Question 2 (10 marks ) On July 28, 2022, the General Assembly of the United Nati

Question 2 (10 marks )
On July 28, 2022, the General Assembly of the United Nati

Question 2 (10 marks )
On July 28, 2022, the General Assembly of the United Nations declared the human right to a clean, healthy, and sustainable environment. Drawing from course readings andcontent, especially Chapters 2 and 3 in Conca (2015), please discuss one reason why this development is a cause for optimism and one way that implementation (e.g., through international law and/or multi-lateral environmental agreement) will be challenging (450-500 words).
(CH-2 AND CHAPTER -3 READING ARE ATTACHED IN DOCX PDF BELOW WHICH ARE VERY VERY IMPORTANT AND HAS TO BE USED).
AND THIS READING MATERIAL ALSO HAS TO BE USED.
Reading Material
Material for Q -2Readings are as follows:
Week 5: The UN and Efforts to Address Global Environmental Change
Many multilateral environmental agreements (MEAs) have been negotiated in response to large-scale environmental challenges. You have already learned a bit about one, the UN Framework Convention on Climate Change (UNFCC), in the Climate Blueprint documentary last week! But there are many more; the features, numbers of signatories, and the types of successes and challenges across different MEAs are diverse and important to think about.
Global environmental governance can and does work! Just watch this TEDx Boulder talk by Climate Scientist Dr. Sean Davis, given in 2017. He talks about ‘The Montreal Protocol on Substances that Deplete the Ozone Layer.’ Finalized in 1987, it is a global agreement negotiated through the UN that phases out the production and consumption of over 100 human-made ozone-depleting substances (ODS), including chlorofluorocarbons.
The Montreal Protocol is held up as an example of an effective MEA and demonstrates that global environmental governance and negotiation can work. Nation states heeded scientific evidence about the negative impacts of ODS and worked together to negotiate an agreement. The United Nations Environment Program (UNEP) discusses how the principle of common but differentiated responsibility was integrated into the protocol:
“The Montreal Protocol phases down the consumption and production of the different ODS in a step-wise manner, with different timetables for developed and developing countries (referred to as “Article 5 countries”). Under this treaty, all parties have specific responsibilities related to the phase out of the different groups of ODS, control of ODS trade, annual reporting of data, national licensing systems to control ODS imports and exports, and other matters. Developing and developed countries have equal but differentiated responsibilities, but most importantly, both groups of countries have binding, time-targeted and measurable commitments.”
– UNEP, 2023, para. 2
As Dr. Davis concludes in his talk, it is critical to think of the negative environmental, human health, and economic implications that the world has avoided because The Montreal Protocol is in place. As one example, estimates suggest that millions of skin cancer cases have already been avoided because of the protocol. MEAs can have real-world positive implications, even when drafting, negotiation, ratification, and implementation take place over many years (or even more than a decade).
The UN as a Key Locale and/or Vehicle for Action
Meganck and Saunier (2012) consider Global Environmental Governance (GEG) in terms of process, architecture, and implementation. In each of these, the UN is a key locale and/or vehicle for action.
Meganck and Saunier (2012) on PROCESS: “The visible portion of the GEG process is made up of a large variety of assemblies, conferences, congresses, and summits” (p. 5). Important examples include meetings that you have already learned about, like the 1972 UN Conference on the Human Environment. In the big picture, there are so many that it would not be possible to cover them all in one course. What’s more, is that for every major meeting, “there are literally hundreds of other preparatory meetings sponsored by a galaxy of interests, including those that offer the science that informs the negotiations” (ibid).
Meganck and Saunier (2012) on ARCHITECTURE: “The organizations surrounding an agreement consist of a variety of formal and informal advisory committees (panels, subsidiary bodies, bureaus, etc.) as well as the conferences or meetings of the parties that negotiated and/or signed on to the treaty or protocol” (p. 5). For example, The United Nations Environment Program (UNEP) “encourages and facilitates implementation of the mandates of the 1972 UN Conference on the Human Environment and the UN Commission on Sustainable Development” (ibid). “Most of the treaties and conventions that have entered into force now will also have a secretariat to track ratification, help ensure implementation, and provide support to their administrative bodies” (p. 5-6). Please also note in the reading that different kinds of ‘hard law’ and ‘soft law’ instruments bind the parties to any given agreement with different levels of authority.
Meganck and Saunier (2012) on IMPLEMENTATION: “Implementation of global environmental governance frequently causes seemingly endless anxiety, frustration, debate, accusations and delays.” Money, negotiation impasses, and logistics are central to challenges and holdups: “financing the work of the agreement’s plan of action; the staffing of a secretariat or other institution(s) designed to insure that the agreements meets its objectives; and intense negotiations to decide just where the secretariat will be located and what the limits to its authority should be” (p. 6). Ultimately, “funding is nowhere near what is required to fulfill current commitments to agreed upon targets for global environmental governance” (ibid).
The UN Multilateral Environmental Agreements
Please review the image below from InforMEA. The poster visually represents a large number of the UN Multilateral Environmental Agreements and may help you to categorize and better remember each MEA.
opens PDF in new windowMultilateral Environmental Agreements (MEA) poster from InforMEA. Click on the above image to access a PDF version of the post.
Week 10: The United Nations’ Approach to Global Environmental Change – Limits and Progress
Can Persistent Challenges Coexist with Hope?
The three units of the course to date have built your understanding of the drivers of climate and other global environmental changes, introduced and examined the reality that impacts are uneven and socially complex, and offered insight into some of the science and modelling that underlies climate and environmental indicator science. Unit 04, the final unit of the course, is entitled ‘Persistent Challenges, Hope, and Course Conclusions.’
Are there reasons to be hopeful? We know that ‘the environment’ is firmly embedded within the UN, and it has well-developed sets of processes, a complex institutional architecture, and a specific approach to implementing MEAs and pursuing sustainable development. Chapter 3 in Conca (2015) sees reasons to be hopeful. Among the first few pages, you will read the following:
“The planet is better off for having broadly multilateral treaties on the ozone layer, ocean pollution, endangered species, and persistent organic pollutants, to name but a few […] In a summary assessment, researcher Norichika Kanie reminds us that: [H]undreds of MEAs have been adopted. Many of these MEAs have actually been effective at improving the environment by inducing states to change policies in a manner conducive to a cleaner environment. Stratospheric ozone pollution has been reduced. European acid rain is greatly reduced. Oil spills in the oceans are down in number and volume. Considering the pace with which economies have grown in the last 30 years, these should be recognized as considerable accomplishments” (p. 80).
In addition to what Conca says above, we have learned information and seen examples in this course demonstrating that scientific and social scientific understanding of global environmental change is greater than it has ever been before. Awareness among the general public is growing, as is consensus among the international community that action is urgent, needs to increase in speed, and expand in scope. However, as we have also seen, many indices suggest that the rate and intensity of climate and other environmental changes are increasing. Moreover, Conca (2015) raises concerns with respect to weaknesses and persistent challenges in the UN system and approach. Notably, a precipitous decline in the:
“number of multilateral environmental agreements reached annually over the past two decades. (Multilateral agreements are those with three or more parties; bilateral accords, which follow a very different political dynamic, are discussed separately, below). Unlike prior global summits in Stockholm (1972) and Rio (1992), the 2002 World Summit on Sustainable Development (WSSD) in Johannesburg yielded no noticeable stimulus for multilateral accords, particularly at the supraregional or global levels. The decade after the 1972 Stockholm Conference (1973–1982) yielded 101 new multilateral accords, and the decade after the 1992 Earth Summit (1993–2002) yielded 193” (p. 80).
The Basel Convention
In Week 5, you learned about the Montreal Protocol as an example of an MEA that is nearly globally ratified, has resulted in meaningful action, and led to improved outcomes for people and the ozone layer. The Convention on the Control of Transboundary Hazardous Wastes and their Disposal—sometimes referred to in shorthand as the Basel Convention—is discussed in Chapter 3 of Conca (2015) as another similar example. Conca describes the Basel Convention on pages 86-89 and its clear strengths: it is global in scope, issue-specific in focus, and ambitious in its regulatory aspirations. Conca describes it as “a prototype of the emergent legal strategy of global environmentalism in the 1980s and 1990s” (p. 86).
However, like climate change and biodiversity loss, patterns and impacts of chemical/waste use and transport are socially complex and uneven. Conca writes: “as the chain of chemical production, consumption, and use snakes across borders in a globalized world economy, so do the risks to workers, consumers, communities, and ecosystems” (p. 86). As a result:
“Basel has struggled to keep pace with this dynamism, in part because the parties [to the agreement] have been locked for more than two decades in a contentious debate on whether to replace the “prior informed consent” regulations with an outright ban on the North-to-South waste trade. The ban has been embraced by the European Union and many less developed countries, particularly in Africa, but has been opposed by Australia, Canada, Japan, New Zealand, the United States, and others. The 1994 conference of the parties (COP) adopted the ban, but opponents argued that a change of such magnitude required formal amendment of the accord and separate ratification of any such amendment by the parties. The 1995 COP amended the convention to adopt the ban, but the ban amendment remains short of the required number of national ratifications to enter into force. Paralyzed by this split, Basel has plodded along with its working groups, COPs, and regional centers, while a shifting global economy has given rise to a world of waste not recognized by the original accord. Indeed, most of the world’s hazardous waste trade now flows outside of the regime’s North-to-South regulatory framework entirely” (p. 87).
As you read that long quote, you may have also been reminded of the Climate Blueprint documentary from earlier in the course. Learning more about Basel and thinking back to the Climate Blueprint documentary reinforces that the UN’s consensus-based approach is necessary to make MEAs possible, but, at the same time, consensus-making slows negotiation progress, introduces challenging political dynamics, and involves contentious debates around wording and what ultimately is (or is not) written-into and ratified in treaty documents.
What are Some Things that Contribute to the Duration and Success of an MEA?
Social science research into MEAs—and the organizations, relationships, funding, and implementation processes that build around them (sometimes referred to together as an ‘environmental regime’) —has found that there are variables that contribute to duration and success. Conca (2015) discusses the variables that contribute to the duration and success of MEAs in Chapter 3 (pages 85-86):
Design features of the accord (e.g., how are country responsibilities defined, how will progress be monitored, how will new technologies and scientific understanding be updated/integrated, what are the implications if/when a country fails to meet its commitments?)
The ability to build a broad coalition around the regime (i.e., signatory nations, civil society, and other groups)
Perceptions of fairness, particularly with respect to how costs of compliance are financed and shouldered (e.g., how is common but differentiated responsibility written into the treaty, and do its principles continue to be recognized and met over time?)
As the chapter observes, these variables are not constant, and they shift over time. Conca (2015) concludes that MEAs and environmental regimes will “be most effective when they are dynamic institutions that prove willing and able to adapt key design features to changes in the distribution of costs and benefits, in the rise of new polluters or problems, in technology, or in demand for regulation” (p. 85).
Back to the Basel Convention: A Peek into What it Looks Like for an MEA to be ‘Willing and Able to Adapt’
The Basel Convention was first signed in 1989, but it continues to exist and evolve today. A short look around the International Institute for Sustainable Development’s ‘Earth Negotiation Bulletins’ proves this and provides insight. By reviewing the Summary report, 21–23 February 2023opens in new window, you will learn what the Earth Negotiation Bulletin team observed and summarizes about work undertaken at the 13th meeting of the Open-Ended Working Group (OEWG) of the Basel Convention. Some highlights include:
Country delegates reviewed and revised two updates of technical guidelines on wastes containing, consisting or contaminated with persistent organic pollutants (POPs) in preparation for the upcoming 16th Conference of the Parties to Basel meeting;
The OEWG recommended that the 16th COP to Basel meeting establish a small working group to identify challenges in implementing the Convention’s prior informed consent procedure and develop recommendations to improve its functioning; and
The permanent Secretariat to the Basel Convention invited country delegates and civil society groups to make written submissions that offered ideas about what role the Basel Convention might play in a future international agreement on plastics and plastic waste agreement.
In the Big Picture: What Has Been Missing or Overlooked in the UN Approach to Environment?
The latter parts of Chapter 3 in Conca (2015) step back to consider persistent challenges in the big picture of the UN approach to environment. There are three key observations that require careful attention as you read. First, the approach has, until very recently, not made conceptual or institutional connections between environment/sustainability and fundamental human rights. Second, the approach has missed opportunities to make the case that equitable and more just sustainable development can contribute to reducing conflict (i.e., peace-making) and avoiding conflict (i.e., peace-keeping). Third, the UN approach to environment has a ‘blindspot’ to the power of large transnational corporations and the ways that commodity chains operate across borders with implications that extend beyond any single MEA.
Before we conclude this week, there is a very recent hopeful development and another persistent challenge to learn about.
July 28, 2022 – The UN General Assembly Declares the Human Right to a “Clean, Healthy, and Sustainable Environment”
An exciting development that offers hope is that the UN General Assembly passed a declaration on July 28, 2022, affirming a “Clean, Healthy, and Sustainable Environmentopens in new window” as a fundamental Human Right. This is an exciting development because it begins to set the UN and delegate nations along a path to rectifying one of the big picture criticisms in Conca (2015): that the UN approach to environment failed to make conceptual and institutional connections between environment, sustainability, and human rights.
Before moving on, read this short piece in The Conversation entitled “The UN declared a universal human right to a healthy, sustainable environment – here’s where resolutions like this can leadopens in new window” and watch the video below produced by the United Nations Environment Program.Analyse this video below.
Direct Video Link: Your right to a safe, clean, healthy and sustainable environmentopens a video in a new window (5:51)
Wealth, Consolidation, and Power Among Transnational Companies
Folke et al. (2019) remind us that a small number of transnational companies (TNCs) control significant global wealth and tend to dominate within certain sectors and commodity chains as a result of a dynamic called consolidation. As a result, it is accurate to say that TNCs have a great deal of power over socio-economic and environmental circumstances around the world. This is widely considered to be a persistent challenge to the UN approach to environment (e.g., see pages 100-102 in Chapter 3 of Conca 2015) and a major hurdle to overcome in reaching more equitable and just sustainable development outcomes.
In the words of the authors, “the scale at which TNCs operate, and the speed and connectivity they galvanize across the world is unprecedented in history. TNCs have become a defining feature of the interconnected planet of people and nature” […] “TNCs have also become central in the development of the global food system, a major driver of environmental change, through simplification of landsacpes, loss of biodiversity, release of greenhouse gas emissions, and alteration of biogeochemical and freshwater cycles.” Figure 1 in Folke et al. 2019 (also shown immediately below) provides supporting evidence; please examine it carefully and consider reading the paper in full.
Global estimates of the degree of concentration for industries, directly and indirectly, impacting the biosphere.WEEK 10 REFERENCES OF READINGS AND CONTENT OF WEEK 10
References
Conca, K. (2015). An unfinished foundation: The United Nations and global environmental governance. Oxford University Press, USA.
Voulvoulis, N., Giakoumis, T., Hunt, C., Kioupi, V., Petrou, N., Souliotis, I., & Vaghela, C.J.G.E.C. (2022). Systems thinking as a paradigm shift for sustainability transformation. Global Environmental Change, 75, 102544.
AFTER THIS CHAPTER -2 AND CHAPTER 3 READINGS which are attached in pdf dcx.
PDF-1 CH-2 READINGREFERENCES OF READINGS AND CONTENT OF CH-2 AND CH-3
References
Conca, K. (2015). An unfinished foundation: The United Nations and global environmental governance. Oxford University Press, USA. AND REFERENCE LINK IS https://books-scholarsportal-info.subzero.lib.uogu…
PDF-2 CH-3 READING
References
Conca, K. (2015). An unfinished foundation: The United Nations and global environmental governance. Oxford University Press, USA. AND REFERENCE LINK IS https://books-scholarsportal-info.subzero.lib.uogu…
DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.
use proper connectors to begin sentence wholle answer should be in APA7 STYLE DOUBLE SPACED FONT IS TIMESNEWROMAN 12 SIZE AND APA7 STYLE USE OWL PURDE APA7 STYLE.INTEXT CITATION SHOULD MATCH WITH REFERENCE
HELLO SIRHiDonot Use CHATGPT AND AI TOOL NOT A SINGLE WORD SHOULD BE USED FROM AI AND HATGPT AS
mam has software to detect each and everyline.
The take-home exam consists of a set of questions that will be released via the Announcements on the Course Home page at the end of the semester. You’ll be asked to provide written answers to each question following the steps/notes provided. Your answers should be supported with in-text citations. Completing the take-home exam will help you to achieve course learning outcomes 1, 2, 3, 4, 5, and 6.
When completing the take-home exam, the following rules apply.
Answer shoUld be written in 450 words only.
Referencing course material (i.e., readings, course and seminar slides, lecture notes, videos) as well as any additional research material (i.e., journal articles, websites, news articles, books, etc.) in answers is required. Regular expectations regarding academic integrity apply and all references must be properly cited in-text and included in the formatted reference list. You may select your preferred APA 7 STYLE OWL PURDE referencing style, but it must be correctly and consistently. In-text citations should be used (footnotes/endnotes should not be used for citations).
Discussing or brainstorming how to answer questions and/or content for answers with others is not allowed.
Researching and writing answers in the same room with other GEOG*3020 students is not allowed.
Sharing and/or discussing in-progress or completed answers with others is not allow.INTEXT CIATION SHOULD MATCH WITH REFERENCE MAM REMEMBER.
write in own words
do not use chatgpt and ai as mam has software to detect each and every line.
write in 450 words exactly.

Question 2 (10 marks ) On July 28, 2022, the General Assembly of the United Nati

Question 2 (10 marks )
On July 28, 2022, the General Assembly of the United Nati

Question 2 (10 marks )
On July 28, 2022, the General Assembly of the United Nations declared the human right to a clean, healthy, and sustainable environment. Drawing from course readings andcontent, especially Chapters 2 and 3 in Conca (2015), please discuss one reason why this development is a cause for optimism and one way that implementation (e.g., through international law and/or multi-lateral environmental agreement) will be challenging (450-500 words).
(CH-2 AND CHAPTER -3 READING ARE ATTACHED IN DOCX PDF BELOW WHICH ARE VERY VERY IMPORTANT AND HAS TO BE USED).
AND THIS READING MATERIAL ALSO HAS TO BE USED.
Reading Material
Material for Q -2Readings are as follows:
Week 5: The UN and Efforts to Address Global Environmental Change
Many multilateral environmental agreements (MEAs) have been negotiated in response to large-scale environmental challenges. You have already learned a bit about one, the UN Framework Convention on Climate Change (UNFCC), in the Climate Blueprint documentary last week! But there are many more; the features, numbers of signatories, and the types of successes and challenges across different MEAs are diverse and important to think about.
Global environmental governance can and does work! Just watch this TEDx Boulder talk by Climate Scientist Dr. Sean Davis, given in 2017. He talks about ‘The Montreal Protocol on Substances that Deplete the Ozone Layer.’ Finalized in 1987, it is a global agreement negotiated through the UN that phases out the production and consumption of over 100 human-made ozone-depleting substances (ODS), including chlorofluorocarbons.
The Montreal Protocol is held up as an example of an effective MEA and demonstrates that global environmental governance and negotiation can work. Nation states heeded scientific evidence about the negative impacts of ODS and worked together to negotiate an agreement. The United Nations Environment Program (UNEP) discusses how the principle of common but differentiated responsibility was integrated into the protocol:
“The Montreal Protocol phases down the consumption and production of the different ODS in a step-wise manner, with different timetables for developed and developing countries (referred to as “Article 5 countries”). Under this treaty, all parties have specific responsibilities related to the phase out of the different groups of ODS, control of ODS trade, annual reporting of data, national licensing systems to control ODS imports and exports, and other matters. Developing and developed countries have equal but differentiated responsibilities, but most importantly, both groups of countries have binding, time-targeted and measurable commitments.”
– UNEP, 2023, para. 2
As Dr. Davis concludes in his talk, it is critical to think of the negative environmental, human health, and economic implications that the world has avoided because The Montreal Protocol is in place. As one example, estimates suggest that millions of skin cancer cases have already been avoided because of the protocol. MEAs can have real-world positive implications, even when drafting, negotiation, ratification, and implementation take place over many years (or even more than a decade).
The UN as a Key Locale and/or Vehicle for Action
Meganck and Saunier (2012) consider Global Environmental Governance (GEG) in terms of process, architecture, and implementation. In each of these, the UN is a key locale and/or vehicle for action.
Meganck and Saunier (2012) on PROCESS: “The visible portion of the GEG process is made up of a large variety of assemblies, conferences, congresses, and summits” (p. 5). Important examples include meetings that you have already learned about, like the 1972 UN Conference on the Human Environment. In the big picture, there are so many that it would not be possible to cover them all in one course. What’s more, is that for every major meeting, “there are literally hundreds of other preparatory meetings sponsored by a galaxy of interests, including those that offer the science that informs the negotiations” (ibid).
Meganck and Saunier (2012) on ARCHITECTURE: “The organizations surrounding an agreement consist of a variety of formal and informal advisory committees (panels, subsidiary bodies, bureaus, etc.) as well as the conferences or meetings of the parties that negotiated and/or signed on to the treaty or protocol” (p. 5). For example, The United Nations Environment Program (UNEP) “encourages and facilitates implementation of the mandates of the 1972 UN Conference on the Human Environment and the UN Commission on Sustainable Development” (ibid). “Most of the treaties and conventions that have entered into force now will also have a secretariat to track ratification, help ensure implementation, and provide support to their administrative bodies” (p. 5-6). Please also note in the reading that different kinds of ‘hard law’ and ‘soft law’ instruments bind the parties to any given agreement with different levels of authority.
Meganck and Saunier (2012) on IMPLEMENTATION: “Implementation of global environmental governance frequently causes seemingly endless anxiety, frustration, debate, accusations and delays.” Money, negotiation impasses, and logistics are central to challenges and holdups: “financing the work of the agreement’s plan of action; the staffing of a secretariat or other institution(s) designed to insure that the agreements meets its objectives; and intense negotiations to decide just where the secretariat will be located and what the limits to its authority should be” (p. 6). Ultimately, “funding is nowhere near what is required to fulfill current commitments to agreed upon targets for global environmental governance” (ibid).
The UN Multilateral Environmental Agreements
Please review the image below from InforMEA. The poster visually represents a large number of the UN Multilateral Environmental Agreements and may help you to categorize and better remember each MEA.
opens PDF in new windowMultilateral Environmental Agreements (MEA) poster from InforMEA. Click on the above image to access a PDF version of the post.
Week 10: The United Nations’ Approach to Global Environmental Change – Limits and Progress
Can Persistent Challenges Coexist with Hope?
The three units of the course to date have built your understanding of the drivers of climate and other global environmental changes, introduced and examined the reality that impacts are uneven and socially complex, and offered insight into some of the science and modelling that underlies climate and environmental indicator science. Unit 04, the final unit of the course, is entitled ‘Persistent Challenges, Hope, and Course Conclusions.’
Are there reasons to be hopeful? We know that ‘the environment’ is firmly embedded within the UN, and it has well-developed sets of processes, a complex institutional architecture, and a specific approach to implementing MEAs and pursuing sustainable development. Chapter 3 in Conca (2015) sees reasons to be hopeful. Among the first few pages, you will read the following:
“The planet is better off for having broadly multilateral treaties on the ozone layer, ocean pollution, endangered species, and persistent organic pollutants, to name but a few […] In a summary assessment, researcher Norichika Kanie reminds us that: [H]undreds of MEAs have been adopted. Many of these MEAs have actually been effective at improving the environment by inducing states to change policies in a manner conducive to a cleaner environment. Stratospheric ozone pollution has been reduced. European acid rain is greatly reduced. Oil spills in the oceans are down in number and volume. Considering the pace with which economies have grown in the last 30 years, these should be recognized as considerable accomplishments” (p. 80).
In addition to what Conca says above, we have learned information and seen examples in this course demonstrating that scientific and social scientific understanding of global environmental change is greater than it has ever been before. Awareness among the general public is growing, as is consensus among the international community that action is urgent, needs to increase in speed, and expand in scope. However, as we have also seen, many indices suggest that the rate and intensity of climate and other environmental changes are increasing. Moreover, Conca (2015) raises concerns with respect to weaknesses and persistent challenges in the UN system and approach. Notably, a precipitous decline in the:
“number of multilateral environmental agreements reached annually over the past two decades. (Multilateral agreements are those with three or more parties; bilateral accords, which follow a very different political dynamic, are discussed separately, below). Unlike prior global summits in Stockholm (1972) and Rio (1992), the 2002 World Summit on Sustainable Development (WSSD) in Johannesburg yielded no noticeable stimulus for multilateral accords, particularly at the supraregional or global levels. The decade after the 1972 Stockholm Conference (1973–1982) yielded 101 new multilateral accords, and the decade after the 1992 Earth Summit (1993–2002) yielded 193” (p. 80).
The Basel Convention
In Week 5, you learned about the Montreal Protocol as an example of an MEA that is nearly globally ratified, has resulted in meaningful action, and led to improved outcomes for people and the ozone layer. The Convention on the Control of Transboundary Hazardous Wastes and their Disposal—sometimes referred to in shorthand as the Basel Convention—is discussed in Chapter 3 of Conca (2015) as another similar example. Conca describes the Basel Convention on pages 86-89 and its clear strengths: it is global in scope, issue-specific in focus, and ambitious in its regulatory aspirations. Conca describes it as “a prototype of the emergent legal strategy of global environmentalism in the 1980s and 1990s” (p. 86).
However, like climate change and biodiversity loss, patterns and impacts of chemical/waste use and transport are socially complex and uneven. Conca writes: “as the chain of chemical production, consumption, and use snakes across borders in a globalized world economy, so do the risks to workers, consumers, communities, and ecosystems” (p. 86). As a result:
“Basel has struggled to keep pace with this dynamism, in part because the parties [to the agreement] have been locked for more than two decades in a contentious debate on whether to replace the “prior informed consent” regulations with an outright ban on the North-to-South waste trade. The ban has been embraced by the European Union and many less developed countries, particularly in Africa, but has been opposed by Australia, Canada, Japan, New Zealand, the United States, and others. The 1994 conference of the parties (COP) adopted the ban, but opponents argued that a change of such magnitude required formal amendment of the accord and separate ratification of any such amendment by the parties. The 1995 COP amended the convention to adopt the ban, but the ban amendment remains short of the required number of national ratifications to enter into force. Paralyzed by this split, Basel has plodded along with its working groups, COPs, and regional centers, while a shifting global economy has given rise to a world of waste not recognized by the original accord. Indeed, most of the world’s hazardous waste trade now flows outside of the regime’s North-to-South regulatory framework entirely” (p. 87).
As you read that long quote, you may have also been reminded of the Climate Blueprint documentary from earlier in the course. Learning more about Basel and thinking back to the Climate Blueprint documentary reinforces that the UN’s consensus-based approach is necessary to make MEAs possible, but, at the same time, consensus-making slows negotiation progress, introduces challenging political dynamics, and involves contentious debates around wording and what ultimately is (or is not) written-into and ratified in treaty documents.
What are Some Things that Contribute to the Duration and Success of an MEA?
Social science research into MEAs—and the organizations, relationships, funding, and implementation processes that build around them (sometimes referred to together as an ‘environmental regime’) —has found that there are variables that contribute to duration and success. Conca (2015) discusses the variables that contribute to the duration and success of MEAs in Chapter 3 (pages 85-86):
Design features of the accord (e.g., how are country responsibilities defined, how will progress be monitored, how will new technologies and scientific understanding be updated/integrated, what are the implications if/when a country fails to meet its commitments?)
The ability to build a broad coalition around the regime (i.e., signatory nations, civil society, and other groups)
Perceptions of fairness, particularly with respect to how costs of compliance are financed and shouldered (e.g., how is common but differentiated responsibility written into the treaty, and do its principles continue to be recognized and met over time?)
As the chapter observes, these variables are not constant, and they shift over time. Conca (2015) concludes that MEAs and environmental regimes will “be most effective when they are dynamic institutions that prove willing and able to adapt key design features to changes in the distribution of costs and benefits, in the rise of new polluters or problems, in technology, or in demand for regulation” (p. 85).
Back to the Basel Convention: A Peek into What it Looks Like for an MEA to be ‘Willing and Able to Adapt’
The Basel Convention was first signed in 1989, but it continues to exist and evolve today. A short look around the International Institute for Sustainable Development’s ‘Earth Negotiation Bulletins’ proves this and provides insight. By reviewing the Summary report, 21–23 February 2023opens in new window, you will learn what the Earth Negotiation Bulletin team observed and summarizes about work undertaken at the 13th meeting of the Open-Ended Working Group (OEWG) of the Basel Convention. Some highlights include:
Country delegates reviewed and revised two updates of technical guidelines on wastes containing, consisting or contaminated with persistent organic pollutants (POPs) in preparation for the upcoming 16th Conference of the Parties to Basel meeting;
The OEWG recommended that the 16th COP to Basel meeting establish a small working group to identify challenges in implementing the Convention’s prior informed consent procedure and develop recommendations to improve its functioning; and
The permanent Secretariat to the Basel Convention invited country delegates and civil society groups to make written submissions that offered ideas about what role the Basel Convention might play in a future international agreement on plastics and plastic waste agreement.
In the Big Picture: What Has Been Missing or Overlooked in the UN Approach to Environment?
The latter parts of Chapter 3 in Conca (2015) step back to consider persistent challenges in the big picture of the UN approach to environment. There are three key observations that require careful attention as you read. First, the approach has, until very recently, not made conceptual or institutional connections between environment/sustainability and fundamental human rights. Second, the approach has missed opportunities to make the case that equitable and more just sustainable development can contribute to reducing conflict (i.e., peace-making) and avoiding conflict (i.e., peace-keeping). Third, the UN approach to environment has a ‘blindspot’ to the power of large transnational corporations and the ways that commodity chains operate across borders with implications that extend beyond any single MEA.
Before we conclude this week, there is a very recent hopeful development and another persistent challenge to learn about.
July 28, 2022 – The UN General Assembly Declares the Human Right to a “Clean, Healthy, and Sustainable Environment”
An exciting development that offers hope is that the UN General Assembly passed a declaration on July 28, 2022, affirming a “Clean, Healthy, and Sustainable Environmentopens in new window” as a fundamental Human Right. This is an exciting development because it begins to set the UN and delegate nations along a path to rectifying one of the big picture criticisms in Conca (2015): that the UN approach to environment failed to make conceptual and institutional connections between environment, sustainability, and human rights.
Before moving on, read this short piece in The Conversation entitled “The UN declared a universal human right to a healthy, sustainable environment – here’s where resolutions like this can leadopens in new window” and watch the video below produced by the United Nations Environment Program.Analyse this video below.
Direct Video Link: Your right to a safe, clean, healthy and sustainable environmentopens a video in a new window (5:51)
Wealth, Consolidation, and Power Among Transnational Companies
Folke et al. (2019) remind us that a small number of transnational companies (TNCs) control significant global wealth and tend to dominate within certain sectors and commodity chains as a result of a dynamic called consolidation. As a result, it is accurate to say that TNCs have a great deal of power over socio-economic and environmental circumstances around the world. This is widely considered to be a persistent challenge to the UN approach to environment (e.g., see pages 100-102 in Chapter 3 of Conca 2015) and a major hurdle to overcome in reaching more equitable and just sustainable development outcomes.
In the words of the authors, “the scale at which TNCs operate, and the speed and connectivity they galvanize across the world is unprecedented in history. TNCs have become a defining feature of the interconnected planet of people and nature” […] “TNCs have also become central in the development of the global food system, a major driver of environmental change, through simplification of landsacpes, loss of biodiversity, release of greenhouse gas emissions, and alteration of biogeochemical and freshwater cycles.” Figure 1 in Folke et al. 2019 (also shown immediately below) provides supporting evidence; please examine it carefully and consider reading the paper in full.
Global estimates of the degree of concentration for industries, directly and indirectly, impacting the biosphere.WEEK 10 REFERENCES OF READINGS AND CONTENT OF WEEK 10
References
Conca, K. (2015). An unfinished foundation: The United Nations and global environmental governance. Oxford University Press, USA.
Voulvoulis, N., Giakoumis, T., Hunt, C., Kioupi, V., Petrou, N., Souliotis, I., & Vaghela, C.J.G.E.C. (2022). Systems thinking as a paradigm shift for sustainability transformation. Global Environmental Change, 75, 102544.
AFTER THIS CHAPTER -2 AND CHAPTER 3 READINGS which are attached in pdf dcx.
PDF-1 CH-2 READINGREFERENCES OF READINGS AND CONTENT OF CH-2 AND CH-3
References
Conca, K. (2015). An unfinished foundation: The United Nations and global environmental governance. Oxford University Press, USA. AND REFERENCE LINK IS https://books-scholarsportal-info.subzero.lib.uogu…
PDF-2 CH-3 READING
References
Conca, K. (2015). An unfinished foundation: The United Nations and global environmental governance. Oxford University Press, USA. AND REFERENCE LINK IS https://books-scholarsportal-info.subzero.lib.uogu…
DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.
use proper connectors to begin sentence wholle answer should be in APA7 STYLE DOUBLE SPACED FONT IS TIMESNEWROMAN 12 SIZE AND APA7 STYLE USE OWL PURDE APA7 STYLE.INTEXT CITATION SHOULD MATCH WITH REFERENCE
HELLO SIRHiDonot Use CHATGPT AND AI TOOL NOT A SINGLE WORD SHOULD BE USED FROM AI AND HATGPT AS
mam has software to detect each and everyline.
The take-home exam consists of a set of questions that will be released via the Announcements on the Course Home page at the end of the semester. You’ll be asked to provide written answers to each question following the steps/notes provided. Your answers should be supported with in-text citations. Completing the take-home exam will help you to achieve course learning outcomes 1, 2, 3, 4, 5, and 6.
When completing the take-home exam, the following rules apply.
Answer shoUld be written in 450 words only.
Referencing course material (i.e., readings, course and seminar slides, lecture notes, videos) as well as any additional research material (i.e., journal articles, websites, news articles, books, etc.) in answers is required. Regular expectations regarding academic integrity apply and all references must be properly cited in-text and included in the formatted reference list. You may select your preferred APA 7 STYLE OWL PURDE referencing style, but it must be correctly and consistently. In-text citations should be used (footnotes/endnotes should not be used for citations).
Discussing or brainstorming how to answer questions and/or content for answers with others is not allowed.
Researching and writing answers in the same room with other GEOG*3020 students is not allowed.
Sharing and/or discussing in-progress or completed answers with others is not allow.INTEXT CIATION SHOULD MATCH WITH REFERENCE MAM REMEMBER.

Final Exam Geography 3020 Question 1 (10 marks) In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a series of documentaries (Shadow of a drought, Climate blueprint, and Kiribati: A drowning paradise in the South Pacific). You also read about the example of avocado farming in the Michoacán region of Mexico. We can think of these pieces as illustrative case studies or examples that help to demonstrate seemingly abstract concepts in real world contexts.
During weeks 3 and 4, you also learned about the concepts of common but differentiated responsibility, double exposure, and climate justice. Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above. Explain the concept of double exposure and explain how or why you think the case study illustrates the concept. Exceptional responses will likely discuss how social and ecological processes are linked, and comment on the distribution of risks and benefits (450-500 words).These are the readings and notes and video which have to used to answer to this question
series of documentaries
1. Documentary #1 – Shadow of DroughtShadow of Drought: Southern California’s Looming Water Crisisopens in new window is an Emmy award-winning documentary that examines the severe drought California suffered from 2012 to 2016 and the consequences it had on the state’s complex water management system. Despite recent wet winters, California’s water supply will continue to be threatened by ongoing population growth and longer, more frequent droughts caused by climate change.
Southern California, an arid region especially vulnerable due to its reliance on imported water, has been a pioneer in the use of innovative water technologies. But as a shadow of drought hangs over the state, much more needs to be done to avert the region’s looming water crisis.
This description comes from the documentary’s official press material (Palomar College Television, 2017). this video also ahve to be analysed.
2. Climate blueprint
Documentary #2 – Climate BlueprintThe Climate Blueprintopens in new window is the first documentary to explore the history of the United Nations Conference of the Parties climate change summit and the fight against our most challenging and powerful enemy. Under the framework of the United Nations, 194 countries meet once a year during two extremely hectic weeks at the United Nations Framework Convention on Climate Change (UNFCCC).
This description comes from the documentary’s official press material (Green Planet Films, 2014).
WATCH THIS VIDEO and ANAYSE IT
https://fod-infobase-com.subzero.lib.uoguelph.ca/p..
AND IT ALSO HAVE VIDEO TRANSCRIPT DOCX: ATTACHED IN PDF FORMAT
3. Documentary #3 – Kiribati: a drowning paradise in the South PacificClimate change and rising sea levels mean the island nation of Kiribati in the South Pacific is at risk of disappearing into the sea. But the island’s inhabitants aren’t giving up. They are doing what they can to save their island from inundation. Can COP23 help make a difference? Watch Kiribati: A drowning paradise in the South Pacific. DW Documentary, Directed by Markus Henssler, 2017 (video)opens in new window. Link of the video is below Kiribati i have provided the yotube video for documentary -3 this video also have to be analysed.
Week 3: Global Environmental Change – Uneven and Socially Complex
The first two weeks of the course built your understanding of some biophysical basics of the greenhouse effect as well as of the United Nations as an organization that shapes national and international responses to global environmental change. At least four points should be clear:
Human-produced greenhouse gas emissions exacerbate the greenhouse effect;
An exacerbated greenhouse effect drives climate change and will continue to do so until greenhouse gas emissions are reduced;
We have a decades-old system, called the United Nations, for addressing large and complex global problems that require negotiation and cooperation between countries; and
The United Nations has integrated ‘the environment’ into its mandate over time, and work through environmental conventions, including the UN Framework Convention on Climate Change and the UN Convention on Biological Diversity, remains in progress.
This week and next, which are the last two in Unit 01, will layer in perspective that is intended to build your understanding of global environmental change as uneven and socially complex.
The main starting point is that when we look at the world, patterns to do with people, places, and processes vary. With respect to global environmental change, the people and activities that contribute most (e.g., highest greenhouse gas emissions, most deforestation) are often found more densely on some parts of the map than others. Likewise, no single person is exposed to and experiences environmental changes in exactly the same way. This is what it means to say that the causes and consequences of global environmental change are highly uneven and why addressing it is said to be socially complex.
A small proportion of the global population has contributed disproportionately to cumulative greenhouse gas emissions and other environmentally deleterious activities since the industrial revolution. Similarly, exposure to/experiences of global environmental change varies dramatically. Please keep this in mind as you do this week’s reading and think about this screen capture from The Carbon Mapopens in new window website
Activity: Let’s Explore the Carbon Map Further!
Please go to The Carbon Mapopens in new window. Once there, click the play button that appears at the centre of the home page and listen to/watch the short introductory video. Explore the map further yourself; take time to click on the tabs under ‘Responsibility’ and ‘Vulnerability’ and to change shading to look at ‘Emissions Change,’ CO2 per person, and GDP per person.
Here are some specific mapping combinations that you should try:
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Vulnerability/People at risk’ in the top tabs and ‘CO2 per person’ in the side pull-down menu.
Start with the map set such that ‘Vulnerability/People at risk’ are the tabs clicked at the top and ‘CO2 per person’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘GDP per person’ in the pull-down menu.
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Responsibility/Historical’ in the top tabs and ‘Emisssions Change’ in the pull-down menu.
Bookmark The Carbon Map website and consider it as a resource throughout this course. If you would like to comment on what you observed or ask the instructor questions about the map, please head on over to the Exploring the Carbon Map discussion forum in the Discussions tool and make a post.
Lenses Help Us to Interpret and Critique
Chancel (2022) details research into emissions inequality between 1990-2019. The study is global in scale and quantitative. Some key findings include:
“the bottom 50% of the world population emitted 12% of global emissions in 2019, whereas the top 10% emitted 48% of the total. Since 1990, the bottom 50% of the world population has been responsible for only 16% of all emissions growth, whereas the top 1% has been responsible for 23% of the total.”
– Chancel, 2022, p. 931The paper concludes with the observation that governments need to develop better data on individual emissions and monitor progress toward sustainable lifestyles. However, it stops short at identifying specific histories (e.g., colonial exploration and conquest), structures (e.g., international debt repayment schemes imposed on countries in the global south), and present-day practices (e.g., corporate tax avoidance) that contribute to making and keeping global disparity in place. This points us toward Sultana (2021) and an important strength of the social sciences, including human geography: applying lenses that help us to interpret and critique unevenness and social complexity.
In Sultana’s paper, climate injustice is interpreted and critiqued through a feminist lens. Applying a feminist lens to an issue like climate change (or other important ones like health, food security, and so on) means being as attentive as possible to the ways that biased ideas about men and women shape understandings and then get entrenched into laws, policies, practices, and cultural norms. This helps to promote:“[more] inclusive planning and action beyond techno-managerialist climate solutions. It can strengthen women’s strategic activism, advocacy, capacity building, and resource and network access. It also documents women’s lived experiences and elevates differing voices, as well as how international political economy of development can derail gender justice in climate action. ”
– Sultana, 2021, p. 120-121Other similar sorts of lenses include anti-colonialism, political economy, and theories of race and anti-racism; while we are not able to cover each of these lenses fully in this class, Geography, Environment and Geomatics at the University of Guelph offers a number of coursesopens in new window that can you can take to learn more. You may also wish to check out The International Encyclopedia of Human Geography (Kitchen & Thrift, eds.), available through the University of Guelph Library; it has entries for each of these lenses and more.
In addition to reading about lenses from geography and other social sciences, thinking more deeply about unevenness and social complexity also requires learning through real-life examples where insidious structures and dynamics cause negative environmental impacts, delay mitigation, and produce/maintain inequity through time and space. For this reason, the main focus of next week will be for you to watch and take notes on three documentaries. Each documentary will ask you to think about the place(s), people, and processes that you are seeing in terms of one or more of the following concepts:common but differentiated responsibility;
double exposure; and
climate injustice.
An Illustrative Example
Illustrative examples (sometimes called ‘case studies’) can help you to reinforce information and concepts and to see how patterns and processes play out in real places with real people in a practical way. Next week’s documentaries will serve as in-depth illustrative examples—you will see places and hear voices at the frontlines of global environmental change and governance. However, as you review readings and materials from the first three weeks of the course, you may find it valuable to have a shorter illustrative example in mind. So, before you finish the week, please read the short story below.
i think is very intresting documentary which should be used to answer the question-1Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above. Explain the concept of double exposure and explain how or why you think the case study illustrates the concept. Exceptional responses will likely discuss how social and ecologicalprocesses are linked, and comment on the distribution of risks and benefits (450-500words).These are the readings and notes and video which have to used to answer to this question
Avocado: The ‘Green Gold’ Causing Environment Havoc
Maybe you start your day with an avocado toast, then you have an avocado salad for lunch, and you finish your day with some guacamole in your dinner. The delicious and nutritious fruit has gained immense popularity over the last years, linked to a healthy lifestyle. But the underlying truth is tough: Avocado production carries enormous environmental costs that you are probably not aware of.Mexico produces more avocado than anywhere in the world, but the “green gold,” as it is known, is consumed mainly in North America, Europe and Asia. Each year, 11 billion pounds of avocado are consumed around the world. A few weeks ago, every six minutes, a truck full of avocados was leaving the Mexican state of Michoacán for export to the USA in preparation for the most important date for avocado producers in the year: the Super Bowl, which sees 7% of the annual avocado consumption in only one day.Michoacán produces eight out of 10 Mexican avocados and five out of 10 avocados produced globally. Avocado farming in the state has a land production size equivalent of 196,000 football fields; its regional economy is strongly dependent on a product with a market value of around $2.5 billion a year.Until two decades ago, US buyers did not have access to Mexican avocado. The US government maintained a ban on imports for 87 years because it was considered to represent a risk to agriculture. In 1997, Michoacán was declared free of the borer worm, and the massive export of avocado began. Exports were highly benefited by the North America Free Trade Agreement (NAFTA); by 2005, Mexican avocado was all over the supermarkets in the United States, currently the most important market in the planet for the fruit. Consumption in the US more than doubled in only 10 years. “Avocados from Mexico” was the first brand in the agricultural sector to pay for a television commercial in the Super Bowl.Despite this massive creation of value and success, extensive avocado production has substantial and irretrievable environmental costs and damages. Disproportionately huge demand for the fruit is creating a climate change effect. Forest lands with diverse wildlife have been destroyed to produce avocado, and many more were intentionally burned to bypass a Mexican law allowing producers to change the land-use permit to commercial agriculture instead of forest land, if it was lost to burning.Shrubs and old trees are often taken down to provide avocado trees greater sunlight, contributing to deforestation and consequently to global warming and climate change. Currently, in Michoacán’s avocado-producing area, there has been an increase in temperature and erratic rainstorms. Research by the National Autonomous University of Mexico Campus Morelia identified that the state has a new tendency to be increasingly hot and dry, with less intense cold seasons necessary to maintain the environmental balance, and extended extreme hot seasons with increased irregular rainfall and greater cyclone strength. The loss of forest cover and other climate changes means the rate of arrival of the Monarch butterfly to Michoacán has also dropped.Around 9.5 billion litres of water are used daily to produce avocado – equivalent to 3,800 Olympic pools – requiring a massive extraction of water from Michoacán aquifers. Excessive extraction of water from these aquifers is having unexpected consequences, such as causing small earthquakes. From 5 January to 15 February, 3,247 seismic movements were recorded in Uruapan municipality and surroundings, the most important avocado-producing area in the world. According to local authorities, avocado-related water extraction has opened up subsoil caverns that could be causing these movements.One hectare of avocado with 156 trees consumes 1.6 times more than a forest with 677 trees per hectare. When avocado trees are irrigated, because their roots are rather horizontal, the flow through preferential infiltration is less and makes it difficult for the water to seep into the subsoil; 14 times less compared to the pine tree. A study conducted by Carbon Footprint Ltd affirms a small pack of two avocados has an emissions footprint of 846.36g CO2, almost twice the size of one kilo of bananas (480g CO2) and three times the size of a large cappuccino with regular cow milk (235g CO2).Excerpt taken from: Ochoa Ayala, M. (2020, February 24). Avocado: The ‘green gold’
causing environment havoc.opens in new window World Economic Forum.
You finished last week by reading through a short illustrative example where different learnings from across Unit 01 come together. It gave details of a place, people and processes involved in avocado agriculture and the consumption of avocados by people (many of them in the United States and Canada).
As a reminder, here are some key points from that illustrative example
Michoacán, a region in the country of Mexico, produces five out of 10 avocados consumed globally, and today its economy is strongly dependent on avocado farming and export.
However, up until just two decades ago, avocados from Michoacán were banned from entering and consumption in the US. The Michoacán avocado farming sector has grown and industrialized rapidly over the last 10-20 years. This has placed a strain on freshwater aquifers, and forest has also been cut down to make way for avocado plantations.
One study found that a small pack of two avocados has a carbon emissions footprint almost twice the size of one kilo of bananas and three times the size of a large cappuccino with regular cow milk.
When we put our social science hats on to think about global environmental change as uneven, numerous socially complex questions come to mind. Here are just a few:
To whom, if anyone, should the emissions footprint of Michoacán avocados be attributed? Farmers? Consumers? The Government of Mexico? A mix of all three?
Given that it drives new CO2 emissions and is also implicated in deforestation and high levels of freshwater use, should there be a limit on how much the avocado farming sector in Michoacán is allowed to expand?
If limits were to be placed on expansion and/or export, should avocado farmers in Michoacán be compensated for lost income? If so, where should that compensation come from?
The illustrative examples continue and will deepen this week as you watch three documentaries about places, people, and processes at the frontlines of global environmental change and governance. Watching the documentaries carefully will help to reinforce material from the first three weeks and engage you in a style of thinking and learning where you take free-flowing notes about things that strike you as interesting and important in each film. You will be provided with a few note-taking prompts to help get your mind flowing, and your attention heightened as you watch the documentaries. First, however, we will overview three concepts that are very important to appreciating the documentaries and that we will take with you into future parts of the course.
Common But Differentiated Responsibility (CBDR)
Common but differentiated responsibility (CBDR) is a principle of international law that has been written into several of the UN environmental treaties, including the 2015 Paris Agreement among the Conference of the Parties (COP) to the UN Framework Convention on Climate Change (UNFCCC). It acknowledges that countries are differentially responsible for driving global environmental change and that institutional and economic capacities to contribute to mitigation efforts also vary. Agreements that adopt CBDR as a principle must be written so that they recognize different national circumstances and ensure that the obligations placed on individual countries (e.g., to reduce emissions, to contribute funding for international and sustainable development efforts) reflect their historical circumstances and present-day capacities.
If you would like to learn more about how CBDR is written into several UN Conventions and Treaties, read a briefing document by Dr. Ellen Hay, a Professor of International Law: The Principle of Common but Differentiated Responsibilitiesopens in new window.I have attached the pdf docx named as THE PRINCIPLE OF COMMON BUT DIFFERENTIATED RESPONSIBILITIES you hve to analsye it and then then use it .
Double Exposure
Double exposure refers to the fact that “regions, sectors, ecosystems and social groups will be confronted both by the impacts of climate change, and by the consequences of globalization” (O’Brien & Lecheinko 2000, p. 221). In other words, the ways that specific outcomes of climate change will be experienced and impact people in place are directly shaped by globalization (i.e., the ways that economic activity has been restructured and internationalized over the last 70 years). Primary activities, like farming, mining, forestry and fishing, have industrialized and the chains of connection through which these goods are turned into goods for consumption (often called commodity chains) are international and often controlled by large multinational firms.
Climate Justice
Climate justice makes a connection between climate change and basic human rights, including (but not limited to), the right to clean water and sanitation, the right to nationality, and the right to food. As Schapper (2018, p. 275) writes, “climate change as well as climate policies can have adverse effects on the human rights of certain population groups – and can exacerbate situations of injustice.” Many, including Conca (2015), contend that the international human rights regime—overseen through the United Nations—does not sufficiently integrate global environmental change into its mandate and structure.
DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.
use proper connectors to begin sentence wholle answer should be in APA7 STYLE DOUBLE SPACED FONT IS TIMESNEWROMAN 12 SIZE AND APA7 STYLE USE OWL PURDE APA7 STYLE.INTEXT CITATION SHOULD MATCH WITH REFERENCE
HELLO SIRHiDonot Use CHATGPT AND AI TOOL NOT A SINGLE WORD SHOULD BE USED FROM AI AND HATGPT AS
mam has software to detect each and everyline.
The take-home exam consists of a set of questions that will be released via the Announcements on the Course Home page at the end of the semester. You’ll be asked to provide written answers to each question following the steps/notes provided. Your answers should be supported with in-text citations. Completing the take-home exam will help you to achieve course learning outcomes 1, 2, 3, 4, 5, and 6.
When completing the take-home exam, the following rules apply.
All University of Guelph guidelines regarding academic integrity and AI Systems apply.
Answer shold be written inwrite in 450 words only.
Referencing course material (i.e., readings, course and seminar slides, lecture notes, videos) as well as any additional research material (i.e., journal articles, websites, news articles, books, etc.) in answers is required. Regular expectations regarding academic integrity apply and all references must be properly cited in-text and included in the formatted reference list. You may select your preferred APA 7 STYLE OWL PURDE referencing style, but it must be correctly and consistently. In-text citations should be used (footnotes/endnotes should not be used for citations).
Discussing or brainstorming how to answer questions and/or content for answers with others is not allowed.
Researching and writing answers in the same room with other GEOG*3020 students is not allowed.
Sharing and/or discussing in-progress or completed answers with others is not allowed.

here is the video link The purpose of this video review assignment is to provid

here is the video link
The
purpose of this video review assignment is to provid

here is the video link
The
purpose of this video review assignment is to provide exposure to
tourism issues happening in tourism today and how they relate to a
travel destination(s) and how this experience connects to our learning
objectives for the course (explain major concepts in tourism
geography…tourism-related geographic concepts, factors impacting world
travel patterns such as climate, landforms, latitudes, etc.; integrate
knowledge about the environment, population, culture, the economy,
politics, etc., in travel destinations; demonstrate a greater awareness
of how travel behaviors are interrelated with the lives of people in
tourist-receiving places; develop an improved appreciation for the
places and landscapes encountered with tourism development and travel
behaviors; discuss and analyze tourism issues as related to travel
destinations). Your responses are personal to you and not something that AI should be
used for, and they are not acceptable to be used for. It’s often clear
when AI is used in student responses, and it is against course policy to
do so.
Please respond with depth to the following questions (minimum of 50 words for each response):
1. Name at least three specific responsibilities tourists have when
visiting popular destinations, particularly concerning cultural and
environmental preservation.
2. How can tourism contribute positively to cultural exchange and understanding while minimizing negative impacts?
3. What social, environmental, and cultural changes can you
personally make to reduce your impact as a tourist and promote
sustainable travel practices wherever you go?

Final Exam Geography 3020 Question 1 (10 marks) In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a series of documentaries (Shadow of a drought, Climate blueprint, and Kiribati: A drowning paradise in the South Pacific). You also read about the example of avocado farming in the Michoacán region of Mexico. We can think of these pieces as illustrative case studies or examples that help to demonstrate seemingly abstract concepts in real world contexts.
During weeks 3 and 4, you also learned about the concepts of common but differentiated responsibility, double exposure, and climate justice. Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above. Explain the concept of double exposure and explain how or why you think the case study illustrates the concept. Exceptional responses will likely discuss how social and ecological processes are linked, and comment on the distribution of risks and benefits (450-500 words).These are the readings and notes and video which have to used to answer to this question. (
Avocado: The ‘Green Gold’ Causing Environment Havoc case study which i feel will work best to answer this part
Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above
series of documentaries
1. Documentary #1 – Shadow of Droughti think is very intresting documentary which should be used to answer the question-1Explain how the concept of double exposure may be useful for understanding the
social-ecological context of one of the illustrative case studies listed above. Explain the
concept of double exposure and explain how or why you think the case study illustrates
the concept. Exceptional responses will likely discuss how social and ecological
processes are linked, and comment on the distribution of risks and benefits (450-500
words).These are the readings and notes and video which have to used to answer to this question
Shadow of Drought: Southern California’s Looming Water Crisisopens in new window is an Emmy award-winning documentary that examines the severe drought California suffered from 2012 to 2016 and the consequences it had on the state’s complex water management system. Despite recent wet winters, California’s water supply will continue to be threatened by ongoing population growth and longer, more frequent droughts caused by climate change.
Southern California, an arid region especially vulnerable due to its reliance on imported water, has been a pioneer in the use of innovative water technologies. But as a shadow of drought hangs over the state, much more needs to be done to avert the region’s looming water crisis.
This description comes from the documentary’s official press material (Palomar College Television, 2017). this video also ahve to be analysed.
2. Climate blueprint
Documentary #2 – Climate BlueprintThe Climate Blueprintopens in new window is the first documentary to explore the history of the United Nations Conference of the Parties climate change summit and the fight against our most challenging and powerful enemy. Under the framework of the United Nations, 194 countries meet once a year during two extremely hectic weeks at the United Nations Framework Convention on Climate Change (UNFCCC).
This description comes from the documentary’s official press material (Green Planet Films, 2014).
WATCH THIS VIDEO and ANAYSE IT
https://fod-infobase-com.subzero.lib.uoguelph.ca/p..
AND IT ALSO HAVE VIDEO TRANSCRIPT DOCX: ATTACHED IN PDF FORMAT
3. Documentary #3 – Kiribati: a drowning paradise in the South PacificClimate change and rising sea levels mean the island nation of Kiribati in the South Pacific is at risk of disappearing into the sea. But the island’s inhabitants aren’t giving up. They are doing what they can to save their island from inundation. Can COP23 help make a difference? Watch Kiribati: A drowning paradise in the South Pacific. DW Documentary, Directed by Markus Henssler, 2017 (video)opens in new window. Link of the video is below Kiribati i have provided the yotube video for documentary -3 this video also have to be analysed.
Week 3: Global Environmental Change – Uneven and Socially Complex
The first two weeks of the course built your understanding of some biophysical basics of the greenhouse effect as well as of the United Nations as an organization that shapes national and international responses to global environmental change. At least four points should be clear:
Human-produced greenhouse gas emissions exacerbate the greenhouse effect;
An exacerbated greenhouse effect drives climate change and will continue to do so until greenhouse gas emissions are reduced;
We have a decades-old system, called the United Nations, for addressing large and complex global problems that require negotiation and cooperation between countries; and
The United Nations has integrated ‘the environment’ into its mandate over time, and work through environmental conventions, including the UN Framework Convention on Climate Change and the UN Convention on Biological Diversity, remains in progress.
This week and next, which are the last two in Unit 01, will layer in perspective that is intended to build your understanding of global environmental change as uneven and socially complex.
The main starting point is that when we look at the world, patterns to do with people, places, and processes vary. With respect to global environmental change, the people and activities that contribute most (e.g., highest greenhouse gas emissions, most deforestation) are often found more densely on some parts of the map than others. Likewise, no single person is exposed to and experiences environmental changes in exactly the same way. This is what it means to say that the causes and consequences of global environmental change are highly uneven and why addressing it is said to be socially complex.
A small proportion of the global population has contributed disproportionately to cumulative greenhouse gas emissions and other environmentally deleterious activities since the industrial revolution. Similarly, exposure to/experiences of global environmental change varies dramatically. Please keep this in mind as you do this week’s reading and think about this screen capture from The Carbon Mapopens in new window website
Activity: Let’s Explore the Carbon Map Further!
Please go to The Carbon Mapopens in new window. Once there, click the play button that appears at the centre of the home page and listen to/watch the short introductory video. Explore the map further yourself; take time to click on the tabs under ‘Responsibility’ and ‘Vulnerability’ and to change shading to look at ‘Emissions Change,’ CO2 per person, and GDP per person.
Here are some specific mapping combinations that you should try:
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Vulnerability/People at risk’ in the top tabs and ‘CO2 per person’ in the side pull-down menu.
Start with the map set such that ‘Vulnerability/People at risk’ are the tabs clicked at the top and ‘CO2 per person’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘GDP per person’ in the pull-down menu.
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Responsibility/Historical’ in the top tabs and ‘Emisssions Change’ in the pull-down menu.
Bookmark The Carbon Map website and consider it as a resource throughout this course. If you would like to comment on what you observed or ask the instructor questions about the map, please head on over to the Exploring the Carbon Map discussion forum in the Discussions tool and make a post.
Lenses Help Us to Interpret and Critique
Chancel (2022) details research into emissions inequality between 1990-2019. The study is global in scale and quantitative. Some key findings include:
“the bottom 50% of the world population emitted 12% of global emissions in 2019, whereas the top 10% emitted 48% of the total. Since 1990, the bottom 50% of the world population has been responsible for only 16% of all emissions growth, whereas the top 1% has been responsible for 23% of the total.”
– Chancel, 2022, p. 931The paper concludes with the observation that governments need to develop better data on individual emissions and monitor progress toward sustainable lifestyles. However, it stops short at identifying specific histories (e.g., colonial exploration and conquest), structures (e.g., international debt repayment schemes imposed on countries in the global south), and present-day practices (e.g., corporate tax avoidance) that contribute to making and keeping global disparity in place. This points us toward Sultana (2021) and an important strength of the social sciences, including human geography: applying lenses that help us to interpret and critique unevenness and social complexity.
In Sultana’s paper, climate injustice is interpreted and critiqued through a feminist lens. Applying a feminist lens to an issue like climate change (or other important ones like health, food security, and so on) means being as attentive as possible to the ways that biased ideas about men and women shape understandings and then get entrenched into laws, policies, practices, and cultural norms. This helps to promote:“[more] inclusive planning and action beyond techno-managerialist climate solutions. It can strengthen women’s strategic activism, advocacy, capacity building, and resource and network access. It also documents women’s lived experiences and elevates differing voices, as well as how international political economy of development can derail gender justice in climate action. ”
– Sultana, 2021, p. 120-121Other similar sorts of lenses include anti-colonialism, political economy, and theories of race and anti-racism; while we are not able to cover each of these lenses fully in this class, Geography, Environment and Geomatics at the University of Guelph offers a number of coursesopens in new window that can you can take to learn more. You may also wish to check out The International Encyclopedia of Human Geography (Kitchen & Thrift, eds.), available through the University of Guelph Library; it has entries for each of these lenses and more.
In addition to reading about lenses from geography and other social sciences, thinking more deeply about unevenness and social complexity also requires learning through real-life examples where insidious structures and dynamics cause negative environmental impacts, delay mitigation, and produce/maintain inequity through time and space. For this reason, the main focus of next week will be for you to watch and take notes on three documentaries. Each documentary will ask you to think about the place(s), people, and processes that you are seeing in terms of one or more of the following concepts:common but differentiated responsibility;
double exposure; and
climate injustice.
An Illustrative Example
Illustrative examples (sometimes called ‘case studies’) can help you to reinforce information and concepts and to see how patterns and processes play out in real places with real people in a practical way. Next week’s documentaries will serve as in-depth illustrative examples—you will see places and hear voices at the frontlines of global environmental change and governance. However, as you review readings and materials from the first three weeks of the course, you may find it valuable to have a shorter illustrative example in mind. So, before you finish the week, please read the short story below.
Avocado: The ‘Green Gold’ Causing Environment Havoc
Maybe you start your day with an avocado toast, then you have an avocado salad for lunch, and you finish your day with some guacamole in your dinner. The delicious and nutritious fruit has gained immense popularity over the last years, linked to a healthy lifestyle. But the underlying truth is tough: Avocado production carries enormous environmental costs that you are probably not aware of.Mexico produces more avocado than anywhere in the world, but the “green gold,” as it is known, is consumed mainly in North America, Europe and Asia. Each year, 11 billion pounds of avocado are consumed around the world. A few weeks ago, every six minutes, a truck full of avocados was leaving the Mexican state of Michoacán for export to the USA in preparation for the most important date for avocado producers in the year: the Super Bowl, which sees 7% of the annual avocado consumption in only one day.Michoacán produces eight out of 10 Mexican avocados and five out of 10 avocados produced globally. Avocado farming in the state has a land production size equivalent of 196,000 football fields; its regional economy is strongly dependent on a product with a market value of around $2.5 billion a year.Until two decades ago, US buyers did not have access to Mexican avocado. The US government maintained a ban on imports for 87 years because it was considered to represent a risk to agriculture. In 1997, Michoacán was declared free of the borer worm, and the massive export of avocado began. Exports were highly benefited by the North America Free Trade Agreement (NAFTA); by 2005, Mexican avocado was all over the supermarkets in the United States, currently the most important market in the planet for the fruit. Consumption in the US more than doubled in only 10 years. “Avocados from Mexico” was the first brand in the agricultural sector to pay for a television commercial in the Super Bowl.Despite this massive creation of value and success, extensive avocado production has substantial and irretrievable environmental costs and damages. Disproportionately huge demand for the fruit is creating a climate change effect. Forest lands with diverse wildlife have been destroyed to produce avocado, and many more were intentionally burned to bypass a Mexican law allowing producers to change the land-use permit to commercial agriculture instead of forest land, if it was lost to burning.Shrubs and old trees are often taken down to provide avocado trees greater sunlight, contributing to deforestation and consequently to global warming and climate change. Currently, in Michoacán’s avocado-producing area, there has been an increase in temperature and erratic rainstorms. Research by the National Autonomous University of Mexico Campus Morelia identified that the state has a new tendency to be increasingly hot and dry, with less intense cold seasons necessary to maintain the environmental balance, and extended extreme hot seasons with increased irregular rainfall and greater cyclone strength. The loss of forest cover and other climate changes means the rate of arrival of the Monarch butterfly to Michoacán has also dropped.Around 9.5 billion litres of water are used daily to produce avocado – equivalent to 3,800 Olympic pools – requiring a massive extraction of water from Michoacán aquifers. Excessive extraction of water from these aquifers is having unexpected consequences, such as causing small earthquakes. From 5 January to 15 February, 3,247 seismic movements were recorded in Uruapan municipality and surroundings, the most important avocado-producing area in the world. According to local authorities, avocado-related water extraction has opened up subsoil caverns that could be causing these movements.One hectare of avocado with 156 trees consumes 1.6 times more than a forest with 677 trees per hectare. When avocado trees are irrigated, because their roots are rather horizontal, the flow through preferential infiltration is less and makes it difficult for the water to seep into the subsoil; 14 times less compared to the pine tree. A study conducted by Carbon Footprint Ltd affirms a small pack of two avocados has an emissions footprint of 846.36g CO2, almost twice the size of one kilo of bananas (480g CO2) and three times the size of a large cappuccino with regular cow milk (235g CO2).Excerpt taken from: Ochoa Ayala, M. (2020, February 24). Avocado: The ‘green gold’
causing environment havoc.opens in new window World Economic Forum.
You finished last week by reading through a short illustrative example where different learnings from across Unit 01 come together. It gave details of a place, people and processes involved in avocado agriculture and the consumption of avocados by people (many of them in the United States and Canada).
As a reminder, here are some key points from that illustrative example
Michoacán, a region in the country of Mexico, produces five out of 10 avocados consumed globally, and today its economy is strongly dependent on avocado farming and export.
However, up until just two decades ago, avocados from Michoacán were banned from entering and consumption in the US. The Michoacán avocado farming sector has grown and industrialized rapidly over the last 10-20 years. This has placed a strain on freshwater aquifers, and forest has also been cut down to make way for avocado plantations.
One study found that a small pack of two avocados has a carbon emissions footprint almost twice the size of one kilo of bananas and three times the size of a large cappuccino with regular cow milk.
When we put our social science hats on to think about global environmental change as uneven, numerous socially complex questions come to mind. Here are just a few:
To whom, if anyone, should the emissions footprint of Michoacán avocados be attributed? Farmers? Consumers? The Government of Mexico? A mix of all three?
Given that it drives new CO2 emissions and is also implicated in deforestation and high levels of freshwater use, should there be a limit on how much the avocado farming sector in Michoacán is allowed to expand?
If limits were to be placed on expansion and/or export, should avocado farmers in Michoacán be compensated for lost income? If so, where should that compensation come from?
The illustrative examples continue and will deepen this week as you watch three documentaries about places, people, and processes at the frontlines of global environmental change and governance. Watching the documentaries carefully will help to reinforce material from the first three weeks and engage you in a style of thinking and learning where you take free-flowing notes about things that strike you as interesting and important in each film. You will be provided with a few note-taking prompts to help get your mind flowing, and your attention heightened as you watch the documentaries. First, however, we will overview three concepts that are very important to appreciating the documentaries and that we will take with you into future parts of the course.
Common But Differentiated Responsibility (CBDR)
Common but differentiated responsibility (CBDR) is a principle of international law that has been written into several of the UN environmental treaties, including the 2015 Paris Agreement among the Conference of the Parties (COP) to the UN Framework Convention on Climate Change (UNFCCC). It acknowledges that countries are differentially responsible for driving global environmental change and that institutional and economic capacities to contribute to mitigation efforts also vary. Agreements that adopt CBDR as a principle must be written so that they recognize different national circumstances and ensure that the obligations placed on individual countries (e.g., to reduce emissions, to contribute funding for international and sustainable development efforts) reflect their historical circumstances and present-day capacities.
If you would like to learn more about how CBDR is written into several UN Conventions and Treaties, read a briefing document by Dr. Ellen Hay, a Professor of International Law: The Principle of Common but Differentiated Responsibilitiesopens in new window.I have attached the pdf docx named as THE PRINCIPLE OF COMMON BUT DIFFERENTIATED RESPONSIBILITIES you hve to analsye it and then then use it .
Double Exposure
Double exposure refers to the fact that “regions, sectors, ecosystems and social groups will be confronted both by the impacts of climate change, and by the consequences of globalization” (O’Brien & Lecheinko 2000, p. 221). In other words, the ways that specific outcomes of climate change will be experienced and impact people in place are directly shaped by globalization (i.e., the ways that economic activity has been restructured and internationalized over the last 70 years). Primary activities, like farming, mining, forestry and fishing, have industrialized and the chains of connection through which these goods are turned into goods for consumption (often called commodity chains) are international and often controlled by large multinational firms.
Climate Justice
Climate justice makes a connection between climate change and basic human rights, including (but not limited to), the right to clean water and sanitation, the right to nationality, and the right to food. As Schapper (2018, p. 275) writes, “climate change as well as climate policies can have adverse effects on the human rights of certain population groups – and can exacerbate situations of injustice.” Many, including Conca (2015), contend that the international human rights regime—overseen through the United Nations—does not sufficiently integrate global environmental change into its mandate and structure.
DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.
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Final Exam Geography 3020 Question 1 (10 marks) In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a series of documentaries (Shadow of a drought, Climate blueprint, and Kiribati: A drowning paradise in the South Pacific). You also read about the example of avocado farming in the Michoacán region of Mexico. We can think of these pieces as illustrative case studies or examples that help to demonstrate seemingly abstract concepts in real world contexts.
During weeks 3 and 4, you also learned about the concepts of common but differentiated responsibility, double exposure, and climate justice. Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above. Explain the concept of double exposure and explain how or why you think the case study illustrates the concept. Exceptional responses will likely discuss how social and ecological processes are linked, and comment on the distribution of risks and benefits (450-500 words).These are the readings and notes and video which have to used to answer to this question. (
Avocado: The ‘Green Gold’ Causing Environment Havoc case study which i feel will work best to answer this part
Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above
series of documentaries
1. Documentary #1 – Shadow of Droughti think is very intresting documentary which should be used to answer the question-1Explain how the concept of double exposure may be useful for understanding the
social-ecological context of one of the illustrative case studies listed above. Explain the
concept of double exposure and explain how or why you think the case study illustrates
the concept. Exceptional responses will likely discuss how social and ecological
processes are linked, and comment on the distribution of risks and benefits (450-500
words).These are the readings and notes and video which have to used to answer to this question
Shadow of Drought: Southern California’s Looming Water Crisisopens in new window is an Emmy award-winning documentary that examines the severe drought California suffered from 2012 to 2016 and the consequences it had on the state’s complex water management system. Despite recent wet winters, California’s water supply will continue to be threatened by ongoing population growth and longer, more frequent droughts caused by climate change.
Southern California, an arid region especially vulnerable due to its reliance on imported water, has been a pioneer in the use of innovative water technologies. But as a shadow of drought hangs over the state, much more needs to be done to avert the region’s looming water crisis.
This description comes from the documentary’s official press material (Palomar College Television, 2017). this video also ahve to be analysed.
2. Climate blueprint
Documentary #2 – Climate BlueprintThe Climate Blueprintopens in new window is the first documentary to explore the history of the United Nations Conference of the Parties climate change summit and the fight against our most challenging and powerful enemy. Under the framework of the United Nations, 194 countries meet once a year during two extremely hectic weeks at the United Nations Framework Convention on Climate Change (UNFCCC).
This description comes from the documentary’s official press material (Green Planet Films, 2014).
WATCH THIS VIDEO and ANAYSE IT
https://fod-infobase-com.subzero.lib.uoguelph.ca/p..
AND IT ALSO HAVE VIDEO TRANSCRIPT DOCX: ATTACHED IN PDF FORMAT
3. Documentary #3 – Kiribati: a drowning paradise in the South PacificClimate change and rising sea levels mean the island nation of Kiribati in the South Pacific is at risk of disappearing into the sea. But the island’s inhabitants aren’t giving up. They are doing what they can to save their island from inundation. Can COP23 help make a difference? Watch Kiribati: A drowning paradise in the South Pacific. DW Documentary, Directed by Markus Henssler, 2017 (video)opens in new window. Link of the video is below Kiribati i have provided the yotube video for documentary -3 this video also have to be analysed.
Week 3: Global Environmental Change – Uneven and Socially Complex
The first two weeks of the course built your understanding of some biophysical basics of the greenhouse effect as well as of the United Nations as an organization that shapes national and international responses to global environmental change. At least four points should be clear:
Human-produced greenhouse gas emissions exacerbate the greenhouse effect;
An exacerbated greenhouse effect drives climate change and will continue to do so until greenhouse gas emissions are reduced;
We have a decades-old system, called the United Nations, for addressing large and complex global problems that require negotiation and cooperation between countries; and
The United Nations has integrated ‘the environment’ into its mandate over time, and work through environmental conventions, including the UN Framework Convention on Climate Change and the UN Convention on Biological Diversity, remains in progress.
This week and next, which are the last two in Unit 01, will layer in perspective that is intended to build your understanding of global environmental change as uneven and socially complex.
The main starting point is that when we look at the world, patterns to do with people, places, and processes vary. With respect to global environmental change, the people and activities that contribute most (e.g., highest greenhouse gas emissions, most deforestation) are often found more densely on some parts of the map than others. Likewise, no single person is exposed to and experiences environmental changes in exactly the same way. This is what it means to say that the causes and consequences of global environmental change are highly uneven and why addressing it is said to be socially complex.
A small proportion of the global population has contributed disproportionately to cumulative greenhouse gas emissions and other environmentally deleterious activities since the industrial revolution. Similarly, exposure to/experiences of global environmental change varies dramatically. Please keep this in mind as you do this week’s reading and think about this screen capture from The Carbon Mapopens in new window website
Activity: Let’s Explore the Carbon Map Further!
Please go to The Carbon Mapopens in new window. Once there, click the play button that appears at the centre of the home page and listen to/watch the short introductory video. Explore the map further yourself; take time to click on the tabs under ‘Responsibility’ and ‘Vulnerability’ and to change shading to look at ‘Emissions Change,’ CO2 per person, and GDP per person.
Here are some specific mapping combinations that you should try:
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Vulnerability/People at risk’ in the top tabs and ‘CO2 per person’ in the side pull-down menu.
Start with the map set such that ‘Vulnerability/People at risk’ are the tabs clicked at the top and ‘CO2 per person’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘GDP per person’ in the pull-down menu.
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Responsibility/Historical’ in the top tabs and ‘Emisssions Change’ in the pull-down menu.
Bookmark The Carbon Map website and consider it as a resource throughout this course. If you would like to comment on what you observed or ask the instructor questions about the map, please head on over to the Exploring the Carbon Map discussion forum in the Discussions tool and make a post.
Lenses Help Us to Interpret and Critique
Chancel (2022) details research into emissions inequality between 1990-2019. The study is global in scale and quantitative. Some key findings include:
“the bottom 50% of the world population emitted 12% of global emissions in 2019, whereas the top 10% emitted 48% of the total. Since 1990, the bottom 50% of the world population has been responsible for only 16% of all emissions growth, whereas the top 1% has been responsible for 23% of the total.”
– Chancel, 2022, p. 931The paper concludes with the observation that governments need to develop better data on individual emissions and monitor progress toward sustainable lifestyles. However, it stops short at identifying specific histories (e.g., colonial exploration and conquest), structures (e.g., international debt repayment schemes imposed on countries in the global south), and present-day practices (e.g., corporate tax avoidance) that contribute to making and keeping global disparity in place. This points us toward Sultana (2021) and an important strength of the social sciences, including human geography: applying lenses that help us to interpret and critique unevenness and social complexity.
In Sultana’s paper, climate injustice is interpreted and critiqued through a feminist lens. Applying a feminist lens to an issue like climate change (or other important ones like health, food security, and so on) means being as attentive as possible to the ways that biased ideas about men and women shape understandings and then get entrenched into laws, policies, practices, and cultural norms. This helps to promote:“[more] inclusive planning and action beyond techno-managerialist climate solutions. It can strengthen women’s strategic activism, advocacy, capacity building, and resource and network access. It also documents women’s lived experiences and elevates differing voices, as well as how international political economy of development can derail gender justice in climate action. ”
– Sultana, 2021, p. 120-121Other similar sorts of lenses include anti-colonialism, political economy, and theories of race and anti-racism; while we are not able to cover each of these lenses fully in this class, Geography, Environment and Geomatics at the University of Guelph offers a number of coursesopens in new window that can you can take to learn more. You may also wish to check out The International Encyclopedia of Human Geography (Kitchen & Thrift, eds.), available through the University of Guelph Library; it has entries for each of these lenses and more.
In addition to reading about lenses from geography and other social sciences, thinking more deeply about unevenness and social complexity also requires learning through real-life examples where insidious structures and dynamics cause negative environmental impacts, delay mitigation, and produce/maintain inequity through time and space. For this reason, the main focus of next week will be for you to watch and take notes on three documentaries. Each documentary will ask you to think about the place(s), people, and processes that you are seeing in terms of one or more of the following concepts:common but differentiated responsibility;
double exposure; and
climate injustice.
An Illustrative Example
Illustrative examples (sometimes called ‘case studies’) can help you to reinforce information and concepts and to see how patterns and processes play out in real places with real people in a practical way. Next week’s documentaries will serve as in-depth illustrative examples—you will see places and hear voices at the frontlines of global environmental change and governance. However, as you review readings and materials from the first three weeks of the course, you may find it valuable to have a shorter illustrative example in mind. So, before you finish the week, please read the short story below.
Avocado: The ‘Green Gold’ Causing Environment Havoc
Maybe you start your day with an avocado toast, then you have an avocado salad for lunch, and you finish your day with some guacamole in your dinner. The delicious and nutritious fruit has gained immense popularity over the last years, linked to a healthy lifestyle. But the underlying truth is tough: Avocado production carries enormous environmental costs that you are probably not aware of.Mexico produces more avocado than anywhere in the world, but the “green gold,” as it is known, is consumed mainly in North America, Europe and Asia. Each year, 11 billion pounds of avocado are consumed around the world. A few weeks ago, every six minutes, a truck full of avocados was leaving the Mexican state of Michoacán for export to the USA in preparation for the most important date for avocado producers in the year: the Super Bowl, which sees 7% of the annual avocado consumption in only one day.Michoacán produces eight out of 10 Mexican avocados and five out of 10 avocados produced globally. Avocado farming in the state has a land production size equivalent of 196,000 football fields; its regional economy is strongly dependent on a product with a market value of around $2.5 billion a year.Until two decades ago, US buyers did not have access to Mexican avocado. The US government maintained a ban on imports for 87 years because it was considered to represent a risk to agriculture. In 1997, Michoacán was declared free of the borer worm, and the massive export of avocado began. Exports were highly benefited by the North America Free Trade Agreement (NAFTA); by 2005, Mexican avocado was all over the supermarkets in the United States, currently the most important market in the planet for the fruit. Consumption in the US more than doubled in only 10 years. “Avocados from Mexico” was the first brand in the agricultural sector to pay for a television commercial in the Super Bowl.Despite this massive creation of value and success, extensive avocado production has substantial and irretrievable environmental costs and damages. Disproportionately huge demand for the fruit is creating a climate change effect. Forest lands with diverse wildlife have been destroyed to produce avocado, and many more were intentionally burned to bypass a Mexican law allowing producers to change the land-use permit to commercial agriculture instead of forest land, if it was lost to burning.Shrubs and old trees are often taken down to provide avocado trees greater sunlight, contributing to deforestation and consequently to global warming and climate change. Currently, in Michoacán’s avocado-producing area, there has been an increase in temperature and erratic rainstorms. Research by the National Autonomous University of Mexico Campus Morelia identified that the state has a new tendency to be increasingly hot and dry, with less intense cold seasons necessary to maintain the environmental balance, and extended extreme hot seasons with increased irregular rainfall and greater cyclone strength. The loss of forest cover and other climate changes means the rate of arrival of the Monarch butterfly to Michoacán has also dropped.Around 9.5 billion litres of water are used daily to produce avocado – equivalent to 3,800 Olympic pools – requiring a massive extraction of water from Michoacán aquifers. Excessive extraction of water from these aquifers is having unexpected consequences, such as causing small earthquakes. From 5 January to 15 February, 3,247 seismic movements were recorded in Uruapan municipality and surroundings, the most important avocado-producing area in the world. According to local authorities, avocado-related water extraction has opened up subsoil caverns that could be causing these movements.One hectare of avocado with 156 trees consumes 1.6 times more than a forest with 677 trees per hectare. When avocado trees are irrigated, because their roots are rather horizontal, the flow through preferential infiltration is less and makes it difficult for the water to seep into the subsoil; 14 times less compared to the pine tree. A study conducted by Carbon Footprint Ltd affirms a small pack of two avocados has an emissions footprint of 846.36g CO2, almost twice the size of one kilo of bananas (480g CO2) and three times the size of a large cappuccino with regular cow milk (235g CO2).Excerpt taken from: Ochoa Ayala, M. (2020, February 24). Avocado: The ‘green gold’
causing environment havoc.opens in new window World Economic Forum.
You finished last week by reading through a short illustrative example where different learnings from across Unit 01 come together. It gave details of a place, people and processes involved in avocado agriculture and the consumption of avocados by people (many of them in the United States and Canada).
As a reminder, here are some key points from that illustrative example
Michoacán, a region in the country of Mexico, produces five out of 10 avocados consumed globally, and today its economy is strongly dependent on avocado farming and export.
However, up until just two decades ago, avocados from Michoacán were banned from entering and consumption in the US. The Michoacán avocado farming sector has grown and industrialized rapidly over the last 10-20 years. This has placed a strain on freshwater aquifers, and forest has also been cut down to make way for avocado plantations.
One study found that a small pack of two avocados has a carbon emissions footprint almost twice the size of one kilo of bananas and three times the size of a large cappuccino with regular cow milk.
When we put our social science hats on to think about global environmental change as uneven, numerous socially complex questions come to mind. Here are just a few:
To whom, if anyone, should the emissions footprint of Michoacán avocados be attributed? Farmers? Consumers? The Government of Mexico? A mix of all three?
Given that it drives new CO2 emissions and is also implicated in deforestation and high levels of freshwater use, should there be a limit on how much the avocado farming sector in Michoacán is allowed to expand?
If limits were to be placed on expansion and/or export, should avocado farmers in Michoacán be compensated for lost income? If so, where should that compensation come from?
The illustrative examples continue and will deepen this week as you watch three documentaries about places, people, and processes at the frontlines of global environmental change and governance. Watching the documentaries carefully will help to reinforce material from the first three weeks and engage you in a style of thinking and learning where you take free-flowing notes about things that strike you as interesting and important in each film. You will be provided with a few note-taking prompts to help get your mind flowing, and your attention heightened as you watch the documentaries. First, however, we will overview three concepts that are very important to appreciating the documentaries and that we will take with you into future parts of the course.
Common But Differentiated Responsibility (CBDR)
Common but differentiated responsibility (CBDR) is a principle of international law that has been written into several of the UN environmental treaties, including the 2015 Paris Agreement among the Conference of the Parties (COP) to the UN Framework Convention on Climate Change (UNFCCC). It acknowledges that countries are differentially responsible for driving global environmental change and that institutional and economic capacities to contribute to mitigation efforts also vary. Agreements that adopt CBDR as a principle must be written so that they recognize different national circumstances and ensure that the obligations placed on individual countries (e.g., to reduce emissions, to contribute funding for international and sustainable development efforts) reflect their historical circumstances and present-day capacities.
If you would like to learn more about how CBDR is written into several UN Conventions and Treaties, read a briefing document by Dr. Ellen Hay, a Professor of International Law: The Principle of Common but Differentiated Responsibilitiesopens in new window.I have attached the pdf docx named as THE PRINCIPLE OF COMMON BUT DIFFERENTIATED RESPONSIBILITIES you hve to analsye it and then then use it .
Double Exposure
Double exposure refers to the fact that “regions, sectors, ecosystems and social groups will be confronted both by the impacts of climate change, and by the consequences of globalization” (O’Brien & Lecheinko 2000, p. 221). In other words, the ways that specific outcomes of climate change will be experienced and impact people in place are directly shaped by globalization (i.e., the ways that economic activity has been restructured and internationalized over the last 70 years). Primary activities, like farming, mining, forestry and fishing, have industrialized and the chains of connection through which these goods are turned into goods for consumption (often called commodity chains) are international and often controlled by large multinational firms.
Climate Justice
Climate justice makes a connection between climate change and basic human rights, including (but not limited to), the right to clean water and sanitation, the right to nationality, and the right to food. As Schapper (2018, p. 275) writes, “climate change as well as climate policies can have adverse effects on the human rights of certain population groups – and can exacerbate situations of injustice.” Many, including Conca (2015), contend that the international human rights regime—overseen through the United Nations—does not sufficiently integrate global environmental change into its mandate and structure.
DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.
use proper connectors to begin sentence wholle answer should be in APA7 STYLE DOUBLE SPACED FONT IS TIMESNEWROMAN 12 SIZE AND APA7 STYLE USE OWL PURDE APA7 STYLE.INTEXT CITATION SHOULD MATCH WITH REFERENCE
HELLO SIRHiDonot Use CHATGPT AND AI TOOL NOT A SINGLE WORD SHOULD BE USED FROM AI AND HATGPT AS
mam has software to detect each and everyline.
Hi mam have you started reading the guidelines.I have increased liitle bit time but try to submit within 19 hoursIntext citation should properly match with reference aqnd use owl purde appfor refrence guidelnes and it should be aAPA 7 STYLE and Font should be Calibri -12
this the link of app owl purde for refrence guidlines
https://owl.purdue.edu/owl/research_and_citation/a…
d
The work has to be done in MS word mam not powerpointMS Word mam
first prepare ms word file .do proper research mam and donot use chatgpt and AI TOOL AS MAM HAS SOFTWAE TO DETECT EACH WORD.And donot make gramatical mistake this point should be also kept in mind

Final Exam Geography 3020 Question 1 (10 marks) In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a series of documentaries (Shadow of a drought, Climate blueprint, and Kiribati: A drowning paradise in the South Pacific). You also read about the example of avocado farming in the Michoacán region of Mexico. We can think of these pieces as illustrative case studies or examples that help to demonstrate seemingly abstract concepts in real world contexts.
During weeks 3 and 4, you also learned about the concepts of common but differentiated responsibility, double exposure, and climate justice. Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above. Explain the concept of double exposure and explain how or why you think the case study illustrates the concept. Exceptional responses will likely discuss how social and ecological processes are linked, and comment on the distribution of risks and benefits (450-500 words).These are the readings and notes and video which have to used to answer to this question. (
Avocado: The ‘Green Gold’ Causing Environment Havoc case study which i feel will work best to answer this part
Explain how the concept of double exposure may be useful for understanding the social-ecological context of one of the illustrative case studies listed above
series of documentaries
1. Documentary #1 – Shadow of Droughti think is very intresting documentary which should be used to answer the question-1Explain how the concept of double exposure may be useful for understanding the
social-ecological context of one of the illustrative case studies listed above. Explain the
concept of double exposure and explain how or why you think the case study illustrates
the concept. Exceptional responses will likely discuss how social and ecological
processes are linked, and comment on the distribution of risks and benefits (450-500
words).These are the readings and notes and video which have to used to answer to this question
Shadow of Drought: Southern California’s Looming Water Crisisopens in new window is an Emmy award-winning documentary that examines the severe drought California suffered from 2012 to 2016 and the consequences it had on the state’s complex water management system. Despite recent wet winters, California’s water supply will continue to be threatened by ongoing population growth and longer, more frequent droughts caused by climate change.
Southern California, an arid region especially vulnerable due to its reliance on imported water, has been a pioneer in the use of innovative water technologies. But as a shadow of drought hangs over the state, much more needs to be done to avert the region’s looming water crisis.
This description comes from the documentary’s official press material (Palomar College Television, 2017). this video also ahve to be analysed.
2. Climate blueprint
Documentary #2 – Climate BlueprintThe Climate Blueprintopens in new window is the first documentary to explore the history of the United Nations Conference of the Parties climate change summit and the fight against our most challenging and powerful enemy. Under the framework of the United Nations, 194 countries meet once a year during two extremely hectic weeks at the United Nations Framework Convention on Climate Change (UNFCCC).
This description comes from the documentary’s official press material (Green Planet Films, 2014).
WATCH THIS VIDEO and ANAYSE IT
https://fod-infobase-com.subzero.lib.uoguelph.ca/p..
AND IT ALSO HAVE VIDEO TRANSCRIPT DOCX: ATTACHED IN PDF FORMAT
3. Documentary #3 – Kiribati: a drowning paradise in the South PacificClimate change and rising sea levels mean the island nation of Kiribati in the South Pacific is at risk of disappearing into the sea. But the island’s inhabitants aren’t giving up. They are doing what they can to save their island from inundation. Can COP23 help make a difference? Watch Kiribati: A drowning paradise in the South Pacific. DW Documentary, Directed by Markus Henssler, 2017 (video)opens in new window. Link of the video is below Kiribati i have provided the yotube video for documentary -3 this video also have to be analysed.
Week 3: Global Environmental Change – Uneven and Socially Complex
The first two weeks of the course built your understanding of some biophysical basics of the greenhouse effect as well as of the United Nations as an organization that shapes national and international responses to global environmental change. At least four points should be clear:
Human-produced greenhouse gas emissions exacerbate the greenhouse effect;
An exacerbated greenhouse effect drives climate change and will continue to do so until greenhouse gas emissions are reduced;
We have a decades-old system, called the United Nations, for addressing large and complex global problems that require negotiation and cooperation between countries; and
The United Nations has integrated ‘the environment’ into its mandate over time, and work through environmental conventions, including the UN Framework Convention on Climate Change and the UN Convention on Biological Diversity, remains in progress.
This week and next, which are the last two in Unit 01, will layer in perspective that is intended to build your understanding of global environmental change as uneven and socially complex.
The main starting point is that when we look at the world, patterns to do with people, places, and processes vary. With respect to global environmental change, the people and activities that contribute most (e.g., highest greenhouse gas emissions, most deforestation) are often found more densely on some parts of the map than others. Likewise, no single person is exposed to and experiences environmental changes in exactly the same way. This is what it means to say that the causes and consequences of global environmental change are highly uneven and why addressing it is said to be socially complex.
A small proportion of the global population has contributed disproportionately to cumulative greenhouse gas emissions and other environmentally deleterious activities since the industrial revolution. Similarly, exposure to/experiences of global environmental change varies dramatically. Please keep this in mind as you do this week’s reading and think about this screen capture from The Carbon Mapopens in new window website
Activity: Let’s Explore the Carbon Map Further!
Please go to The Carbon Mapopens in new window. Once there, click the play button that appears at the centre of the home page and listen to/watch the short introductory video. Explore the map further yourself; take time to click on the tabs under ‘Responsibility’ and ‘Vulnerability’ and to change shading to look at ‘Emissions Change,’ CO2 per person, and GDP per person.
Here are some specific mapping combinations that you should try:
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Vulnerability/People at risk’ in the top tabs and ‘CO2 per person’ in the side pull-down menu.
Start with the map set such that ‘Vulnerability/People at risk’ are the tabs clicked at the top and ‘CO2 per person’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘GDP per person’ in the pull-down menu.
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Responsibility/Historical’ in the top tabs and ‘Emisssions Change’ in the pull-down menu.
Bookmark The Carbon Map website and consider it as a resource throughout this course. If you would like to comment on what you observed or ask the instructor questions about the map, please head on over to the Exploring the Carbon Map discussion forum in the Discussions tool and make a post.
Lenses Help Us to Interpret and Critique
Chancel (2022) details research into emissions inequality between 1990-2019. The study is global in scale and quantitative. Some key findings include:
“the bottom 50% of the world population emitted 12% of global emissions in 2019, whereas the top 10% emitted 48% of the total. Since 1990, the bottom 50% of the world population has been responsible for only 16% of all emissions growth, whereas the top 1% has been responsible for 23% of the total.”
– Chancel, 2022, p. 931The paper concludes with the observation that governments need to develop better data on individual emissions and monitor progress toward sustainable lifestyles. However, it stops short at identifying specific histories (e.g., colonial exploration and conquest), structures (e.g., international debt repayment schemes imposed on countries in the global south), and present-day practices (e.g., corporate tax avoidance) that contribute to making and keeping global disparity in place. This points us toward Sultana (2021) and an important strength of the social sciences, including human geography: applying lenses that help us to interpret and critique unevenness and social complexity.
In Sultana’s paper, climate injustice is interpreted and critiqued through a feminist lens. Applying a feminist lens to an issue like climate change (or other important ones like health, food security, and so on) means being as attentive as possible to the ways that biased ideas about men and women shape understandings and then get entrenched into laws, policies, practices, and cultural norms. This helps to promote:“[more] inclusive planning and action beyond techno-managerialist climate solutions. It can strengthen women’s strategic activism, advocacy, capacity building, and resource and network access. It also documents women’s lived experiences and elevates differing voices, as well as how international political economy of development can derail gender justice in climate action. ”
– Sultana, 2021, p. 120-121Other similar sorts of lenses include anti-colonialism, political economy, and theories of race and anti-racism; while we are not able to cover each of these lenses fully in this class, Geography, Environment and Geomatics at the University of Guelph offers a number of coursesopens in new window that can you can take to learn more. You may also wish to check out The International Encyclopedia of Human Geography (Kitchen & Thrift, eds.), available through the University of Guelph Library; it has entries for each of these lenses and more.
In addition to reading about lenses from geography and other social sciences, thinking more deeply about unevenness and social complexity also requires learning through real-life examples where insidious structures and dynamics cause negative environmental impacts, delay mitigation, and produce/maintain inequity through time and space. For this reason, the main focus of next week will be for you to watch and take notes on three documentaries. Each documentary will ask you to think about the place(s), people, and processes that you are seeing in terms of one or more of the following concepts:common but differentiated responsibility;
double exposure; and
climate injustice.
An Illustrative Example
Illustrative examples (sometimes called ‘case studies’) can help you to reinforce information and concepts and to see how patterns and processes play out in real places with real people in a practical way. Next week’s documentaries will serve as in-depth illustrative examples—you will see places and hear voices at the frontlines of global environmental change and governance. However, as you review readings and materials from the first three weeks of the course, you may find it valuable to have a shorter illustrative example in mind. So, before you finish the week, please read the short story below.
Avocado: The ‘Green Gold’ Causing Environment Havoc
Maybe you start your day with an avocado toast, then you have an avocado salad for lunch, and you finish your day with some guacamole in your dinner. The delicious and nutritious fruit has gained immense popularity over the last years, linked to a healthy lifestyle. But the underlying truth is tough: Avocado production carries enormous environmental costs that you are probably not aware of.Mexico produces more avocado than anywhere in the world, but the “green gold,” as it is known, is consumed mainly in North America, Europe and Asia. Each year, 11 billion pounds of avocado are consumed around the world. A few weeks ago, every six minutes, a truck full of avocados was leaving the Mexican state of Michoacán for export to the USA in preparation for the most important date for avocado producers in the year: the Super Bowl, which sees 7% of the annual avocado consumption in only one day.Michoacán produces eight out of 10 Mexican avocados and five out of 10 avocados produced globally. Avocado farming in the state has a land production size equivalent of 196,000 football fields; its regional economy is strongly dependent on a product with a market value of around $2.5 billion a year.Until two decades ago, US buyers did not have access to Mexican avocado. The US government maintained a ban on imports for 87 years because it was considered to represent a risk to agriculture. In 1997, Michoacán was declared free of the borer worm, and the massive export of avocado began. Exports were highly benefited by the North America Free Trade Agreement (NAFTA); by 2005, Mexican avocado was all over the supermarkets in the United States, currently the most important market in the planet for the fruit. Consumption in the US more than doubled in only 10 years. “Avocados from Mexico” was the first brand in the agricultural sector to pay for a television commercial in the Super Bowl.Despite this massive creation of value and success, extensive avocado production has substantial and irretrievable environmental costs and damages. Disproportionately huge demand for the fruit is creating a climate change effect. Forest lands with diverse wildlife have been destroyed to produce avocado, and many more were intentionally burned to bypass a Mexican law allowing producers to change the land-use permit to commercial agriculture instead of forest land, if it was lost to burning.Shrubs and old trees are often taken down to provide avocado trees greater sunlight, contributing to deforestation and consequently to global warming and climate change. Currently, in Michoacán’s avocado-producing area, there has been an increase in temperature and erratic rainstorms. Research by the National Autonomous University of Mexico Campus Morelia identified that the state has a new tendency to be increasingly hot and dry, with less intense cold seasons necessary to maintain the environmental balance, and extended extreme hot seasons with increased irregular rainfall and greater cyclone strength. The loss of forest cover and other climate changes means the rate of arrival of the Monarch butterfly to Michoacán has also dropped.Around 9.5 billion litres of water are used daily to produce avocado – equivalent to 3,800 Olympic pools – requiring a massive extraction of water from Michoacán aquifers. Excessive extraction of water from these aquifers is having unexpected consequences, such as causing small earthquakes. From 5 January to 15 February, 3,247 seismic movements were recorded in Uruapan municipality and surroundings, the most important avocado-producing area in the world. According to local authorities, avocado-related water extraction has opened up subsoil caverns that could be causing these movements.One hectare of avocado with 156 trees consumes 1.6 times more than a forest with 677 trees per hectare. When avocado trees are irrigated, because their roots are rather horizontal, the flow through preferential infiltration is less and makes it difficult for the water to seep into the subsoil; 14 times less compared to the pine tree. A study conducted by Carbon Footprint Ltd affirms a small pack of two avocados has an emissions footprint of 846.36g CO2, almost twice the size of one kilo of bananas (480g CO2) and three times the size of a large cappuccino with regular cow milk (235g CO2).Excerpt taken from: Ochoa Ayala, M. (2020, February 24). Avocado: The ‘green gold’
causing environment havoc.opens in new window World Economic Forum.
You finished last week by reading through a short illustrative example where different learnings from across Unit 01 come together. It gave details of a place, people and processes involved in avocado agriculture and the consumption of avocados by people (many of them in the United States and Canada).
As a reminder, here are some key points from that illustrative example
Michoacán, a region in the country of Mexico, produces five out of 10 avocados consumed globally, and today its economy is strongly dependent on avocado farming and export.
However, up until just two decades ago, avocados from Michoacán were banned from entering and consumption in the US. The Michoacán avocado farming sector has grown and industrialized rapidly over the last 10-20 years. This has placed a strain on freshwater aquifers, and forest has also been cut down to make way for avocado plantations.
One study found that a small pack of two avocados has a carbon emissions footprint almost twice the size of one kilo of bananas and three times the size of a large cappuccino with regular cow milk.
When we put our social science hats on to think about global environmental change as uneven, numerous socially complex questions come to mind. Here are just a few:
To whom, if anyone, should the emissions footprint of Michoacán avocados be attributed? Farmers? Consumers? The Government of Mexico? A mix of all three?
Given that it drives new CO2 emissions and is also implicated in deforestation and high levels of freshwater use, should there be a limit on how much the avocado farming sector in Michoacán is allowed to expand?
If limits were to be placed on expansion and/or export, should avocado farmers in Michoacán be compensated for lost income? If so, where should that compensation come from?
The illustrative examples continue and will deepen this week as you watch three documentaries about places, people, and processes at the frontlines of global environmental change and governance. Watching the documentaries carefully will help to reinforce material from the first three weeks and engage you in a style of thinking and learning where you take free-flowing notes about things that strike you as interesting and important in each film. You will be provided with a few note-taking prompts to help get your mind flowing, and your attention heightened as you watch the documentaries. First, however, we will overview three concepts that are very important to appreciating the documentaries and that we will take with you into future parts of the course.
Common But Differentiated Responsibility (CBDR)
Common but differentiated responsibility (CBDR) is a principle of international law that has been written into several of the UN environmental treaties, including the 2015 Paris Agreement among the Conference of the Parties (COP) to the UN Framework Convention on Climate Change (UNFCCC). It acknowledges that countries are differentially responsible for driving global environmental change and that institutional and economic capacities to contribute to mitigation efforts also vary. Agreements that adopt CBDR as a principle must be written so that they recognize different national circumstances and ensure that the obligations placed on individual countries (e.g., to reduce emissions, to contribute funding for international and sustainable development efforts) reflect their historical circumstances and present-day capacities.
If you would like to learn more about how CBDR is written into several UN Conventions and Treaties, read a briefing document by Dr. Ellen Hay, a Professor of International Law: The Principle of Common but Differentiated Responsibilitiesopens in new window.I have attached the pdf docx named as THE PRINCIPLE OF COMMON BUT DIFFERENTIATED RESPONSIBILITIES you hve to analsye it and then then use it .
Double Exposure
Double exposure refers to the fact that “regions, sectors, ecosystems and social groups will be confronted both by the impacts of climate change, and by the consequences of globalization” (O’Brien & Lecheinko 2000, p. 221). In other words, the ways that specific outcomes of climate change will be experienced and impact people in place are directly shaped by globalization (i.e., the ways that economic activity has been restructured and internationalized over the last 70 years). Primary activities, like farming, mining, forestry and fishing, have industrialized and the chains of connection through which these goods are turned into goods for consumption (often called commodity chains) are international and often controlled by large multinational firms.
Climate Justice
Climate justice makes a connection between climate change and basic human rights, including (but not limited to), the right to clean water and sanitation, the right to nationality, and the right to food. As Schapper (2018, p. 275) writes, “climate change as well as climate policies can have adverse effects on the human rights of certain population groups – and can exacerbate situations of injustice.” Many, including Conca (2015), contend that the international human rights regime—overseen through the United Nations—does not sufficiently integrate global environmental change into its mandate and structure.
DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.
use proper connectors to begin sentence wholle answer should be in APA7 STYLE DOUBLE SPACED FONT IS TIMESNEWROMAN 12 SIZE AND APA7 STYLE USE OWL PURDE APA7 STYLE.INTEXT CITATION SHOULD MATCH WITH REFERENCE
HELLO SIRHiDonot Use CHATGPT AND AI TOOL NOT A SINGLE WORD SHOULD BE USED FROM AI AND HATGPT AS
mam has software to detect each and everyline.
Hi mam have you started reading the guidelines.I have increased liitle bit time but try to submit within 19 hoursIntext citation should properly match with reference aqnd use owl purde appfor refrence guidelnes and it should be aAPA 7 STYLE and Font should be Calibri -12
this the link of app owl purde for refrence guidlines
https://owl.purdue.edu/owl/research_and_citation/a…
d
The work has to be done in MS word mam not powerpointMS Word mam
first prepare ms word file .do proper research mam and donot use chatgpt and AI TOOL AS MAM HAS SOFTWAE TO DETECT EACH WORD.And donot make gramatical mistake this point should be also kept in mind

Final Exam Geography 3020 Question 1 (10 marks) In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a

Final Exam Geography 3020
Question 1 (10 marks)
In weeks 3 and 4, you watched a series of documentaries (Shadow of a drought,
Climate blueprint, and Kiribati: A drowning paradise in the South Pacific). You also read
about the example of avocado farming in the Michoacán region of Mexico. We can think
of these pieces as illustrative case studies or examples that help to demonstrate
seemingly abstract concepts in real world contexts.
During weeks 3 and 4, you also learned about the concepts of common but
differentiated responsibility, double exposure, and climate justice.
Explain how the concept of double exposure may be useful for understanding the
social-ecological context of one of the illustrative case studies listed above. Explain the
concept of double exposure and explain how or why you think the case study illustrates
the concept. Exceptional responses will likely discuss how social and ecological
processes are linked, and comment on the distribution of risks and benefits (450-500
words).These are the readings and notes and video which have to used to answer to this question
series of documentaries
1. Documentary #1 – Shadow of DroughtShadow of Drought: Southern California’s Looming Water Crisisopens in new window is an Emmy award-winning documentary that examines the severe drought California suffered from 2012 to 2016 and the consequences it had on the state’s complex water management system. Despite recent wet winters, California’s water supply will continue to be threatened by ongoing population growth and longer, more frequent droughts caused by climate change.
Southern California, an arid region especially vulnerable due to its reliance on imported water, has been a pioneer in the use of innovative water technologies. But as a shadow of drought hangs over the state, much more needs to be done to avert the region’s looming water crisis.
This description comes from the documentary’s official press material (Palomar College Television, 2017). this video also ahve to be analysed.
2. Climate blueprint
Documentary #2 – Climate BlueprintThe Climate Blueprintopens in new window is the first documentary to explore the history of the United Nations Conference of the Parties climate change summit and the fight against our most challenging and powerful enemy. Under the framework of the United Nations, 194 countries meet once a year during two extremely hectic weeks at the United Nations Framework Convention on Climate Change (UNFCCC).
This description comes from the documentary’s official press material (Green Planet Films, 2014).
WATCH THIS VIDEO and ANAYSE IT
https://fod-infobase-com.subzero.lib.uoguelph.ca/p..
AND IT ALSO HAVE VIDEO TRANSCRIPT DOCX: ATTACHED IN PDF FORMAT
3. Documentary #3 – Kiribati: a drowning paradise in the South PacificClimate change and rising sea levels mean the island nation of Kiribati in the South Pacific is at risk of disappearing into the sea. But the island’s inhabitants aren’t giving up. They are doing what they can to save their island from inundation. Can COP23 help make a difference? Watch Kiribati: A drowning paradise in the South Pacific. DW Documentary, Directed by Markus Henssler, 2017 (video)opens in new window. Link of the video is below Kiribati i have provided the yotube video for documentary -3 this video also have to be analysed.
Week 3: Global Environmental Change – Uneven and Socially Complex
The first two weeks of the course built your understanding of some biophysical basics of the greenhouse effect as well as of the United Nations as an organization that shapes national and international responses to global environmental change. At least four points should be clear:
Human-produced greenhouse gas emissions exacerbate the greenhouse effect;
An exacerbated greenhouse effect drives climate change and will continue to do so until greenhouse gas emissions are reduced;
We have a decades-old system, called the United Nations, for addressing large and complex global problems that require negotiation and cooperation between countries; and
The United Nations has integrated ‘the environment’ into its mandate over time, and work through environmental conventions, including the UN Framework Convention on Climate Change and the UN Convention on Biological Diversity, remains in progress.
This week and next, which are the last two in Unit 01, will layer in perspective that is intended to build your understanding of global environmental change as uneven and socially complex.
The main starting point is that when we look at the world, patterns to do with people, places, and processes vary. With respect to global environmental change, the people and activities that contribute most (e.g., highest greenhouse gas emissions, most deforestation) are often found more densely on some parts of the map than others. Likewise, no single person is exposed to and experiences environmental changes in exactly the same way. This is what it means to say that the causes and consequences of global environmental change are highly uneven and why addressing it is said to be socially complex.
A small proportion of the global population has contributed disproportionately to cumulative greenhouse gas emissions and other environmentally deleterious activities since the industrial revolution. Similarly, exposure to/experiences of global environmental change varies dramatically. Please keep this in mind as you do this week’s reading and think about this screen capture from The Carbon Mapopens in new window website
Activity: Let’s Explore the Carbon Map Further!
Please go to The Carbon Mapopens in new window. Once there, click the play button that appears at the centre of the home page and listen to/watch the short introductory video. Explore the map further yourself; take time to click on the tabs under ‘Responsibility’ and ‘Vulnerability’ and to change shading to look at ‘Emissions Change,’ CO2 per person, and GDP per person.
Here are some specific mapping combinations that you should try:
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Vulnerability/People at risk’ in the top tabs and ‘CO2 per person’ in the side pull-down menu.
Start with the map set such that ‘Vulnerability/People at risk’ are the tabs clicked at the top and ‘CO2 per person’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘GDP per person’ in the pull-down menu.
Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Responsibility/Historical’ in the top tabs and ‘Emisssions Change’ in the pull-down menu.
Bookmark The Carbon Map website and consider it as a resource throughout this course. If you would like to comment on what you observed or ask the instructor questions about the map, please head on over to the Exploring the Carbon Map discussion forum in the Discussions tool and make a post.
Lenses Help Us to Interpret and Critique
Chancel (2022) details research into emissions inequality between 1990-2019. The study is global in scale and quantitative. Some key findings include:
“the bottom 50% of the world population emitted 12% of global emissions in 2019, whereas the top 10% emitted 48% of the total. Since 1990, the bottom 50% of the world population has been responsible for only 16% of all emissions growth, whereas the top 1% has been responsible for 23% of the total.”
– Chancel, 2022, p. 931The paper concludes with the observation that governments need to develop better data on individual emissions and monitor progress toward sustainable lifestyles. However, it stops short at identifying specific histories (e.g., colonial exploration and conquest), structures (e.g., international debt repayment schemes imposed on countries in the global south), and present-day practices (e.g., corporate tax avoidance) that contribute to making and keeping global disparity in place. This points us toward Sultana (2021) and an important strength of the social sciences, including human geography: applying lenses that help us to interpret and critique unevenness and social complexity.
In Sultana’s paper, climate injustice is interpreted and critiqued through a feminist lens. Applying a feminist lens to an issue like climate change (or other important ones like health, food security, and so on) means being as attentive as possible to the ways that biased ideas about men and women shape understandings and then get entrenched into laws, policies, practices, and cultural norms. This helps to promote:
“[more] inclusive planning and action beyond techno-managerialist climate solutions. It can strengthen women’s strategic activism, advocacy, capacity building, and resource and network access. It also documents women’s lived experiences and elevates differing voices, as well as how international political economy of development can derail gender justice in climate action. ”
– Sultana, 2021, p. 120-121Other similar sorts of lenses include anti-colonialism, political economy, and theories of race and anti-racism; while we are not able to cover each of these lenses fully in this class, Geography, Environment and Geomatics at the University of Guelph offers a number of coursesopens in new window that can you can take to learn more. You may also wish to check out The International Encyclopedia of Human Geography (Kitchen & Thrift, eds.), available through the University of Guelph Library; it has entries for each of these lenses and more.
In addition to reading about lenses from geography and other social sciences, thinking more deeply about unevenness and social complexity also requires learning through real-life examples where insidious structures and dynamics cause negative environmental impacts, delay mitigation, and produce/maintain inequity through time and space. For this reason, the main focus of next week will be for you to watch and take notes on three documentaries. Each documentary will ask you to think about the place(s), people, and processes that you are seeing in terms of one or more of the following concepts:common but differentiated responsibility;
double exposure; and
climate injustice.
An Illustrative Example
Illustrative examples (sometimes called ‘case studies’) can help you to reinforce information and concepts and to see how patterns and processes play out in real places with real people in a practical way. Next week’s documentaries will serve as in-depth illustrative examples—you will see places and hear voices at the frontlines of global environmental change and governance. However, as you review readings and materials from the first three weeks of the course, you may find it valuable to have a shorter illustrative example in mind. So, before you finish the week, please read the short story below.
Avocado: The ‘Green Gold’ Causing Environment Havoc
Maybe you start your day with an avocado toast, then you have an avocado salad for lunch, and you finish your day with some guacamole in your dinner. The delicious and nutritious fruit has gained immense popularity over the last years, linked to a healthy lifestyle. But the underlying truth is tough: Avocado production carries enormous environmental costs that you are probably not aware of.Mexico produces more avocado than anywhere in the world, but the “green gold,” as it is known, is consumed mainly in North America, Europe and Asia. Each year, 11 billion pounds of avocado are consumed around the world. A few weeks ago, every six minutes, a truck full of avocados was leaving the Mexican state of Michoacán for export to the USA in preparation for the most important date for avocado producers in the year: the Super Bowl, which sees 7% of the annual avocado consumption in only one day.Michoacán produces eight out of 10 Mexican avocados and five out of 10 avocados produced globally. Avocado farming in the state has a land production size equivalent of 196,000 football fields; its regional economy is strongly dependent on a product with a market value of around $2.5 billion a year.Until two decades ago, US buyers did not have access to Mexican avocado. The US government maintained a ban on imports for 87 years because it was considered to represent a risk to agriculture. In 1997, Michoacán was declared free of the borer worm, and the massive export of avocado began. Exports were highly benefited by the North America Free Trade Agreement (NAFTA); by 2005, Mexican avocado was all over the supermarkets in the United States, currently the most important market in the planet for the fruit. Consumption in the US more than doubled in only 10 years. “Avocados from Mexico” was the first brand in the agricultural sector to pay for a television commercial in the Super Bowl.Despite this massive creation of value and success, extensive avocado production has substantial and irretrievable environmental costs and damages. Disproportionately huge demand for the fruit is creating a climate change effect. Forest lands with diverse wildlife have been destroyed to produce avocado, and many more were intentionally burned to bypass a Mexican law allowing producers to change the land-use permit to commercial agriculture instead of forest land, if it was lost to burning.Shrubs and old trees are often taken down to provide avocado trees greater sunlight, contributing to deforestation and consequently to global warming and climate change. Currently, in Michoacán’s avocado-producing area, there has been an increase in temperature and erratic rainstorms. Research by the National Autonomous University of Mexico Campus Morelia identified that the state has a new tendency to be increasingly hot and dry, with less intense cold seasons necessary to maintain the environmental balance, and extended extreme hot seasons with increased irregular rainfall and greater cyclone strength. The loss of forest cover and other climate changes means the rate of arrival of the Monarch butterfly to Michoacán has also dropped.Around 9.5 billion litres of water are used daily to produce avocado – equivalent to 3,800 Olympic pools – requiring a massive extraction of water from Michoacán aquifers. Excessive extraction of water from these aquifers is having unexpected consequences, such as causing small earthquakes. From 5 January to 15 February, 3,247 seismic movements were recorded in Uruapan municipality and surroundings, the most important avocado-producing area in the world. According to local authorities, avocado-related water extraction has opened up subsoil caverns that could be causing these movements.One hectare of avocado with 156 trees consumes 1.6 times more than a forest with 677 trees per hectare. When avocado trees are irrigated, because their roots are rather horizontal, the flow through preferential infiltration is less and makes it difficult for the water to seep into the subsoil; 14 times less compared to the pine tree. A study conducted by Carbon Footprint Ltd affirms a small pack of two avocados has an emissions footprint of 846.36g CO2, almost twice the size of one kilo of bananas (480g CO2) and three times the size of a large cappuccino with regular cow milk (235g CO2).Excerpt taken from: Ochoa Ayala, M. (2020, February 24). Avocado: The ‘green gold’
causing environment havoc.opens in new window World Economic Forum.
You finished last week by reading through a short illustrative example where different learnings from across Unit 01 come together. It gave details of a place, people and processes involved in avocado agriculture and the consumption of avocados by people (many of them in the United States and Canada).
As a reminder, here are some key points from that illustrative example
Michoacán, a region in the country of Mexico, produces five out of 10 avocados consumed globally, and today its economy is strongly dependent on avocado farming and export.
However, up until just two decades ago, avocados from Michoacán were banned from entering and consumption in the US. The Michoacán avocado farming sector has grown and industrialized rapidly over the last 10-20 years. This has placed a strain on freshwater aquifers, and forest has also been cut down to make way for avocado plantations.
One study found that a small pack of two avocados has a carbon emissions footprint almost twice the size of one kilo of bananas and three times the size of a large cappuccino with regular cow milk.
When we put our social science hats on to think about global environmental change as uneven, numerous socially complex questions come to mind. Here are just a few:
To whom, if anyone, should the emissions footprint of Michoacán avocados be attributed? Farmers? Consumers? The Government of Mexico? A mix of all three?
Given that it drives new CO2 emissions and is also implicated in deforestation and high levels of freshwater use, should there be a limit on how much the avocado farming sector in Michoacán is allowed to expand?
If limits were to be placed on expansion and/or export, should avocado farmers in Michoacán be compensated for lost income? If so, where should that compensation come from?
The illustrative examples continue and will deepen this week as you watch three documentaries about places, people, and processes at the frontlines of global environmental change and governance. Watching the documentaries carefully will help to reinforce material from the first three weeks and engage you in a style of thinking and learning where you take free-flowing notes about things that strike you as interesting and important in each film. You will be provided with a few note-taking prompts to help get your mind flowing, and your attention heightened as you watch the documentaries. First, however, we will overview three concepts that are very important to appreciating the documentaries and that we will take with you into future parts of the course.
Common But Differentiated Responsibility (CBDR)
Common but differentiated responsibility (CBDR) is a principle of international law that has been written into several of the UN environmental treaties, including the 2015 Paris Agreement among the Conference of the Parties (COP) to the UN Framework Convention on Climate Change (UNFCCC). It acknowledges that countries are differentially responsible for driving global environmental change and that institutional and economic capacities to contribute to mitigation efforts also vary. Agreements that adopt CBDR as a principle must be written so that they recognize different national circumstances and ensure that the obligations placed on individual countries (e.g., to reduce emissions, to contribute funding for international and sustainable development efforts) reflect their historical circumstances and present-day capacities.
If you would like to learn more about how CBDR is written into several UN Conventions and Treaties, read a briefing document by Dr. Ellen Hay, a Professor of International Law: The Principle of Common but Differentiated Responsibilitiesopens in new window.I have attached the pdf docx named as THE PRINCIPLE OF COMMON BUT DIFFERENTIATED
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Double Exposure
Double exposure refers to the fact that “regions, sectors, ecosystems and social groups will be confronted both by the impacts of climate change, and by the consequences of globalization” (O’Brien & Lecheinko 2000, p. 221). In other words, the ways that specific outcomes of climate change will be experienced and impact people in place are directly shaped by globalization (i.e., the ways that economic activity has been restructured and internationalized over the last 70 years). Primary activities, like farming, mining, forestry and fishing, have industrialized and the chains of connection through which these goods are turned into goods for consumption (often called commodity chains) are international and often controlled by large multinational firms.
Climate Justice
Climate justice makes a connection between climate change and basic human rights, including (but not limited to), the right to clean water and sanitation, the right to nationality, and the right to food. As Schapper (2018, p. 275) writes, “climate change as well as climate policies can have adverse effects on the human rights of certain population groups – and can exacerbate situations of injustice.” Many, including Conca (2015), contend that the international human rights regime—overseen through the United Nations—does not sufficiently integrate global environmental change into its mandate and structure.
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