is the climatechanging? What human activities affect climate change? What does our future

look like?Climate and weather

Climate and weather have one difference. Weathermeasures the conditions of the atmosphere,through temperature, humidity, wind andprecipitation, over a short period of time (day,week and month). Climate is the average weatherfor a particular region and time period, usually

taken over 30 years. The climate system is verycomplex and studying it does not only meanlooking at what is going on in the atmosphere butalso in the ground, oceans, glaciers and so forth.

Global temperatures

Warming of the climate is certain. Air and oceantemperatures are increasing, snow and ice ismelting, and the sea level is rising. There aremany examples that illustrate the striking changesthat are already taking place because of climatechange.

The expansion of water as it warms, the meltingof glaciers, ice caps and the polar ice sheetsand the runoff water from terrestrial reservoirs

are all contributing to sea level rise. The ArcticOcean, for example, had the least ice of any yearon record in 2007, followed by 2008 and 2009.The likelihood of certain weather events is alsoincreasing. Between 1900 and 2005, rainfall hasincreased significantly in the Americas, northernEurope and parts of Asia, but decreased insouthern Africa and southern Asia.

Warning signs

According to major climate research centresaround the world, the 10 hottest years onrecord have all occurred since 1998.

Sea levels have risen in a way consistent with

the warming since 1961 at an average of 1.8millimetres per year, and since 1993 at 3.1millimetres per year.

(UN Global Environmental Alert Service, April 2011)

In Numbers

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Changing climatesHuman causes

Statistics show that GHG emissions started to risesignificantly in the 1800s due to the Industrial

Revolution and the resulting increased productionand consumption, as well as changes in land use.GHG emissions linked to human activities haveaccelerated dramatically in recent decades, withan increase of 70 per cent between 1970 and 2004alone. Carbon dioxide from the burning of fossilfuels is the largest single source of greenhousegas emissions from human activities. The supply

and use of fossil fuels accounts for about 80percent of mankinds CO2

emissions. The fourthassessment report of the IntergovernmentalPanel on Climate Change (IPCC), the leadinginternational body for the assessment of climatechange, shows a strong correlation between therise of anthropogenic (human-induced) GHGemissions in the atmosphere and the increase inaverage global temperature.

Maintaining ecosystems

Our ecosystems absorb and store CO2

in plants,soil and oceans. They are known as carbonsinks and play a major role in the carbon cycle.Forests are the green lungs of the world storinghuge amounts of carbon in the trees and in thesoil. However, 13 million hectares of forests wereconverted to other uses or lost through naturalcauses each year between 2000 and 2010, anarea roughly the size of Greece. Fewer forestsmean fewer trees to absorb CO

2. In addition, when

forests are burnt for farming or development,most of the carbon in the trees is released back

into the atmosphere. Thus, fewer forests oftenmean more CO

2is emitted into the atmosphere

and less can be naturally removed by it. Thisthickens the blanket even more.

There are several factors that can influence theclimate, such as changes in the Earths orbitaround the sun, volcanic eruptions, and naturalprocesses within the climate system (i.e. changesin ocean circulation). However, the climate changewe are experiencing today is very likely (greaterthan 90 percent chance) due to human activities.

The atmosphere is made up of gases that act likea blanket wrapped around the planet. This blanketis the Earths own natural way of regulating its

temperature. This mix of gases allows someof the suns radiation to reach the surface. Butit also partially blocks the escape of long waveradiation, in the form of heat, back into space. Thisheat trapping function is called the greenhouseeffect. It keeps the Earths surface in a suitabletemperature range to sustain life as we know it.

After water vapour, the most important greenhousegases (GHG) are carbon dioxide (CO

2), methane,

and ozone. If we did not have these gases, theplanet would be 33C colder than it is today,making it too cold for our survival. Most of theincrease in global average temperatures is verylikely due to the increase in human-inducedgreenhouse gases.

Most of these additional greenhouse gases comefrom burning fossil fuels such as coal, natural gas,and oil to power our cars, factories, power plants,homes, offices, and schools.

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Changing climates

Different Scenarios

The international community has committed toreduce GHG emissions, but at the current level ofinternational commitment, global GHG emissionsare expected to continue to grow, causing furtherwarming, over the next few decades. However,how much future temperature will increase isuncertain because we cannot predict the rate andintensity of future human activities and lifestylesthat will produce GHGs, and also because of the

complexity of the climate system.

The IPCC established several scenarios for GHGemissions and projections of surface temperaturesfrom 2000 to 2100 compared to 198099 levels.These give an idea of the anticipated changes.The best case scenario is where the global meantemperature would rise by 1.8C. This scenario

considers a world with a global population thatpeaks in mid-century and declines thereafter,but with rapid change toward a service andinformation economy. It describes reductions in

consumption and the introduction of clean andresource-efficient technologies. The emphasisis on global solutions to sustainability, including

improved equity, but without additional climateinitiatives.

In the worst case scenario, the global meantemperature would rise by 4C by the end ofthe century. This scenario is based on very rapideconomic growth, a population that peaks inmid-century and declines thereafter, and therapid introduction of new and more efficient

technologies but still based on fossil fuels. Somescientists argue that because of increasing GHGemissions, we are actually on the road to theworst case scenario.

Computer models suggest that these temperatureincreases will not be evenly distributed aroundthe Earth. Land areas will warm more than oceans

partly due to waters ability to store heat. Highlatitudes will warm more than low latitudes partlydue to positive feedback effects from meltingice. Most of North America, all of Africa, Europe,northern and central Asia, and most of Centraland South America are likely to warm more thanthe global average. The warming will be closeto the global average in south Asia, Australiaand New Zealand, and southern South America.

The warming will differ by season, with winterswarming more than summers in most areas.

Sources of climate change

Major contributors to global GHGemissions are:

Electricity and heat 25%Industry 21%Forestry and land use change 18%Agriculture 15%Transport 13%Buildings 15%Waste and waste water 4%

All these sectors consume energy from someof the worlds top global emissions sources,such as CO

2from the burning of coal (27%), oil

(24%), and gas (13%).

CO2

also comes from land-use change (9%),cement manufacture (4%).

Methane and nitrous oxide comes from

agriculture (14%), fossil fuels (5%), and waste(3%).

(UNEP Grid-Arendal climate change graphics)

In Numbers

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Changing climatesEven if we could limit global average temperature

increase to between 2 - 2.4C above pre-industrial

levels at equilibrium, some impacts would be

unavoidable and global average sea-level rise onaccount of thermal expansion alone would lie

between 0.4 - 1.4 metres. To this we should add the

contribution to sea-level rise from melting of ice

across the globe.

(Dr. Rajendra Pachauri, Chairman of the IPCC)

Global awareness and concern regarding climatechange has been increasing since the mid-eighties and since the IPCC had produced its FirstAssessment Report on Climate Change (1990). Thefirst Earth Summit saw the establishment of theUnited Nations Framework Convention on ClimateChange (UNFCCC), an international treaty thatsupports intergovernmental negotiating processamong countries (called Parties) with a view tolimit dangerous anthropogenic interference with

the Earths climate. The Kyoto Protocol to theUNFCCC sets an overall GHG emission reductiontarget for Annex I countries (industrializedcountries and countries in transition) of 5.2 percent compared to 1990 emission levels to beachieved by 2012. The Protocol entered intoforce on 16 February 2005. As of April 2010, 191states have signed and ratified the protocol.

An invisible threat

Scientists are looking for ways to help the media,the public and policy makers better understandclimate change, its effects and impacts. Somepeople are sceptical that climate change ishappening at all because in the last few years,some parts of the world have experienced harshwinters, with heavy snowfall and unusually lowtemperatures. So, many ask how can the Earthbe getting warmer, when we are seeing such coldwinters. Firstly, the IPPCs Fourth AssessmentReport identified a 100 year continuous warmingtrend (19062005) of 0.74C and projectsfurther warming in the order of 1.1 to 6.4C bythe end of this century. Secondly, climate change

goes along with increased severity and frequencyof extreme weather events like heat waves, coldwaves, storms, floods and droughts.

There is still widespread doubt about the

urgency to act on climate change and about theeffectiveness of individual actions and choices.For many, climate change is abstract in terms oftime, scale and impacts. It is often perceived asa future problem. For some people, the globalcauses and science behind climate change maybe difficult to understand and to relate to theirlocal experiences. Many people are finding it hardto judge the impacts of their actions because they

cannot see and relate to the effects or the causesof climate change. Risks are often perceived interms of immediate, obvious and simple threats.

To help address the scepticism surrounding

climate change, its causes and effects, discussin groups how to reply to the following falsestatements:

There is no absolute evidence for climatechange.

The recent weather shows no signs of globalwarming.

The Earth will adjust to cope with the effects

of climate change.

Scientists keep changing their mind about themain effects and impacts of climate change.

Get Active!

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4. Changing effects and impactsWhat are the effects of climate change on the planet and ecosystems? Howdoes climate change impact different people around the world? Is everyoneaffected the same way?

Climate change effects

The effects of climate change are global inscope and unprecedented in scale, with someof them already being observed. They includemore frequent and extreme weather patterns,changes in plant growth affecting agricultureand food production, loss of plant and animal

species unable to adapt or migrate to changingconditions, changes in the spread of infectiousdiseases in terms of the rate and the expansionof ranges, changes in the flow of ocean currents,and changes in seasons.

These effects will have severe impacts on coastalcommunities and cities, our food and water

supplies, marine and freshwater ecosystems,forests, high mountain environments, and farmore. Climate change is expected to intensifythroughout this century with significantimplications for people and the planet. So, toavoid the unmanageable and to manage theunavoidable, there is an urgent need to adoptmore sustainable lifestyles and economies withlower greenhouse gas (GHG) emissions.

Effects on the planet

The observed 0.74C temperature increase(1906-2005) has already strong impacts on ournatural environment. These changes are affectingthe whole world, from low-lying islands to thepolar regions. Local effects can be very differentin different parts of the world, and these affect

natural systems in different ways.

For example, today, 25 per cent of GHGemissions due to human activities are absorbedby oceans that function as carbon sinks. WhenCO

2is absorbed by seawater, chemical changes

occur in sea water, reducing both its pH and theconcentration of carbonate ions, a process known

as ocean acidification. This phenomenon affectscorals, causing their bleaching and it could lead tothe degradation of entire marine ecosystems thatdepend on them.

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Changing effects and impacts

and levels of nutrition and health. These are allsevere consequences for countries with a growingpopulation.

The health of millions could be at risk because ofclimate change. Clean water supplies will be under

pressure because warming temperatures increasewater pollution from bacterial growth leading to arise in diarrhoeal diseases. Limited access to cleanwater could lead to malnutrition, dehydrationand inadequate sanitation. People could sufferfrom water shortages since climate change isexpected to alter the seasonal flows in regionsfed by melt water from mountain ranges, such asthe Himalayas. While melting glaciers are likely toincrease flood risk during the rainy seasons, theywill strongly reduce dry-season water supplies toone sixth of the worlds population.

Ecosystems

Changing conditions have consequences onecosystems such as coral reefs, rainforests,

glaciers, wetlands and oceans. A 1-2C increasein global temperature poses major risks tomany unique and threatened systems, includingbiodiversity hotspots - the richest and mostthreatened reservoirs of plant and animal life onEarth. Scientists predict that 20 to 30 per cent ofspecies are at risk of extinction if global averagewarming exceeds 1.5-2.5C. This is because,

as temperatures rise, environments change tooquickly for the species to either adapt or migrateto somewhere more suitable for them.

Small, slow changes in a natural system canquickly become big, quick changes when theyreach a tipping point. Tipping points are criticalthresholds, beyond which natural systems are not

able to recover from further disturbance. Majorclimate system tipping elements include Arcticsea-ice loss, melting of Greenland ice sheet,dieback of the Amazon rainforest and Saharagreening.

Impacts on peopleClimate change impacts people by affectingagricultural production, water supplies, sanitation

With aerial footage from 54 countries, thefilm HOME shows how the Earths problemsare all connected. It shows how in the past 50years one single lifetime the Earth has beenmore radically changed than by all previousgenerations of humanity.(www.homethemovie.org)

Case study

The film 6 Billion Others Climate Voices is

a selection of 600 interviews from 17 countries.It features testimonials from people aroundthe world who are witnessing change in their

daily lives, as a result of climate change.(www.6billionothers.org)

Case study

Look at an ecosystem in your own area.Describe the ecosystem.

What are the potential impacts on this ecosystemthat might result if temperatures increased andrainfall decreased?

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Changing effects and impactsIn addition, as precipitation patterns changewith prolonged dry seasons, crop productivityis predicted to decrease, exposing people to

starvation and diminishing water supplies fordrinking and hygiene.

This is particularly devastating for developingcountries where 98 per cent of the worlds poorlive. Although hurricanes and floods are alreadyhappening, they will rise in frequency and intensityalong with other extreme weather events becauseof climate change, increasing the likelihood of

destroying homes, roads and farmland.

In less visible and immediate ways, it could alsoaffect the way of life for all of us whether ourfood and drink, use of energy, travel, leisure,shopping, investments or jobs as can be seen insome of the following sections.

Global temperatures have not been 3C higher

than today for 3 million years. Such warming would

likely lead to mass migrations away from the worstaffected regions, with the risk of severe, prolonged

conflict.

(International Energy Agency)

Developed countries

Wealthy countries and countries with rapidlygrowing economies are the major consumersof fossil fuels and other resources. They areresponsible for over three quarters of GHGemissions. Richer countries have many ofthe technical and financial resources, socialorganizations and political structures that areneeded to reduce the causes (mitigation) andeffects (adaptation) of climate change.

Emerging countries

Many developing countries are industrializingand experiencing rapid economic growth. Asa consequence, they are emitting more andmore GHGs, although developed countries areresponsible for most of the historic emissions.Through what is called the principle of commonbut differentiated responsibilities, the KyotoProtocol recognizes these historical differences

Draw pictures or use words to describe thecauses, effects on the planet and impacts onpeople of climate change.

How does reading and talking about climatechange make you feel? Do you feel hope, fearor denial?

How do you think other young people feelabout climate change impacts?

Get Active!

Cooling or warming is not necessarily badfor some areas. For example, Siberia mightget warmer in a few decades and this could beprofitable for the local population. On the otherhand, the impact of climate change may forceothers to leave their homes because of changingenvironmental conditions. In the Sahel region

of Africa, for example, declining agriculturalproductivity has driven people out of theirhomes for the past 30 years; this is expected tocontinue as a result of climate change, puttingthe lives of 60 million people who live in theSahel region at risk.

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Changing effects and impactsand requires developed countries to reduce theiremission of greenhouse gases. Scientists agreethat total emissions - from both developed and

developing countries - must decrease to very lowlevels in order to prevent dramatic changes to theEarths climate.

Developing countries

Developing countries are considered the most

vulnerable to climate change because they havefewer resources to adapt socially, technologicallyand financially and are often very reliant on naturalsystems. The impacts of climate change would bemainly felt by poor and vulnerable people, suchas children, women and the elderly, and the basisof their livelihoods will be challenged.

Young people

Young people in developing countries are likelyto feel the impact of climate change on theirlifestyles and livelihoods more quickly and directlythan young people in developed countries. Mostyoung people in Africa live in rural areas, whereagriculture, which is extremely vulnerable to

climate-related damage, accounts for 65 per centof total employment. In the short term, agriculturalproduction is threatened by more soil degradationand erosion, crop damage, and reduced harvestsresulting from extreme weather events such asdroughts, heat waves, severe storms, and floods.Because of these threats, many young people aremigrating to cities and other countries. It is theirway of adapting. Climate change may also cause

conflicts due to resource scarcity, which couldaffect the lives of many young people in the longterm.

Many young people in developed countries workin the service sector, like tourism, where there arelikely to be long-term impacts such as the skiing

season being shorter in Europe because of meltingglaciers, and tourists may be less attracted tocoastal environments.

Indigenous youth

Young people who still live a traditional lifestylewith their families, based on local resources

and culture, are likely to be the most affectedbecause their livelihood is directly dependent ontheir natural environment. They can see climatechange directly changing their lands and homes.As with youth in developing countries, climatechange is therefore not only an environmental butalso a human rights issue for them, as they areforced to change their lifestyle, livelihood, cultureand worldview. Some of the traditional beliefs of

indigenous peoples can be seen on the ClimateFrontlines website.

Here in the Arctic, where the impacts of climate

change are happening at an accelerated rate, we

feel our physical environment, our culture, and our

spirituality, are being disrupted. Sea ice is melting,

coastlines are exposed and degrading, and speciesare at risk.

(Declaration on Climate Change from Youth of the Arctic)

Where do emissions come from?

If you live in Europe, North America or Australia,your contribution to GHGs will be about three

times higher than if you live in China, 10times that in India and up to 100 times that inAfrica.

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Changing effects and impactsGirls and young women

Girls and young women in developing countries areespecially vulnerable to climate change. Drought

and floods caused by climate change can createmore work for them and take more of their timefor finding and fetching water or growing crops,as they collect water, fuel and firewood and oftengrow food for their families. As a result, manyof them miss out on education, which meansfewer opportunities for them to have better livingconditions and become actors of sustainable

development. Nonetheless, many girls and youngwomen are working hard to escape from theseconditions by becoming agents for change andfinding ways to adapt to climate change in theirdaily lives and build stronger communities.

Islanders

Small island developing states (SIDS) are amongthe lowest GHG emitters but they are likely tobe the most affected. As low-lying islands withlimited land and freshwater, they are likely to

be severely affected by sea level rise and moreextreme weather events.

So, settlements, critical infrastructure, economicactivities, such as tourism, and ecosystems areat risk. Unsustainable human activities such assand mining and extensive coastal developmentsalready represent a problem for many island

states and increase their vulnerability to climatechange impacts.

Wangari Maathai saw many communitiesin her native Kenya suffering from lack ofnatural resources. She founded the Green BeltMovement a grassroots organization thatempowers women to improve their lives andconserve the environment through plantingtrees; in an effort to replenish resources and

reduce vulnerability to climate change, onetree at a time. This movement has spread

worldwide.

Case study

Evaluate one climate-related risk faced byyour local community, town, city or country,for instance, the risk of droughts or heavyprecipitation.

What are some of the impacts of these extremeweather events and what can governments, civilsociety and individuals do to reduce the causes

and effects?

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Changing effects and impactsThe sea is eating our island and shrinking it. Islanders

are thinking about relocating to the mainland.

(Local solutions on a sinking paradise, Carteret Islands,Papua New Guinea)

The good news

Climate change is real and needs to be addressed.We must find solutions to adapt the way we live

to the new environmental conditions resultingfrom climate change. This is called adaptationand the good news is that it can be turned intoopportunity, through innovation for instance.

We also have the potential to slow down thesechanges. This is called mitigation, which meanswe need to change our behaviour to help reduce

GHG emissions and understand that we are partof nature, not apart from it. We are all part ofa chain, and we can act as agents of change.Young people have the most to gain and the mostpotential to make this happen over their longlifetime.

Papua New Guinea reports that 25 percent of its existing shoreline has alreadybeen inundated. If sea level rises by 1 metre,

the Maldives will disappear entirely, and inGrenada, up to 60 per cent of the beacheswould disappear in some areas following a 50-centimetre sea level rise.

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5. Lifestyle choicesEveryone wants a good life, but what do we mean by that? How often dowe think about how we live and who influences our choices? What impact dodifferent lifestyles have on our environment and natural resources?

Lifestyles

We are all defined by our own lifestyle. But intodays consumer culture, it is often only definedby our possessions and consumption - theproducts or services that we choose. The wordlifestyle is now more often used in magazines andadvertising to sell products and services.

But lifestyles should be understood as asimpler concept as it describes the world welive in and who we are. It includes everythingfrom the moment we wake up to the momentwe go to sleep, everything from the food weeat, to how we interact and the way we getaround. People express their identity, values,

hopes, fears, politics and social position toothers through their lifestyle.

We will only change our lifestyles in exchange fora better one. The changes will be personal foreach of us. Young people in Indonesia will wantand need a different lifestyle than young peoplein Italy.

A world of choice?

We are constantly making choices. How muchchoice we have as individuals depends on whereand how we live, how wealthy we are and whetherwe live alone or with others.

Lifestyles are also influenced by our personalhistory, our friends and family, our educationand work, our culture and interests, and ourattitudes and beliefs. Some people have a verylively lifestyle with lots of parties and going outwith friends, while others may prefer a quieterlifestyle, staying at home with family or enjoyinga quiet read or walk. In many countries, especiallypoorer ones, people do not choose their lifestyles,

as they are often dictated by the need to worklong hours to earn enough money, or produceenough food to survive.

List single words to describe the way youlive (your lifestyle) what you consume, yourpossessions, social relations, entertainment,

habits, clothing. What can you change to makeyour lifestyle more sustainable?

Get Active!

Our cultures, religions, communities and soforth often affect our lifestyle choices and howthey relate to climate change and consumption.In the United Kingdom, the Akashi Project workswith community and faith groups to betterunderstand climate change and the future ofour planet.

Case study

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Lifestyle choicesThe Global Footprint Network is building calculatorsfor different parts of the world. It allows youto look at lifestyle choices and footprints in 15

different global locations. It shows that globally,our lifestyles are not sustainable. In 2010 alone,on average, we were each using 2.7 globalhectares. This is a global average, though, and itis not the same for all countries:

These ecological footprint figures also show thatif everyone lived like the average person in India,then we would be living within the limits of ourplanet. But millions of people in India live in povertyand hunger and without access to electricity. If weall lived a more affluent lifestyle, such as people inJapan, then we would need 2.6 planets to sustainus all. If everyone adopted the average lifestyle of

the highest footprint countries, namely the UnitedArab Emirates, Qatar, Denmark, the United States,and Belgium, we would need up to six planets tosupport everyone. This reveals strong imbalances

A sustainable lifestyle means rethinking our ways of

living, how we buy and how we organize our everyday

life. It is also about altering how we socialize,

exchange, share, educate and build identities.It means transforming our societies and living in

harmony with our natural environment. As citizens,

at home and at work, many of our choices on energy

use, transport, food, waste, communication and

solidarity contribute towards building sustainable

lifestyles.

(Report of the Marrakech Task Force on SustainableLifestyles)

Ecological footprints

Ecological footprints measure the resources usedto support our lifestyle and compare our resourceuse to what is sustainable, considering the

carrying capacity of the planet. This method usesland as a measure needed to support lifestyle. Asustainable lifestyle would mean each person onEarth using about 1.8 global hectares.

Climate Culture is a virtual world whereyour avatar (online persona) can make smartchoices that save money and energy, and aregood for the environment. The site was createdby a group of recently graduated students in theUnited States who wanted to make a change in

a fun way that would also make people think.

Case study

Global footprint of selected nations

Global hectaresper person

South Africa 2.3Democratic Republic of Congo 0.8

Japan 4.7India 0.9

Denmark 8.3Romania 2.7

Uruguay 5.1Haiti 0.7

United States 8.0Mexico 3.0

United Arab Emirates 10.7Yemen 0.9

(Footprint for nations, Global Footprint Network)

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Lifestyle choicesthat have serious consequences on peoples life.Rich countries need to consume less and better.Conditions of living in developing countries need

to be improved through more responsible andsustainable consumption.

Measuring our ecological footprints as individuals,communities, cities, businesses and countriesallows us to better manage our ecological assetsby taking collective and personal action.

Carbon footprints

Carbon footprints show our impact on global

warming by calculating the greenhouse gases(GHGs) that our lifestyle produces in a year,measured as tons of carbon dioxide equivalents(CO

2e). There are many online carbon calculators,

each designed for a specific type of person in aspecific type of climate and lifestyle. The BestFoot Forward ecological footprint calculator allowsyou to play with the settings to quickly see how

your lifestyle has an impact on your ecologicaland carbon footprints. If you are from a country inthe cooler North, the online Carbon Independentcarbon calculator is worth trying.

The Stern Review on the economics of climatechange claims 5 gigatons of CO

2e can be

sustainably absorbed by the planet each year.Given the present population of 6.6 billion people,that means our fair share is about 750kg ofemissions each, per year. The global average,however, is currently 2 tons per person per year,more than double the fair share.

Advertising

Advertising can have a huge influence on ourlifestyle choices as consumers. Companies usemany different ways to encourage us to buy

Carbon footprints (tons CO2

per person)

United States 20.6United Kingdom 9.8China 3.8India 1.2

Bangladesh 0.3

(Human Development Report UNDP, 2007)

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Lifestyle choicesor use their products. Some of these methodsof influencing choice have been criticized forencouraging negative and unsustainable lifestyles.

Some companies also mislead consumersregarding their environmental practices or theenvironmental benefits of a particular product orservice, making false claims on the environmentalsustainability of their products. This is calledgreenwashing.

The same powerful forces that influence ourlifestyle choices are also used to encourage us to

make more sustainable choices. Advertisementscan promote more environmentally friendly andlow carbon products. These are products thatproduce less GHG emissions throughout theirlifecycle, from the collection of raw materials andmanufacture of products to their use and disposal.In addition, campaigns can help make us moreaware of challenges such as climate change and

how it relates to our own lives.

Governments use a mix of different approachesto try to influence or support our lifestyle choices.This includes advertising but also introducing new

laws such as laws requiring buildings to be moreenergy efficient, or laws introducing labellingschemes that help customers to see how much

energy products use.

UNEP developed the first international onlinedatabase of corporate and public advertisingcampaigns dedicated to sustainability issues.UNEP has also worked with the InternationalAssociation of Public Transport to produce a

joint UITP/UNEP TV campaign called The worldis your home. Look after it. It won severalinternational awards and over 60 companies andorganizations have adapted the advertisement.

Case study

Every day we are exposed to hundredsof messages that attempt to influence ourlifestyle choices. Here are a few tips to help youunderstand how this has an influence on you:

Next time you are shopping or reading amagazine, look at the advertisements and thinkabout the lifestyles they are trying to encourage.Which messages help encourage behaviour toreduce climate change and which could make itworse?

Next time you watch TV, think aboutboth positive and negative role models andmessages.

If you were to promote a more sustainable andclimate friendly lifestyle to your family or friends,how would you do this? Think about the differentwords, images, examples even colours that youmight use and why.

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6. Good lifeA good life requires good health, happiness and prosperity. But will more andmore consumption make our life good? Can we all consume equally and asmuch as we would like?

Consumer culture

Some young people consume a lot. Their consumerculture is considered appealing and consuming is

often seen as a source of happiness. However,many young people are now starting to questionwhether consuming a lot really brings happiness,particularly following the 2008 economic crisis. Infact, according to the Global Survey for SustainableLifestyles (GSSL), most young people do not havedreams of luxury and unlimited material comfort.They long for a simpler and slower life. This isbecause many young people now see how aculture of consumption and competition can bea cause of stress. Nonetheless, for some youngpeople, particularly those in developing countries,consumption may be a remote dream, one thatmany are working towards. Consumer poweris unevenly distributed, with huge differencesbetween developed and developing countries.Although nearly half of the 1.7 billion people of

the global consumer class are from developingcountries, about a billion people will still live onless than US$ 1.25 a day in 2015.

Wellbeing and happiness

The dominant world view is that more consumptionand economic growth will lead to more wellbeing

and happiness. Gross Domestic Product (GDP) hasbecome an indicator of the standard of living andprogress in many countries. It is the market valueof all goods and services produced in the countryin a given period. But in the rich world, fourdecades of rapid GDP growth, high consumption,and carbon emissions, has not converted into aproportional continuous increase in the standard

of living or wellbeing. The Department forEnvironment, Food and Rural Affairs (DEFRA)report on wellbeing research shows that thereis now a lot of evidence for this, if we look athealth, stress and life satisfaction. Wellbeing indifferent countries can be compared using theHappy Planet Index (HPI), the first ever index tocombine environmental impact with wellbeing.The HPI shows that around the world, high levels

of resource consumption do not reliably producehigh levels of wellbeing.

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Good lifeLow carbon lifestyles

Low carbon lifestyles are not universally the same.They are complex and depend on the environment,

resources, people and cultures around us. Theycan be lean (using less stuff), clean (having onlyenough or sufficient) or green, which combinesusing less stuff and having enough. It is the onlylifestyle that connects less consumption with morehealth, creativity, prosperity and wellbeing. It isalso not just about thinking, feeling and lookinggood for ourselves, but also about doing good for

others and the planet.

A low carbon lifestyle one that creates less CO2

and greenhouse gases means:

Less travel, especially by air and car;

More efficient use of energy in appliancesand homes;

More energy efficient production of food

and other goods; Fewer and more locally-produced

consumer goods.

Consuming the Earth

Our global consumption has already exceeded the

Earths carrying capacity. In fact, considering theway and the amount we consume, we will soonrun out of many of the Earths finite resources.Currently, we need 1.4 Earths to sustain ourlifestyles. The Intergovernmental Panel on ClimateChange (IPCC) says that while the Earths carbonsinks such as trees can absorb only 3.1 billion tonsof carbon dioxide (CO

2) from the atmosphere,

carbon sources like cars are emitting 7.2 billiontons of carbon dioxide into our atmosphere eachyear, more than double the absorption capacity ofthe Earth.

A study by Professor Easterlin examinesthe relationship between income and happinessover 20 years in 37 rich and poor, developedand developing countries. It showed that whilethe personal incomes in Chile, China and SouthKorea have doubled in less than 20 years, therehave been no significant rises in happiness.While in the long term money does not buy

happiness, in the short term, case studiesreveal that there is a relationship between

income growth and happiness.

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Good life

The challenges of climate change give highconsumers some good reasons to change to alower carbon lifestyle. Young people are findingthat green, sustainable lifestyles are a new andexciting opportunity for them to shape theirfuture.

We may all have many different reasons forchanging to a low carbon lifestyle. From both apersonal and social point of view, it offers manyadvantages:

Being creative and innovative to improveour lives, health, wellbeing and environment;

Exploring new ways of working and livingtogether;

Setting an example for others;

Improving skills of working with the naturalenvironment;

Caring for less advantaged people andbeing fair to all;

Having concern for future generations andthe wellbeing of our families;

Being well prepared for the future;

Securing local supplies and being selfsufficient;

Experiencing fewer conflicts over scarce,non-renewable sources like oil and coal;

Experiencing fewer emergencies anddisasters like hurricanes and floods;

Experiencing less forced migration due

to sea level rise and extreme changes ofclimate.

Describe a low carbon lifestyle, using apicture of a stick person or simple words.

Consider the differences between this and yourcurrent lifestyle. What can you change aboutyour lifestyle to make it a low carbon one?

Get Active!

The Low Carbon Lifestyle Tour was a six

month voyage, visiting 40 ports around Britainin the revolutionary zero-emission ExplorerMicroyacht, to promote the benefits of lowcarbon living to an audience of 12 million people.The message was that low carbon lifestyles areeasy, fun, save money and improve your qualityof life.

Case study

Divide into groups and discuss thefollowing:

With all these advantages and our goodwill,why is it so hard to change?

What challenges do we face for changing to alow carbon lifestyle?

What can we do to overcome those challengesand start changing?

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Good lifeCreative communities are mobilizing,governments are creating policies and businessesare producing products that can all contributeto more sustainable lifestyles. They all need todo more to enable the shift towards sustainablelifestyles. But the transition we need must takeplace in peoples hearts and minds as much asin our green buildings, electricity networks andefficient transport systems.

Pessimism

Some people have pessimistic views aboutclimate change and these views can affect our

understanding of the impact of our lifestyles onclimate change. See How to talk to a climatesceptic for some ideas on how to respond to themost common sceptical arguments on climatechange.

In Japan, interesting new trends areshowing a shift in what young people think ofa good lifestyle. One trend is de-ownership. Forsome young people cars, books and clothes arenot things to buy and own but just to use, whenwanted. Their identity is shifting slowly fromwhat I have to who I am. More than 10 cities inJapan have issued a Slow-Life City declaration,and they are organizing conferences called

Slow-Life City Summits. Libraries, car poolingand tool hire are other examples of thiscollaborative consumption.

Case study

What are the attractions of a low carbonlifestyle? What are the difficulties? What wouldyou be glad to get rid of or to stop doing?What would you miss? List the attractions anddifficulties and share them with your group.

Discuss the following questions with your groupand plan how to spread your message of lowcarbon lifestyles:

What can we do as individuals now?

What will the government need to support?

How will work, leisure and travel need tochange?

What will need changing in how people thinkabout their life?

How soon might we achieve these changes?

Get Active!

Test yourself by replying to these scepticalstatements:

Changing my lifestyle is not going to have aneffect on climate change. (Every little helps. Wecan all set an example and be the change wewant to see).

I have to pay more for green products andservices. (Some products last longer, arehealthier and safer).

I will not have so many good things in life toenjoy. (Less can be more. Less stuff means morespace and more time for other things).

Get Active!

Flickr: HikingArtist.com

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7. FoodWe all need food and drink to survive, but for some, what they eat and drinkis more a matter of lifestyle choice than survival. What are the impacts of thechoices we make on food and drink and what alternatives are available to us?

A world of opposites

As a world population, we have never had somuch food. The world produces enough food tofeed everyone. Improvements in farming and theeasier transportation of food around the world are just two of the reasons why. But this is not thecase everywhere.

Globally, almost a billion people (around 15 percent of the world population) go to sleep hungryevery night, most of them living in Asia andAfrica. For them, choice and access are luxuriesthey do not yet have. They simply need morefood. In other parts of the world, especially themore developed regions, there are over a billion

people who are overweight, with 300 million beingobese, the majority of them being poor people.Obesity has increased globally by around threetimes since 1980, mainly because of an increasein high-fat and high-sugar convenience foods.

Food miles

Our food and drink choices have an effect onthe environment and are a major contributor toclimate change. Some of these effects are easy tosee, for instance, in the case of the transportation

of food from where it is grown to where it isconsumed. Modern methods of transport andtechnology, such as refrigeration, allow food to be

transported over great distances. A popular wayof measuring our foods footprint is the idea offood miles - how far a particular food has travelledto get to our plates.

Average world calories per person 1967-

2007

1967 23291977 24301987 26211997 2704

2007 2798

(FAOStat)

In Numbers

Common food imports in the UnitedKingdom

Item From Approx distance

Carrots South Africa 5,900 miles

& peas (9,500 km)

Apples United States 10,000 miles

(16,000 km)

Potatoes Israel 2,200 miles

(3,500 km)

Chicken Thailand 6,500 miles

(10,500 km)

Prawns Indonesia 7,000 miles

(11,200 km)

Lamb New Zealand 14,000 miles

(22,500 km)

(Nuffield Education for Citizenship food miles factsheet)

In Numbers

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FoodVirtual water

Water use is another important factor to thinkabout. When we take water from the environment,

we treat it and distribute it to homes, businessesand factories for processing. After its use, it iscollected as sewage and then treated beforeit is put back into the environment. This entireprocess requires energy and is therefore partlyresponsible for GHG emissions.

Around 70 per cent of global water use is for

agriculture. Food processing and manufacturingare also major consumers of water. Lifestylechoices are particularly important here, becausediets that consume high levels of meat orprocessed foods, for instance, place particularpressure on water resources. One way to look atthis is to think about the hidden or virtual waterfootprint within different everyday food products.

The Organic Linker food miles calculator allowsyou to select where you are and where your foodcame from. This way, you can get an estimate ofhow far it has travelled in food miles.

Although food miles have received a lot ofattention, they only account for a small proportionof the energy consumed and emissions producedby the food industry. The growing of food, theharvesting and processing and the storage andselling of food all have a much greater impacton the environment and carbon dioxide (CO

2)

emissions.

Farm animals

Farm animals are a big cause of climate change.They have an impact by releasing greenhousegases, such as methane and nitrous oxidethrough their respiration and digestion, as well

as deforestation for grazing and crop land. About30 per cent of greenhouse gas (GHG) emissionsfrom food production can come directly from farmanimals. Methane released by farm animals isparticularly important because its warming effectin the atmosphere is about 21 times greater thancarbon dioxide. Methane from farm animals isincreasing as meat based diets increase around

the world. Meat based diets are also very energyinefficient. Around 40 calories of energy, in theform of food, are needed to produce a singlecalorie of beef.

Litres of water needed to produce:

1 litre of tea 1001 litre of milk 10001 kg of rice 34001 kg of cheese 5000

1 kg of beef 15500

(Water Footprint)

In Numbers

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Food

Food choices are very complex because it isnot always easy to uncover the full story aboutthe food we eat, and even less about how itcontributes to climate change. There are manydifferent campaigns and initiatives that are gearedtowards helping us make these choices. Here aresome of the leading ideas and what they mightmean for you.

Local food

Because of the growing awareness of foodmiles, there have been many campaigns

aimed at persuading consumers to buy foodthat is produced locally instead of food that istransported from hundreds or even thousands ofkilometres away. In many cases, it is possible tofind local alternatives, but sometimes, they aremore expensive and there may not be enoughto provide for everyone. In general, buying localand seasonal foods will reduce the use of fossilfuels, boost local economies and increase peoples

awareness of where their food comes from.

Across the world, millions of people are growingtheir own food. This is especially true indeveloping countries where even the smallestof spaces are put to use to grow crops or keepanimals. In large cities like Mumbai in India, it isnot unusual to see small plots of land producing

food for the local people. However, this can bechallenging for some developing countries, whichdo not produce enough local food, and as a result,they rely heavily on imported foods.

In more developed nations, growing your ownfood has increased in popularity in recent years.

Meat-free mealsThe high environmental impact of meat baseddiets has led experts calling for more peopleto reduce their meat consumption, or adopt avegetarian or vegan diet.

Global meat production is projected to morethan double from 229 million tons in 1999/2001

to 465 million tons in 2050. By reducingmeat consumption, this will help decreasethe greenhouse gas emissions released fromlivestock.

Examine your food habits. Answer the

following questions and see where you can makepositive changes:

How do you choose what to eat?

Where does your food come from?

Do you get to make the choices of what youeat and where you get it from?

What can you do to change your food habits?

Get Active!

Since 1991, The Food Project has beenengaging young people in personal andsocial change through community supportedagriculture. It uses rooftops, greenhousesand suburban vegetable plots in the severalAmerican towns and cities. Youth work as

local producers by growing the food and thendistributing it through farmers markets andorganizations that help to feed the hungry.The young people gain valuable job experienceand a personal connection to food systems andissues of food justice.

Case study

Flickr:ChristianaCar

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Food

Organic foodFood produced using organic farming methodsproduces fewer emissions and uses less energy.This is because it recycles nutrients into theground instead of adding them using artificialchemicals in their manufacture. This uses largeamounts of energy, often from the burning offossil fuels.

Organic food is generally more expensive thanconventional foods because the price not onlyreflects the cost of food production itself, but anumber of other factors that are not part of theprice of conventional food, such as environmentalenhancement and protection. However, as demandfor organic food increases along with moretechnological innovations, this may help reduce

costs of production, processing, distribution andmarketing for organic produce, making it cheaperfor consumers.

Carry out a personal food audit byexamining your food habits:

Over one week of shopping, take note of whereyou food comes from.

Using a website (e.g. http://www.organiclinker.com/food-miles.cfm), calculate the food milesinvolved in your food.

Look at the types of food you have and thinkabout the energy and emissions involved in

different types of food.

Your results may tell you that it is time to reduceyour impact on resources. Think about yourlifestyle choices.

What can you change?

What are some of the more difficult things tochange?

What kind of information would help you makebetter choices?

Get Active!

Meat consumption (kg per person per year)

Country 1980 2002

Denmark 85 146

United States 108 125

United Kingdom 71 80

China 15 52

Bangladesh 2 3

(Food and Agricultural Organisation 2004)

In Numbers

Some popular campaigns aimed at reducingmeat consumption to tackle climate changeinclude Meat-Free Monday, a campaignedlaunched in 2009 by Sir Paul McCartney callingon households to be meat-free on Mondays tohelp reduce climate change. This came a yearafter Rajendra Pachauri, chair of the UnitedNations Intergovernmental Panel on ClimateChange (IPCC), said that people should haveone meat-free day a week to help reduceclimate change.

Case study

The Gambias Ministry of Youth and Sportis working with several youth organizations

at the local and district level to create districtyouth farms across the country. The farms willengage youth in growing local food for sale aspart of The Gambias drive to become more selfsufficient in food. The hope is that this initiativewill encourage youth to take up farming and helptransform their own lives and communities.

Case study

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8. Energy controlWe are dependent on energy, but do we have to use so much of it? How can weuse energy in a way that reduces our greenhouse gas emissions?

Energy rules

We need energy to create everything we buy,eat, travel in, use, such as electricity, and wear.Energy is the master resource in any society. Indeveloping countries, where many people livein energy poverty lacking electricity and heat,energy is particularly needed to help improve theireconomies and the lives of people by lifting them

out of poverty. Access to electricity helps peoplelive longer and healthier lives. Nonetheless, tohelp reduce greenhouse gas (GHG) emissions,both developing and developed countries needto lessen their use of fossil fuels as a source ofenergy. One way of doing this is by relying onrenewable energy sources like wind and solar.

Fossil Fuels

Fossil fuels, such as oil, as well as coal and naturalgas that are still important sources of energy indeveloping countries, are hydrocarbons that are

formed from the remains of dead an

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Youth Xchange Climate Change and Lifestyles Guidebook

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