| Summary: | This report discusses the question "Documenting the State Of the Antarctic Environment: Why, How and what can we learn and do?" This included future implications. Documenting the state Of Antarctica's environment would record the knowledge about environmental impacts needed to effectively manage activities in the future. The question of why do a state Of the environment report was considered at global, continent-wide and regional scales and it was concluded that a regional approach, whilst offering additional information, did not address sovereignty issues. The logistical development of a State of the Environment reporting system was also highlighted. Several models were considered, as were State Of the Environment Reports from several countries. The Pressure-State-Response model was chosen because it gives the best overall likelihood of monitoring pressure areas. The lessons to be leamt from State of the Environment reporting include those involved in the actual process of documenting the state of the environment; enhanced knowledge about the Antarctic environment; the identification of any gaps in that knowledge, and actions required to fill those gaps. The adequacy Of response strategies can also be monitored. State of the Environment reporting can also contribute to the discussion concerning the effect Of cumulative impacts. Future issues, such as tourism, were considered, and the role environmental reporting might play in managing these impacts were discussed before recommendations were made. This report discusses the question "Documenting the State Of the Antarctic Environment: Why, How and what can we learn and do?" This included future implications. Documenting the state Of Antarctica's environment would record the knowledge about environmental impacts needed to effectively manage activities in the future. The question of why do a state Of the environment report was considered at global, continent-wide and regional scales and it was concluded that a regional approach, whilst offering additional ...
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