ENTENTE MUN 2019

Edition 2

Hosted By: Maheshwari Public School

12th and 13th October 2019

MPS School, Jawahar Nagar, Jaipur (Raj.)

Background Guide to

United Nations Environment Programme

(UN-EP)

~Agenda~
Tackling Climate Change

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 1 of 22

 Letter from the Executive Board

Hon’ble Delegates, Greetings! I welcome you all to the United Nations

Environment Programme at ENTENTE MUN II 2019. We request all par-
ticipant delegates to keep a few pointers in mind before reading the back-
ground guide. The background guide is divided into different sections. The
first section is about the committee and its function & powers. The second
section clearly marks the sources that will be accepted as proof/evidence in
the committee. In situations where the Executive Board asks a delegate for
proof/evidence to back up their statements, any source might be brought
up for debate if it has institutional backing, and might even be accepted as
the belief of the country. But no sources, other than those mentioned in this
section will be accepted as credible. However, research can be done and
debate can continue using any source as such. Even Wikipedia is a source
(yes!), but only to understand the overview of the theme and not to gather
facts and figures. Delegates are advised to cross-check statements and
speeches with the mentioned credible sources to be on a safe side. Many
sections are followed by or include links which will help in understanding
the agenda better, attaining relevant documents and guide you for further
research on the issue. Delegates are requested to visit and explore these
links too. The delegates are also advised to independently research for in-
formation about the same beyond the guides and form a comprehensive
understanding of the agenda.
At this point, I would also like to remind you that your knowledge on the
agenda is very important, however there are certain other aspects of the
conference that are equally important as well.

• Mandate

Every committee and specialised agency has a very specific mandate. The
discussion of an agenda
and proposal of solutions should be within the mandate of the UNEP.
• Procedure
The purpose of putting in the procedures in any committee is to ensure a
more organized and efficient debate. Although the executive board shall be
fairly strict with the procedure, the discussion of agenda will be our priori-

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 2 of 22

ty. So don‘t restrict your suggestions because of hesitations regarding pro-
cedures.
• Foreign Policy
Following the foreign policy of your country is the most important aspect
in a Model UN Conference. This is what differentiates a Model UN from
any debating format. Violation of Foreign Policy is the worst thing a dele-
gate can do.
• Research
Knowledge about the history of UNEP, the Agenda and all the aspects of
the agenda helps the delegate to contribute more effectively in the Council.
A well-researched delegate is always appreciated by the executive board.
Do follow up with the footnotes attached in this guide.
In case there are any doubts please feel free to contact the executive board
or the secretariat. Looking forward to seeing you in the conference.
Lastly, we would request all the delegates to put sincere efforts in prepara-
tion and research for the simulation and work hard to make it a fruitful
learning experience for all. Feel free to contact me via email if you have
any queries or doubts.
Well Wishes and Regards,

Chinmay Sharma

(Chairperson) [email protected]

Mehar Deora

Vice Chairperson

Akanksha Sharma
Rapporteur

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 3 of 22

 How to Research
Following is a suggested pattern for researching (if required):
1. Researching and understanding the United Nations and the Commit-
tee/Council being simulated – Its Mandate, including understanding
historical work done on the agenda. 


2. Research on the allotted country. Understanding its polity, economy,

culture, history etc. 


3. Comprehending the Foreign Policy of the allotted country. It includes

understanding the 

ideology and principles adopted by the country on the agenda. It fur-
ther includes studying past actions taken by the country on the agen-
da and other related issues –specifically analysing their causes and
consequences. 


4. Reading the background guide thoroughly. 


5. Researching further upon the agenda using the footnotes and links
given in the guide and from 

other sources such as academic papers, institutional reports, national
reports, news articles, 

blogs etc. 


6. Understanding policies adopted by different blocs of countries (ex-

ample: NATO, EU etc.) and major countries involved in the agenda.
Including their position, ideology and adopted past 

actions. 


ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 4 of 22

 7. Characterizing the agenda into sub-topics and preparing speeches
and statements on them. It is 

the same as preparing topics for the moderated caucuses and their
content. 


8. Preparing a list of possible solutions and actions the UN-HRC can

adopt on the issue as per 

your country’s policies. 


9. Assemble proof/evidence for any important piece of information/al-

legation you are going to use 

in committee. 


10. Keeping your research updated using various news sources, especial-
ly news websites given in 

the proof/evidence section.

Note: This is not by any means an exhaustive list. It is only indica-
tive of what all can be done by delegates to refine their research. 


ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 5 of 22

 POSITION PAPER
(To be submitted through email to EB, by 8th October 2019)
A position paper is a brief overview of a country’s stance on the topics be-
ing discussed by a particular committee. Though there is no specific for-
mat the position paper must follow, it should include a description of your
positions your country holds on the issues on the agenda, relevant actions
that your country has taken, and potential solutions that your country
would support. At Entente II MUN, delegates should write a position paper
for their committee’s topics. Each position paper should not exceed one
page, and should all be combined into a single document per delegate.

Formate of Position papers should:


Include the name of the delegate,

his/her country, and the committee.

Be in a standard font (e.g. Times New Roman) with a 12-point font size
and 1-inch document margins,

Not include illustrations, diagrams, decorations, national symbols, water-

marks, or page borders.

Include citations and a bibliography, in any format, giving due credit to the
sources used in research (not included in the 1-page limit)

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 6 of 22

Some Important Credible Proof/Evidence
Sources
Evidence or proof is from the following sources will be accepted as credi-
ble in the committee:
1. REUTERS – Any Reuters’ article which clearly makes mention of
the fact stated or is in contradiction of the fact being stated by anoth-
er delegate in council can be used to substantiate arguments in the
committee. (http://www.reuters.com/). 


2. State operated News Agencies – These reports can be used in the

support of or against the State that owns the News Agency. These re-
ports, if credible or substantial enough, can be used in support of or
against any country as such but in that situation, they can be denied
by any other country in the council. Some examples are RIA Novosti
(Russia) http://en.rian.ru/, IRNA (Iran) http://www.irna.ir/ENIn-
dex.html, Xinhua News Agency and CCTV (P.R. China) http://
cctvnews.cntv.cn/. 


3. Government Reports: These reports can be used in a similar way as

the State Operated News Agencies reports and can, in all circum-
stances, be denied by another country. However, a nuance is that a
report that is being denied by a certain country can still be accepted
by the Executive Board as credible information. Some examples are,
Government Websites like the State Department of the United States
of America http://www.state.gov/index.html, or the Ministry of De-
fense of the Russian Federation http://www.eng.mil.ru/en/index.html,
Ministry of Foreign Affairs of various nations like India (http://
www.mea.gov.in/) or People’s Republic of China (http://www.fm-
prc.gov.cn/eng/). Permanent Representatives to the United Nations
Reports http://www.un.org/en/members/ (Click on any country to get

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 7 of 22

 the website of the Office of its Permanent Representative.). 


4. Multilateral Organizations like the NATO (http://www.nato.int/cps/

en/natolive/index.html), ASEAN (http://www.aseansec.org/), OPEC
(http://www.opec.org/opec_web/en/), etc. 


5. UN Reports: All UN Reports are considered are credible information

or evidence likewise UN Bodies for instance the UNSC (http://
www.un.org/Docs/sc/) or UNGA (http://www.un.org/en/ ga/). 


6. UN Affiliated bodies like the International Atomic Energy Agency

(http://www.iaea.org), World Bank (http://www.worldbank.org/), In-
ternational Monetary Fund (http://www.imf.org/external/
index.html), International Committee of the Red Cross (http://
www.icrc.org/eng/index.jsp), etc. 


7. Treaty Based Bodies like the Antarctic Treaty System (http://

www.ats.aq/e/ats.htm ), the International Criminal Court (http://
www.icc-cpi.int/Menus/ICC) NOTE: Under no circumstances will
sources like Wikipedia (http://www.wikipedia.org/ ), Amnesty In-
ternational (http://www.amnesty.org/ ), Human Rights Watch (http://
www.hrw.org/ ) or newspapers like the Guardian (http://www.-
guardian.co.uk/), Times of India (http:// timesofindia.indiatimes.com/
), etc. be accepted as PROOF/EVIDENCE. But they can be used for
better understanding of any issue or even be brought up in debate if
the information given in such sources is in line with the beliefs of a
Government.

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 8 of 22

About United Nations Environment Programme (UNEP)

The UNEP was established in 1972 to serve as the UN’s main body for en-
vironmental education and awareness. UNEP focuses on climate change,
disasters, ecosystem management, environmental governance, harmful
substances, and resource efficiency. UNEP reviews national and in-
ternational environmental policies, assesses the global environmental situ-
ation, and provides guidance in setting environmental policies. It is based
in Nairobi, Kenya. The UNEP Governing Council has 59 members who
serve four-year terms. Member states are elected by the General Assembly
and are selected to represent each region of the world. The Governing
Council meets each year at the Global Ministerial Environmental Forum to
address important environmental concerns. It may also convene in special
sessions.

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 9 of 22

 Agenda: Tackling Climate Change

Background

Although Earth’s climate1 naturally changes over time, it is currently changing in ways that
most scientists agree are not natural. Instead, human activity is the cause. The evidence for
today’s rapid climate change includes sea level rise, global temperature rise, warming
oceans, shrinking ice sheets, declining Arctic sea ice, glacial retreat, extreme weather
events, and ocean acidification.

Statement of the problem

Earth’s air, water, and land are all inked together to create the climate. When one aspect of
climate is affected, the others are eventually affected as well through a chain reaction. A
change to the temperature of the air can cause a change in the temperature of the water,
which can have effects on the land. Scientists agree that human activity is causing climate
change, which is often called global warming3 . Many scientists and academics prefer to use
the term climate change instead of global warming because there are more effects than just a
rising temperature. Shrinking glaciers, melting Arctic ice, longer and more intense heat
waves, and accelerated sea level rise can already be seen around the world. Climate change
is defined as the increase in Earth’s temperature due to human activity by way of green-
house gas emissions. Additionally, the UN International Panel on Climate Change (IPCC)
reports that scientists expect to see a number of other possible changes that could potentially
be disastrous to the planet; these changes vary from region to region. In Africa, for example,
increased water stress4 will decrease agricultural productivity. Floods, heat waves, and an
increase of malaria will cause a higher death rate. North America can expect to see de-
creased snow pack in the mountains and an increase in the duration and intensity of heat
waves. These heat waves would be even more intense in cities that already experience heat
waves. Human activity is causing the global climate change. More than 100 years ago, peo-
ple started burning large amounts of fossil fuels5 (coal, oil and natural gas) to power their
homes, factories, and vehicles. Around the world, people continue to burn more and more
fossil fuels to meet modern energy needs. Burning fossil fuels releases carbon dioxide into
the atmosphere. Carbon dioxide, along with other greenhouse gasses, stays in the Earth’s
atmosphere6 and warms the planet. Earth needs these to help keep it warm enough for
plants and animals to live. However, humans are releasing more gases than ever before,
which is casing climate change.

The gases in the atmosphere are called greenhouse gases7 , and they trap heat to make the
Earth warmer. This process is known as the greenhouse effect8 . The Earth’s atmosphere
naturally contains certain chemicals that trap heat from the sun. This trapped heat is what
helps warm the planet. Human activity is also contributing to the greenhouse effect by
adding more chemicals to the atmosphere. These chemicals are causing the planet to warm
more than it would on its own. People are adding and increasing several types of greenhouse

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 10 of 22

gases: carbon dioxide9 , methane10, and nitrous oxide11, among others. These gases are
primarily released by burning fossil fuels for energy but gases are also released from farms
(raising livestock and fertilizing soil), landfills (as trash breaks down over time, methane is
released), leaking coolants (from air conditioners and refrigerators), cutting down and burn-
ing trees, and some factory methods. People produce more carbon dioxide than any other
gas, and it is responsible for most of the warming. Once in the air, these gases move around
the world. This means that the concentration of gases is about the same throughout the
world. Some countries produce more greenhouse gases than others, but all are equally af-
fected. Climate change is an international problem because the climate is a resource that all
nations share and the effects of climate change reach everyone. Immediate attention is re-
quired to stop our high levels of greenhouse gas emissions.

Few Definitions

Heat waves: Heat waves are becoming more common and lasting for longer periods of
time.

Changing precipitation patterns: As temperatures rise, more moisture evaporates into the
atmosphere, which means more rain and snow. Climate change also causes changes in air
and ocean currents which means that this extra precipitation is not spread evenly around the
world. Some regions are getting more precipitation while others are getting less.

Droughts: Since 1970, droughts14 have become longer and more extreme around the
world. Droughts mean less water is available for drinking, irrigating crops, and making elec-
tricity. The can also lead to more wild fires since land that has been dry for an extended pe-
riod of time is more likely to burn.

Flooding: Too much rain can cause flooding.

Wilder storms: Warmer air and oceans means that tropical storms are becoming stronger.
These tropical storms, along with increased rainstorms and snow storms, can cause flood-
ing, harm crops, and put people in danger.

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 11 of 22

Warmer oceans: The oceans, especially the top layer, absorb some of the heat from rising
air temperatures. This top layer is getting warmer at a rate of 0.2°F per decade. Warmer
oceans affect weather patterns, cause more powerful tropical storms, and can impact marine
life.

Rising sea level: Over the past 100 years, the average worldwide sea level rose 7 inches.
Rising sea levels threaten people that live in low lying areas, like Bangladesh and New York
City.

Melting sea ice and glaciers: Melting sea ice and glaciers also contribute to rising ocean
levels. Decreasing sea ice also means that less light is reflected back into space (snow and
ice reflect a lot of light which keeps the planet from getting too warm). With less ice, the
Earth absorbs more heat from the sun and gets warmer.

Ocean acidification: Oceans also absorb carbon dioxide and this added carbon dioxide
makes the oceans more acidic. Increased ocean acidity harms fish and coral reefs when
species cannot survive in a more acidic environment.

History of Maritime Law and Trade Origin

Transportation of goods and passengers by water is one of the most ancient channels of
commerce on record. This mode of transportation was and still is indispensable for interna-
tional trade since ships are capable of carrying bulky goods which otherwise would not be
carried. Rules governing relationships among participants of sea-transport have also been
known since 1 st millennium BC.
The earliest maritime code is credited to the island of Rhodes which is said to have influ-
enced Roman law. It is generally accepted that the earliest maritime laws were the Rhodian
Sea Laws, which have been claimed to date from 900 B.C., but which more likely appeared
in the form recognized today during the period from 500 to 300 B.C. These laws were rec-
ognized in the Mediterranean world as a method of providing predictable treatment of mer-
chants and their vessels. The complexity and attention to detail found in the Rhodian Sea
Laws demonstrated the sophistication of commerce and trade of Ancient Greece – a world
of commerce. There was a great enlargement of the application of the principles of the Ro-
man law in the revival of commerce consequent upon the growth of the Italian republics and
the great free cities of the Rhine and the Baltic Sea. Special tribunals were set up in the
Mediterranean port towns to judge disputes arising among seafarers. This activity eventually
led to the recording of individual judgments and the codification of customary rules by
which courts become bound. Three noted codes of maritime law –whose principles were
found in the Roman law, were formulated in Europe during the three centuries between A.D.
1000 and A.D. 1300.

The oldest of these codes was Consolato del Mare, or Regulation of the Sea, prepared at
Barcelona. It was a compilation of comprehensive rules for all maritime subjects. It, for ex-
ample,
ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 12 of 22
dealt with ownership of vessels, the duties and responsibilities of the masters or captains
thereof, duties of seamen and their wages, freight, salvage, jettison, average contribution,
and the like. Libre del Consolat de mar of Barcellona and the Tablets of Amalfi, one pre-
pared at the famous of Italian seaports, enjoyed authority far beyond the ports where they
were promulgated.
In essence, until the rise of modern nations, maritime law did not derive its force from ter-
ritorial sovereigns but represented what was already conceived to be the customary law of
the sea. Eventually, as commerce from the Mediterranean moved northward and westward,
sea codes developed in northern European ports. Among the important medieval sea codes
were the Laws of Wisby (a Baltic port), the Laws of Hansa Towns (a Germanic league), and
the Laws of Oleron (a French island). The Consolato del Mare was inspirational in the pre-
paration of these later codes. In particular, the Laws of Oleron, the second great code of
maritime regulation, was inspired by the Consolato del Mare. These three codes are called
the three arches upon which rests modern admiralty structure.

As could be understood the earliest developments relating to maritime law occurred in areas
belonging to what is now known as the Continental legal tradition. These developments
contributed to the early admiralty law of England –the origin of the common law legal tradi-
tion and one of the major maritime states with rich tradition in shipping. The European ad-
miralty doctrines were carried to the USA –another important shipping nation – through the
English system of admiralty law, which initially was inspired by what have been termed the
three arches of modern admiralty law –the Laws of Wisby, the Laws of Hansa Towns, and
the Laws of Oleron. Contemporary maritime law is a mixture of ancient doctrines and new
at laws both national and international. Among the traditional principles of admiralty still in
use are marine insurance, general average and salvage. The welfare of the seaman, the an-
cient concept of maintenance and cure; are also still in use today. The main reason for the
continuous use of ancient principles of law is the unchanging nature of basic hazards of sea-
faring. Since at least the end of the 19 th century, however, naval architecture and cargo
handling have changed in significant ways.
The extensive use of crude oil carriers as well as carriers of liquefied natural gas has, for
example, posed new hazards and questions of liability for oil pollution and damage to the
marine ecology and the shorelines. As a result of this, modern maritime law consists of laws
that are of historic origin and of recent development. Note also that not all of the original
principles of maritime law still apply.
Founded in 1897, the International Maritime Committee or CMI initiated uniformity
among national maritime legislations of member countries. Among the conventions drafted
by CMI were the Hague Rules (International Convention on Bill of Lading), and the Visby
Amendments (amending the Hague Rules), the Salvage Convention and many others. Since
1958, many of CMI’s functions have been taken by the International Maritime
Organization of the UNO. This organization has also continued the move towards uniform
maritime laws. Many states adhered to this rules either by incorporation of the provisions in
domestic laws or by implication of treaty obligations. Thus, now, we can speak of the relat-
ive uniformity of national maritime laws of different shipping states which may not be
matched by the degree of uniformity attained in some

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 13 of 22

other areas of law. The degree of harmonisation so far attained is not, however, satisfactory
in so far as some areas are concerned. For example, there still exists differences in assess-
ment of maritime claims.
The history of maritime law in Ethiopia had not been clear until the enactment of the 1960
Maritime Code. Though Ethiopia‘s maritime history dates as far back as the times of Axum,
a parallel development of the laws relating to maritime trade was absent. It is only since
1960’s that Ethiopia witnessed a development of a comprehensive maritime legislation cou-
pled with the resurgence of shipping trade after the establishment of the Ethiopian Shipping
Lines SC (ESLSC). The 1960 Maritime Code is still the most important piece of legislation
in the area.

Global Facts about Degrading Environment

The world economy is witnessing a new wave of economic globalization, defined as the
integration of the world's economies through an increasing array of bilateral and mul-
tilateral, regional trade and investment agreements. Many governments are also unilaterally
reducing the role of the state in economic affairs. The result is an increase in the flow of
goods, services, and information across the globe. By embedding the flows of goods and
services in their institutional context, this definition builds on the thinking of Nye and Don-
ahue who define economic globalization as the process of increasing economic globalism.
They refer to economic globalism as the “long-distance flows of goods, services, and capi-
tal, and the information and perceptions that accompany market exchange”
There have indeed been large increases in the volumes of international trade and investment
in the world economy. According to the World Bank, trade (exports plus imports) as a per-
cent of world gross domestic product (GDP) was 24% in 1960, 38% in 1985, and 52% in
2005. In other words, over half of all economic activity in the world economy (which is
close to 50 trillion dollars in size) is traded .
The environment is also experiencing profound change. In recent years, numerous assess-
ments have been conducted regarding the environmental health of the earth, both at the
ecosphere and the sectoral levels. Perhaps, the mostly widely cited ecosphere assessment is
the United Nations Environment Program (UNEP) Global Environmental Outlook
GEO4 Environment for Development: Summary for Decision Makers. Some of the key
findings from UNEP 2007
assessment include the following:

▪ The earth surface is warming, which is impacting water availability, land quality, food
security, and biodiversity.
▪ Upward of two million people die each year owing to outdoor and indoor air pollution.
▪ The ozone hole is larger than ever before.
▪ The availability of freshwater is on the decline, and contaminated water is the greatest
environmental cause of human sickness and death.
▪ Aquatic ecosystems are overexploited, risking food supplies and biodiversity.
▪ Poor people are most vulnerable to environmental change.
Interestingly, for the purposes of this paper, the UNEP assessment also adds that “These

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 14 of 22

unprecedented changes are due to human activities in an increasingly globalized, industrial-
ized and interconnected world”

Another ecosphere-wide examination is the Millennium Ecosystem Report, Living Beyond

Our Means: Natural Assets and Human Well-being (Statement of the MA Board) , conduct-
ed by 1300 experts from 95 countries. This report finds close to two-thirds of the ecosystem
services that support life on Earth are being degraded or used unsustainably. The report con-
cludes that “throughout human history, no period has experienced interference with the bio-
logical machinery of the planet on the scale witnessed in the second half of the twentieth
century”.
Of course the most widely discussed issue-specific assessment is the 2007 report of the
Intergovernmental Panel on Climate Change (IPCC). Among the main findings in this report
are the following:

▪ Global warming is “unequivocal” and has been observed in increases in “global average
air and ocean temperatures, widespread melting of snow and ice and rising global average
sea level, this has affected ecosystems on all continents and in nearly all oceans.”

▪ The “observed increase in global average temperature” occurring since the mid-twentieth
century is “very likely due to the observed increase in anthropogenic GHG
concentrations.”

▪ “Anthropogenic warming over the last three decades has likely had a discernible influence
at the global scale on observed changes in many physical and biological systems.”

▪ “There is high agreement and much evidence that with current climate change mitigation
policies and related sustainable development practices, global GHG emissions will
continue to grow over the next few decades”

Environmental education For All

Environmental education (EE) connects us to the world around us, teaching us about both
natural and built environments. EE raises awareness of issues impacting the environment
upon which we all depend, as well as actions we can take to improve and sustain it.

Benefits of Environmental Education

1. Imagination and enthusiasm are heightened EE is hands-on, interactive learning that

sparks the imagination and unlocks creativity. When EE is integrated into the curriculum,
students are more enthusiastic and engaged in learning, which raises student achievement in
core academic areas.

2. Learning transcends the classroom

Not only does EE offer opportunities for experiential learning outside of the classroom, it
enables students to make connections and apply their learning in the real world. EE helps
ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 15 of 22
learners see the interconnectedness of social, ecological, economic, cultural, and political
issues.

3. Critical and creative thinking skills are enhanced EE encourages students to research, in-
vestigate how and why things happen, and make their own decisions about complex envi-
ronmental issues. By developing and enhancing critical and creative thinking skills, EE
helps foster a new generation of informed consumers, workers, as well as policy or decision
makers.

4. Tolerance and understanding are supported EE encourages students to investigate varying

sides of issues to understand the full picture. It promotes tolerance of different points of
view and different cultures.

5. State and national learning standards are met for multiple subjects By incorporating EE
practices into the curriculum, teachers can integrate science, math, language arts, history,
and more into one rich lesson or activity, and still satisfy numerous state and national acad-
emic standards in all subject areas. Taking a class outside or bringing nature indoors pro-
vides an excellent backdrop or context for interdisciplinary learning.

6. Biophobia and nature deficit disorder decline By exposing students to nature and allow-
ing them to learn and play outside, EE fosters sensitivity, appreciation, and respect for the
environment. It combats “nature deficit disorder” … and it’s FUN!

7. Healthy lifestyles are encouraged

EE gets students outside and active, and helps address some of the health issues we are
seeing in children today, such as obesity, attention deficit disorders, and depression. Good
nutrition is often emphasized through EE and stress is reduced due to increased time spent
in nature.

8. Communities are strengthened

EE promotes a sense of place and connection through community involvement. When stu-
dents decide to learn more or take action to improve their environment, they reach out
to community experts, donors, volunteers, and local facilities to help bring the community
together to understand and address environmental issues impacting their neighborhood.

9. Responsible action is taken to better the environment EE helps students understand how
their decisions and actions affect the environment, builds knowledge and skills necessary to
address complex environmental issues, as well as ways we can take action to keep our en-
vironment healthy and sustainable for the future. Service-learning programs offered by PLT
and other EE organizations provide students and teachers with support through grants and
other resources for action projects.

10. Students and teachers are empowered

EE promotes active learning, citizenship, and student leadership. It empowers youth to
share their voice and make a difference at their school and in their communities. EE helps
ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 16 of 22
teachers build their own environmental knowledge and teaching skills. I hope these “top
ten” benefits will give you the confidence and commitment to incorporate EE into your
curriculum.

IMPACTS OF CLIMATE CHANGE

The impacts of climate change include warming temperatures, changes in precipitation, and
increases in the frequency or intensity of some extreme weather events, and rising sea lev-
els. These impacts threaten our health by affecting the food we eat, the water we drink, the
air we breathe, and the weather we experience.
The severity of these health risks will depend on the ability of public health and safety sys-
tems to address or prepare for these changing threats, as well as factors such as an individu-
als behavior, age, gender, and economic status. Impacts will vary based on a where a person
lives, how sensitive they are to health threats, how much they are exposed to climate change
impacts, and how well they and their community are able to adapt to change.
People in developing countries may be the most vulnerable to health risks globally, but cli-
mate change poses significant threats to health even in wealthy nations such as the United
States. Certain populations, such as children, pregnant women, older adults, and people with
low incomes, face increased risks.

Temperature-Related Impacts

Warmer average temperatures will lead to hotter days and more frequent and longer heat
waves. These changes will lead to an increase in heat-related deaths. Exposure to extreme
heat can lead to heat stroke and dehydration, as well as cardiovascular and respiratory dis-
ease. Excessive heat is more likely to affect populations in northern latitudes
where people are less prepared to cope with excessive temperatures.

Air Quality Impacts

Changes in the climate affect the air we breathe both indoors and outdoors. Warmer temper-
atures and shifting weather patterns can worsen air quality, which can lead to asthma attacks
and other respiratory and cardiovascular health effects. Wildfires, which are expected to
continue to increase in number and severity as the climate changes, create smoke and other
unhealthy air pollutants. Rising carbon dioxide levels and warmer temperatures also affect
airborne allergens, such as ragweed pollen.

Food Safety and Nutrition

Climate change and the direct impacts of higher concentrations of carbon dioxide in the
atmosphere are expected to affect food safety and nutrition. Extreme weather events can
also disrupt or slow the distribution of food.
Higher air temperatures can increase cases of Salmonella and other bacteria-related food

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 17 of 22

poisoning because bacteria grow more rapidly in warm environments. These diseases can
cause gastrointestinal distress and, in severe cases, death. Practices to safeguard food can
help avoid these illnesses even as the climate changes. Climate change will have a variety of
impacts that may increase the risk of exposure to chemical contaminants in food. For exam-
ple, higher sea surface temperatures will lead to higher mercury concentrations in seafood
and increases in extreme weather events will introduce contaminants into the food chain
through storm water runoff.

Higher concentrations of carbon dioxide in the air can act as a "fertilizer" for
some plants but lowers the levels of protein and essential minerals in crops such as wheat,
rice, and potatoes, making these foods less nutrition. Extreme events, such as flooding and
drought, create challenges for food distribution if roads and waterways are damaged or
made inaccessible.

These major international environmental organizations are striving hard to address problems
such as habitat destruction, poaching, pollution, and global warming.

1. United Nations Environment Programme (UNEP)

The United National Environment Program was founded in June of 1972 after the UN
Conference on the Human Environment. It is responsible for several environmental issues
concerning various UN agencies. Some of these responsibilities include: developing in-
ternational environmental agreements, encouraging environmental science, and creating de-
velopment policies with national governments. Experts of the UNEP have contributed to
guidelines of treaties and policies in terms of potential contaminants.

2. International Union for Conservation of Nature (IUCN)

The International Union for Conservation of Nature was established in 1948 and is com-
prised of over 1,200 government and non-government members. Its mission is promoting
nature conservation and sustainable use of natural resources around the globe. This envi-
ronmental organization also focuses on issues such as poverty, gender equality, and sustain-
able business practices in order to achieve its objective. This organization is responsible for
publishing the IUCN Red List which categorizes biological species by their conservation
status.

3. Intergovernmental Panel on Climate Change (IPCC)

The IPCC works under the UN as an intergovernmental and scientific organization, estab-
lished in 1988 by the World Meteorological Organization and the previously mentioned
UNEP. Its purpose is to offer the world an unbiased, scientific assessment of climate change
and its effects. The IPCC reports are based on published literature by non-IPCC scientists on
a voluntary basis. In 2007, this organization, along with Al Gore, received the Nobel Peace
Prize.

4. Global Environment Facility (GEF)

The GEF was established in 1991 as collaboration among 183 nations, civil organizations,

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private businesses, and international institutes. This organization finances projects concern-
ing climate change, land degradation, international water, biodiversity, and the ozone layer.
Currently, it is the largest public funder of these types of projects in the world. In total, the
GEF has provided $12.5 billion, $58 billion in shared financing endeavors, and $653.2 mil-
lion in small grants. Together, these funds have contributed to 3,690 projects in 165 coun-
tries.

5. Earth System Governance Project (ESGP) –

The ESGP began in January of 2009 out of the International Human Dimensions Pro-
gramme on Global Environmental Change, a research project that focused on the human
impact on global change. This project is a network of around 300 active and 2,300 indirectly
involved academics from around the world. The goal of the ESGP is to publish research on
the science concerning the difficulties of regulating global environmental change.

Role of the Government and Individuals in Protecting and

Conserving the Environment

Environment protection is not the responsibility of the government alone. All sections of
the society must participate in this endeavor. The role of every individual in environmental
protection is of great importance because if every individual contributes substantially the
effect will be visible not only at the community, city state or national level but also at the
global level. It is ultimately the society that suffers due to environmental degradation.

Therefore, the society must play an important role in maintaining environmental standards.
It is the responsibility of each individual to protect the earth and provide conducive envi-
ronment for itself and innumerable other species which evolved on the earth. Everyone
should change his or her lifestyle in such a way as to reduce environmental pollution.

If air and water resources in the area are unfit and do not meet the acceptable standards, the
people of the area can organize themselves and force the responsible agencies to take neces-
sary action. If suitable action is not forthcoming, they can under the laws of the land, file a
public interest litigation and can get their problems solved.

Society is made of individuals together. So, it is the duty of each individual to see that his/
her actions do not pollute the environment. Everyone must use paper or cloth bags instead
of polythene. Use of eco-friendly products and CFC free refrigerators can help control pol-
lution.

Groups of individuals together can make a huge difference in maintaining environmental

standards. For example, group housing societies can initiate steps for waste management by
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making provisions for segregating wastes, taking measures for recycling wastes like making
compost pits etc. They can also take measures for reducing the use of electricity and finding
alternative sources of energy.

Saving electricity by not wasting it when it is not required because electricity saved is elec-
tricity generated without polluting the environment. For example, put on warm clothes
rather than switching on a heater.

Air pollution especially vehicular pollution can be minimized by adopting car pool method.
This will also save large amounts of money spend on importing petroleum from other coun-
tries. Adopting and popularizing renewable energy sources and promoting reuse and recy-
cling wherever possible will help reduce the production of waste.

Societies can play a significant role in environmental protection by creating awareness and
educating people about the need to conserve and manage natural resources. Social and indi-
vidual consciousness if carefully graded is a step to transformation.

Role of government at other levels

By reasoning out the convention and protection of environmental issues it is the National
governments who has important role in this context. Policy making to the powering agen-
cies educating community & many more activities lies on them. Internationally most of
the developing countries has imposed rules on clean environment. National government can
impose rules & policies while provincial authorities can practically implement the
good environmental practices. International monitoring agencies also playing major role by
funding environmentally sound projects. This has been the practice and it has been added to
the accounting practices where feasibility reports are combining to a sustainability report-
ing. Environment protection is another important role where government’s responsibility is
to codify laws regarding pollution, convention and sustainable uses of natural resources. As
the funding agent for low enforcement their role is immensely crucial.

Though huge technical measures are been world spread on climate change & global
warming individual countries can contribute on their own to reduce the impact. Alternate
energy generation projects are the new industrial practices which add numerous values to
the environmental issues. Now developing countries urge to buy carbon credits from poor
countries where new economical intangible market has been created. This has led to huge
cash generation project, where timber plantation & forestry cover of one acre would
approximately generate US dollars 1000/ per year or so. Therefore, ultimate governance lies
on global interconnection of the countries.
Developing risk management strategies are the other responsibility to a government where
major natural disasters can be overcome by minimum damage to the community. Earth
slides, floods, volcanoes, hurricanes & other natural disasters can be estimated by pro-
fessional bodies and necessary steps could be undertaken. As an example, taking hurricanes:
the U.S. National Oceanic and Atmospheric Administration (NOAA) “The strongest hurri-
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canes in the present climate may be upstaged by even more intense hurricanes over the next
century as the earth’s climate is warmed by increasing levels of greenhouse gases in the at-
mosphere”. USA is harshly criticized by the nations on emission of greenhouse gases in the
atmosphere. Common example is USA failed to respond to the Katrina Hurricane wrought
on New Orleans: poor management plan for the natural disaster also illustrates the risk man-
agement strategies are very poor. Considering Sri Lanka though there were many issues fac-
ing and transforming after Tsunami disaster is somewhat appealing to the western world. By
proper strategies imposed on natural disaster Sri Lanka too can win this unbeatable chal-
lenge within few years. Though we are blessed with the tropical climate our responsibility
towards the environment is not linear. As an example, compare to other countries we have
comprehensive legal system on coastal zone management laws alone, to safe guard coastal
resources. But the appreciable improvement has not bought due to lack of political will on
taking effective mechanisms required for
implementing and monitoring such laws.

Greta Thunberg’s Speech in the UN 2019

Teenage environment activist Greta Thunberg’s speech at the UN climate action summit
was an emotionally charged speech where she accused world leaders of ignoring the science
of climate change.

The major highlights of her speech were-

1. This is all wrong. I shouldn’t be up here. I should be back in school on the other side of
the ocean. Yet, you all come to us young people for hope. How dare you? You have stolen
my dreams and my childhood with your empty words, yet I’m one of the lucky ones.

2. We are in the beginning of a mass extinction and all you can talk about is the money and
fairytales of eternal economic growth.

3. How dare you continue to look away and come here saying that you are doing enough
when the politics and solutions needed are still nowhere in sight.

4. You are failing us, but the young people are starting to understand your betrayal. The eyes
of all future generations are upon you. And if you choose to fail us, I say, we will never for-
give you. We will not let you get away with this. Right here, right now is where we draw the
line. The world is waking up and change is coming, whether you like it or not.

Questions A Resolution Must Ask

ENTENTE II MUN’19 UNEP BACKGROUND GUIDE 21 of 22
1. How is Climate Change affecting the biodiversity around? (Quote: global Facts)
2. What are the most successful and giant global programmes in run for the environment
protection in various faces.
3. How can your own government help in environmental protection?
4. How can individuals (globally) contribute their share in various forms towards the pro-
tection of the environment?

Reference Links

https://www.oecd.org/trade/topics/trade-and-the-environment/
https://www.un.org/sustainabledevelopment/blog/2016/05/rate-of-environmental-damage-
increasing-
across-planet-but-still-time-to-reverse-worst-impacts/
https://www.un.org/sustainabledevelopment/oceans/
https://www.nap.edu/read/1792/chapter/6#114
https://www.annualreviews.org/doi/full/10.1146/annurev.environ.33.021407.092325
https://www.epa.gov/education/national-environmental-education-act-0

Happy researching!

*****



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