Nederland importeerde vorig jaar een recordhoeveelheid van 415 miljoen kilo avocado's.
Dat is 19 procent meer dan het jaar ervoor, blijkt uit cijfers die statistiekbureau CBS maandag bekendmaakte. De totale waarde van de invoer was vorig jaar voor het eerst hoger dan 1 miljard euro. Nederland is binnen Europa de grootste importeur van de groene vrucht.
Avocado has become one of the world’s trendiest foods, but they require an extraordinary amount of costly resources and labour in order to grow. As the poster child of millennial healthy eating, this superfood is now a mainstay for foodies everywhere. But have you noticed your avocado toast is costing more and more? Check the video below.
2.1 How many kilos of avocados is imported to The Netherlands from within the EU?
2.2 In Russia people only consume 0,2 kg of avocados on a yearly basis. This is about 1 avocado. Why do you think Russians consume so few avocados? Keep Russia’s geographic location and characteristics in mind.
2.3 How many liters of water is needed to grow half a pound of avocados (according to experts)?
2.4 How much is half a pound (US’ metric system) compared to half a pound (Dutch metric system)
2.5 What is the consequence of the production of avocados when looking from an environmental perspective? Note: this one consequence causes more (other) consequences.
3.1 How many litres of water were needed for the 1.000.000.000 kg of avocados that The Netherlands imported? 1 kg of avocados needs (roughly) 1.080 litres of water.
3.2 Avocados are called a ‘superfood’. Are there any (longer known) alternatives for sale in the supermarkets?
3.3 All-in-all, do you think that the popularity of the avocado is a good thing or a bad thing? Please explain your answer: compare the weight that the negative aspects and the positive aspects that you found carry for you.
Core assignments for students
Discover whether you master the essence of this case by completing the corresponding core assignments. If necessary, you can share your answers with your teacher or supervisor.
Recommended by teachers
Case method | Cooperative learning
Concrete, realistic situations are individually analysed; afterwards, the resulting vision is presented and discussed in the group.
The individual’s vision is reappraised after seeking additional information. The different visions are selected and appraised.
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Group discussion (or problem-solving discussion) | Dialogue
Reflective discussion as part of a group, pooling knowledge/ideas/opinions with the aim of learning from this. A stimulus to creative, problem-solving and evaluative thinking.
Someone (teacher or student in a smaller group) is appointed as moderator. Without impinging on the subject matter, this person guides the discussion through the different phases (defining the problem, defining the scope of the subject, dissecting the problem, seeking solutions, discussing propositions, formulating the conclusion).
Pitfall: students must have sufficient background knowledge.
Variants: one empty chair, carousel discussion, triangular discussion, forum discussion/panel, debate, with or without a role.
Learning discussion (or evaluation or discussion method) | Dialogue
Students learn how to find solutions for themselves (via diagrams, plans, outlines, etc.)
Discussion (individual or as part of a group) about the learning experiences of the student; the teacher acts as moderator and remains in the background. The emphasis is on (learning) how to identify learning moments: what could have been improved and how?
Student-led class discussion | Dialogue
A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.
