imuna classroom to conference

Classroom to Conference

Building Model United Nations

Table of Contents Acknowledgements Introduction: The United Nations at the Center of Global Affairs Chapter 1: Organizing a Program Chapter 2: Finding, Attending and Funding Participation in a Conference Chapter 3: Conference Preparation Chapter 4: Conducting Research Chapter 5: Building Skills Chapter 6: Rules of Parliamentary Procedure Chapter 7: Classroom Simulation Appendices [Detail Appendices]

* We still would like to suggest that visiting a local conference to observe, at either the High School or College level, is the best way to understand the exciting simulation itself.

Acknowledgements If you have ever attempted to explain a Model United Nations simulation to a student, colleague, administrator or interested party, you understand how difficult and complex the explanation of the process is.* For many of us dedicated to the Model United Nations concept, the accompanying curriculum materials will fill an enormous void. We hope that it will be a positive resource for teachers and students using it both in the classroom and as preparation for a conference. The project would not have been possible without the past work of the National High School Model United Nations conference. To all those staff members, Directors-General and Secretaries-General, we are forever indebted. We are even more indebted to the compilers of these materials in their original form, copyrighted by IMUNA in 1996. Project Director: Lynn Washington Assistant Director: Dahvid Brown Design and Final Production of Manual: Mark Stoughton, Tom Gearty Distribution Director: Shannon Ewing For this current edition and update, major thanks must be given to Haley Hemwall whose help in editing and revising all the way along this process was invaluable and Andrew Willden, who also helped with both editing and the technical and formatting process to get this material on the Imuna.org website. Their assistance, perseverance and teamwork truly were essential in seeing the project to its completion. Thanks also go to other members of the IMUNA staff and board of 2008 and especially Christy Fisher ,Alicia Manseau, Rosa Akbari and Foard Copeland. One important conclusion all of us who love Model United Nations share, is that group problem-solving, although sometimes difficult to manage, almost always ends up in more effective and useful resolutions to complex, social issues. It is our hope that is the primary message of these materials, as well. June Gorman, Faculty Representative For the IMUNA Board of Directors (2007-2009)

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Introduction

The United Nations: At the Center of World Affairs Using the United Nations to introduce and teach students about global problems is not a new idea. The same skills used by experienced international diplomats can be used by your students as they too seek creative solutions for today's conflicts and establish a secure foundation for the future. Educators, UN officials and U. S. government representatives have published magazine and journal articles on either using United Nations' materials in the classroom or attending a Model UN conference. Over 60,000 students from middle school through college participate in over 150 conferences held annually in the United States. The September 1989 issue of Social Education provided a special section on "Teaching About the United Nations" which included articles by many noted professionals. These articles detailed the role and importance of the United Nations to students and the value of the Model UN experience. Over the last two decades, the benefits they noted in 1989 have only increased. Today, Model UN is a highly respected activity that brings together students from all walks of life and gives them a chance to think, act, and learn globally. For those not familiar with Model UN, this guide is for you. It is a roadmap to forming and perfecting your own Model United Nations program. You may first ask, what is Model United Nations? Model UN is many things; here are a few of them:

An interactive, interdisciplinary simulation which places students in the role of official United Nations delegates. A debate of the current political, social, economic and legal issues being discussed by the various UN committees. An activity where participants become students of international relations, history, geography, government and economics. A role-playing experience which can be done in the classroom or through participation at a Model UN conference. A way to teach students diplomacy, critical thinking, world affairs and the importance of thinking globally in our ever increasingly international and interconnected world

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How Does Model UN Benefit the Student? The development of "life skills" including communication, critical thinking and negotiation and conflict resolution. An appreciation of the concept of interdependence. The improvement of writing skills. The integration of academic subjects traditionally taught separately: history, current affairs, and written and oral communication. The development of an international perspective and an appreciation of a point of view different from one's own. The development of interpersonal skills which stress cooperation, decision-making and consensus building. If you are an experienced Model UN faculty advisor, you may wish to use this guide primarily as a reference work rather than an instructional piece. Chapter headings should be clear and self-explanatory. The section on research and the appendices of information resources may be of particular interest. The classroom simulation (Chapter 7) and mock rules session (Chapter 6) can be employed as stand-alone training tools. For the new or less experienced advisor, this manual provides a complete guide to the Model UN process. You are free to reproduce this guide in its entirety to promote global education. Give a copy to your students, fellow educators, parents or school administrators to teach them the process and to show them how important and beneficial Model UN can be. We do ask you to credit our organization by keeping the guide complete and unedited.

Chapter 1

Organizing A Program

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Organizing a Program

The first step in attending and succeeding in Model United Nations is to decide how the program will operate. The way a Model UN program is organized can have a great effect both on how the program runs and how students will participate in training and at Model UN conferences. Normally a Model UN program is organized around one of three bodies: International Studies Class Model United Nations Class Extra-Curricular Model United Nations Club Regardless of the way a program is organized, the goal for a delegation attending a Model United Nations conference remains the same: to gain an understanding of international relations and to learn means for negotiated, rather than forceful, solutions to conflict. In this modern and globalizing world, developing this set of skills is essential to becoming a modern citizen and active problem solver in the world. Each of these approaches has advantages and disadvantages, as detailed below. Keep in mind this is not the only way to organize a Model UN program. A successful program will be custom tailored to meet the needs of the school, students and faculty. Choosing the basic format of the program is merely a starting point in creating an educational and competitive Model UN team.


International Studies Class The International Studies class can cover a much broader set of social, political, and economic issues than a Model UN class could. Participation in Model United Nations through an International Studies class provides certain distinct advantages. Such classes tend to focus on the motivations and ideologies that determine the relationships between groups of nations and regions. Such a class might stress, for example, general problems facing under-developed and developing nations hunger, poverty, debt, unstable governments and underdeveloped political and economic structures and how these issues affect a countrys foreign and domestic policies.

ADVANTAGES Grasp of Larger Issues This sort of broad knowledge gives students an excellent basis for understanding and formulating country policy in a Model United Nations context. Preparing for Model United Nations conferences therefore becomes much easier if students have a firm grasp of the larger issues involved. Customizable These classes can be tailored to address situations and regions of special interest to the United Nations. A case study of Indias complex and sometimes conflicting national priorities gaining independence from the influences of the nuclear powers, achieving nuclear armament, improving education and standards of living, and enlarging the governments political base rise out of its history, its location among hostile neighbors and the geo-politics of the Indian Ocean area. This way of thinking about nations and politics is invaluable for a Model United Nations delegate. Structured for Research and Preparation Additionally, the International Studies class provides an outstanding structure for the teacher to ensure that proper research and preparation is done in advance of the conference. Teachers can easily assign research projects and papers.

DISADVANTAGES Model UN is not a Primary Focus One of the negative aspects of the International Studies class is that its primary focus is not the Model United Nations conference. This is especially the case if not all the students in the class can look forward to participating in a Model United Nations conference. Where attendance at a conference is required, the advisor or teacher should take special care in motivating their students to participate in the conference. Assessment Issues Some classes require evidence of participation (e.g. sponsoring a resolution, frequently speaking, etc.) which students are then graded on. At some conferences, sponsorship is afforded to all delegations that wish to add their name to the list of sponsors. Once the resolution passes, all sponsors names are removed to avoid the excess competition associated with the sponsorship process. This action detracts from the learning experience the conference is supposed to impart. The real measure of a students participation then is her or his ability to practice diplomacy throughout the conference. Consensus-building and involvement in debate are the essence of Model United Nations participation, but hard to grade individually and almost counterproductive to do so.


Model United Nations Class The Model United Nations Class provides a much clearer focus on Model United Nations conferences and conference preparation. For that reason, the curriculum of such a class is organized around attendance to several Model UN conferences throughout the year. Often, Model UN preparatory classes are listed as International Relations, Current Events, or World Affairs courses. It is suggested that even a beginning Model UN class find and sign up for at least 3-4, but preferably 5-6, Model UN conferences for the year. Many schools try to attend local regional conferences leading up to their participation in a larger, national conference. , The pace and preparation level of the class should be kept high. Conferences to attend can be found on the UNAUSA.org Model United Nation Conference Calendar or a search of the Internet can yield the locations of several Model UN conferences.. An essential element of the Model United Nations Class is for the class to create its own simulation of the UN, which can be run as either a World History and Social Studies class . A simulation of the UN can be held within one high school with students representing different countries, or several local high schools can come together to run the simulation with each school representing different countries.

ADVANTAGES Intensive Model UN Preparation Delegations coming from Model United Nations classes have distinct advantages over the International Studies class. The preparation this class offers is more intensive because it caters solely to preparing for Model UN conferences. Like the International Studies Class, the students can be given assignments with a specific conference, country or region in mind. The instructor generally has more freedom and time to make field trips to United Nations depositories and college libraries. The format of the class is conducive to securing interviews or talks from the experts on a particular nation, region or topic. Syllabi Built Around Conferences The syllabus of the course is normally constructed around the conferences that the delegations will be attending over the course of the school year. When academic requirements are linked to conference deadlines, preparation is likely to be much more complete and timely.

DISADVANTAGES Administrative Burdens of the Teacher A Model United Nations class presents certain difficulties and administrative burdens on the instructor of the course that do not necessarily exist for advisors of extra-curricular clubs. These include handling of all the financial and registration duties, duties that are often shared between the president and treasurer of an extra-curricular club. They may also include the completion of substantive details, such as writing the applications required by most Model United Nations conferences.


Extracurricular Model United Nations Club The extracurricular Model United Nations Club is often the most common model with which schools begin a Model United Nations program. This is because this is the easiest format to get up and running, requiring only an Advisor/Teacher and several interested students. IMUNA is often been approached by groups of students at a high school deeply interested in starting Model UN at their school and finding the most difficult step is to engage a willing teacher to advise the club. The better prepared the students are about Model UN (reading this guide, going to online websites, actually attending and observing a university or high school Model UN conference locally), the easier this task will become. Students should be prepared to be real leaders and form the active leadership of the club and its ongoing organization, to be able to attract a teacher who has little prior experience with Model UN but is interested in world issues and excited by the students initiative. One of the greatest educational aspects of Model United Nations is that it is naturally set up as a learn-through-doing model. This means that anyone can begin learning Model UN at any step and gain expertise as one goes along and participates. Students should not be too worried about having never attended or participated in a Model UN conference. The consensus-reaching approach of the UN assures that there is never an ability threshold to begin Model UN, and there are many ways for even a beginner to become involved.

ADVANTAGES Motivated Participation The major advantages of an extra-curricular club are the opportunities it gives an enthusiastic and dedicated group for self-leadership and supportive teamwork. The club format ensures that only those interested in Model United Nations will participate and attend the conferences on the clubs agenda. With effective student leadership, senior members of the club are generally able to train new members in the social and substantive skills needed for a successful conference performance. Reduced Faculty Burden Ideally, student leadership efforts remove much of the administrative burden that a class-based Model United Nations program places on a faculty advisor. This allows the advisor to concentrate more on substantive preparation for the conference a task that should be his or her first priority.

DISADVANTAGES Funding and Discipline The major obstacles a club-based program must handle are the absence of funding and the lack of discipline within the membership. In most cases the Model United Nations program is supported only partially or not at all by the school system, requiring members to work together to raise money to defray conference costs. Setting participation in fundraising efforts as a prerequisite for participation in the conference will not only make such projects more effective, but will also increase the commitment and unity of the membership. The membership of the club should always think of itself as a team; conferences are a time for teamwork and unity, not simply a forum for individual achievement. Cliques Cliques often form within clubs which are detrimental to the team spirit. Delegates will naturally want to work and socialize with their closest friends, but the leadership must stress the teamwork of the whole membership above all else. If at all possible, people who are not


members of the same social group should be encouraged or assigned to work together. Maintaining Interest One of the greatest challenges of a club is to keep interests high during the year. Commitment tends to wane particularly when position papers are due, right after a conference, and at the end of the year. The student leadership and the faculty advisor should anticipate this and take steps to prevent it; interest must be kept up at these times so that next years program come off successfully. Additional activities, such as having a party or social event, sponsoring a speaker, holding a fundraiser, and/or attending a local conference should be held to keep the membership involved and to sustain the unity and purpose developed during a conference. Other excellent international education opportunities such as international documentary film festivals, UN visiting speakers and dignitaries, interviewing international students from the high school or nearby university are often available. These are great educational experiences, as well as team building opportunities.

Chapter 2

Finding, Attending and Funding Participation in a Conference


Finding, Funding, and Attending Conferences

A well-organized and well-prepared Model United Nations program is a necessary prerequisite for attending any conference. This chapter is designed to address both established programs and emerging ones; it outlines administrative procedures and fundraising techniques.

Finding a Conference The first step in selecting a Model United Nations conference is determining the conferences that best fit the schools academic schedule, cost parameters and geographic locale. The United Nations Association of the United States of America provides much of this information in its annual calendar of Model United Nations conferences. More specifically, the calendar provides the name, date, location, structure, size, fees, address and phone number for over 150 conferences held throughout the United States. The listings are arranged both chronologically and by state. The calendar can be found on the United Nations Association of Americas website. Another way to track down conferences is to contact a local high school with a Model United Nations program and find out what existing conferences they attend. Many colleges and universities sponsor a Model United Nations conference through their political science or international relations departments.


Registration and Attendance Process

Step 1: Application and Deposit Most conferences require schools to submit applications detailing the schools desire and commitment to attend the conference. Most conferences also require that a deposit be sent with the application, and that the advisor who will accompany the delegation to the Conference must be designated on the application. Consider these points early, as it generally takes more than several days to obtain fees from the membership of your club or from the school district.

Step 2: Permission Although the rules vary, the first type of permission that you need to obtain to attend a conference is from your school or school system. The procedures involved vary widely. Schools with long-established Model United Nations programs are usually given official approvals almost automatically. If your schools MUN program is still relatively new, getting approval from the administration may require a great deal of work. The second form of permission which schools almost always require is the informed consent of each students parent(s) or guardian(s). Failure to provide this form will result in the delegate not being allowed to participate in the conference. Even if obtaining this permission is not a matter of school policy or local law, it is a wise practice. Most hospitals malpractice insurance will not allow minors to be treated unless a parent, guardian or someone otherwise authorized to consent treatment (someone in loco parentis) has given their permission. You can incorporate an emergency medical release into your permission slip. We strongly urge you to check with the local authorities at your school who handle these matters. These precautionary measures are necessary in the event of an emergency.

Step 3: Logistics

Most conferences identify the hotel to be used and some even send the registration information along with the conference application. Because

accommodations vary greatly among conferences, you must find out for each conference who should be sent what information and deposit, and by when. Fortunately, this information is usually made clear by conferences and hotels. Check to see if the room prices are quoted by room or by person. Heed the deadlines! This is particularly important because special room rates are usually limited to those who place their reservations before a certain date. When making hotel reservations, be sure to quote the prices to the hotel staff to make sure you understand them. Hotel check-in has been a major source of frustration for faculty members. Find out from the hotel when conference members will be allowed to check-in and make travel arrangements accordingly. Do not arrive in advance and expect an immediate check-in. Most hotels have rooms specifically designed for two, three or four people. When schools arrive and expect to make changes in numbers of rooms, or even types of rooms, they can slow down the hotels registration process. Try to prepare and make these changes in a call beforehand, thus keeping your time at check-in faster and easier.

1) Most often discounts and other special rates depend upon your meeting certain deadlines and conditions, especially reservation deadlines, and these are much easier to meet if you know about them well in advance,

Transportation Most conferences leave transportation details up to the individual schools. Conferences should be able to give directions from major points of transportation (i.e. airports, bus depots) to the conference center. Like hotel arrangements, travel details vary greatly from conference to conference. Three general points worth bearing in mind:

2) Consider bus pooling or other ways of sharing the transportation cost with a neighboring school or schools, and 3) If you plan to use private cars, check on insurance with the authorities at your school (as well as with your driver). In all cases, plan early!


Step 4: At the Conference Once you have arrived at a conference, your first stop is conference registration. It will be helpful to arrive at the time specified for conference registration. Because your goal is to register quickly and smoothly, anticipate what you will need to have ready for the registration process. Most of the areas designated for registration are small so it is helpful to have the majority of the delegates wait at a designated point while the faculty advisor and the head delegate register the delegation. Final payment, if it has not already been made, will be due upon registration. It is important to know how much is owed at that time. Equally important is knowing that the conference has records that correlate with yours. It is also helpful to have a list of delegation members and their committee assignments, as well as names of faculty members. Some conferences actually make this mandatory. This helps in verifying delegate badges, especially if there are changes within the delegation or if the badges are made up at the time of the conference. During registration, delegates will usually receive room assignments and other pertinent material. The conference begins officially at an opening ceremony during which opening addresses will typically be given by the Secretary-General of the conference and a keynote speaker. After this ceremony, delegates usually report to their committee rooms for the first committee session.

Fundraising

Unfortunately, Model United Nations conferences cost a great deal of money. Costs include conference registration, delegation fees, delegate fees, lodging, transportation, food and a host of other expenses. These expenses mount up in a hurry and have in the past prevented some schools from attending conferences. These costs are not insurmountable. A sound fundraising program can eliminate almost all financial burdens of a Model United Nations organization. There are two ways to raise money: sales projects and contributions. The best fund-raising methods are those which involve the club members in some way, serving goals other than financial security at the same time. Be they fund-raisers that call for student participation, student solicitation of outside assistance, or student written proposals for


institutional assistance, these methods stimulate student interest in the effort. When these activities are successful they also provide a sense of accomplishment to those students. Some conferences also have a limited scholarship fund that is available for both individuals and schools. Because this money is usually very limited, it is important to be both prompt and thorough with the applications for these funds.

SALES PROJECTS Fund-raising projects cover a wide spectrum. The most successful projects are those, which can be done over a long period of time. Running an after-school snack bar three of four times a week can keep a steady stream of income flowing into the coffers of your accounts. Aside from everyday fundraisers, special one-shot projects can be used to increase cash flow. These projects include activities such as car washes, bake sales, stadium cleanings and many others. When planning an activity such as this, it is important to remember that while these types of activities are not necessarily huge moneymakers, they are still important activities. They contribute to the morale of the club and its bank account. A group relying on sales must have solid leadership and a professional attitude. It is very important to keep clear, concise records and to publicize the events well. To market an item or program requires an appeal to the entire community as opposed to several selected benefactors, as is done with contribution solicitation.

THE PROCESS 1) Decide what you need the money for, when, and how much; 2) Do the necessary research to find out what product is most likely to sell well in your community; 3) Plan the sales campaign. Include dates and times during which the sales will be held. Also include a detailed work schedule for members who will act as salespersons; 4) Publicize your organization and product. If the public does not know from whom it is buying and why, it may not buy. This is a good chance for you to publicize Model United Nations and get others interested and involved. If the product is being donated, give clear credit and appreciation to the supplier and let them know in a thank -you letter. 5) When the campaign is over, place a thank-you note in the local newspapers (or the school newspaper) to cover general supporters. If anyone was especially helpful, send them a special letter;

6) Keep accurate records of the money collected and spent. Most money is lost through poor record-keeping; 7) Be professional. People will be willing to support your group if they are convinced you deserve their money and; 8) Start and maintain a Fundraising History of every group you contact, what they contributed, if follow up thank-you was done, how much was raised, what was successful and unsuccessful and what relationships were built, names, addresses and who was involved. This can build a foundation for your group in coming years and be a cornerstone of future fundraising success.


CONTRIBUTIONS School districts, boards of education (local and state), parents, nearby universities and colleges, community organizations and benefactors are prime funding sources. Before approaching any of these groups, the students should prepare a funding proposal aimed at meeting their specific goals. The school system is the first funding source. State and local boards of education, educational leaders and school districts can be persuaded to promote an academically oriented program such as a Model United Nations conference when they are made to see the value of this activity and realize the potential achievements of the students involved in the program. Boards of education and/or school district staffs can also assist with the implementation of the program. Often, parents of the students involved can be a source of financial assistance. PTAs and other parent groups and school councils can become useful sources of such support. Local universities and colleges are also supportive of Model United Nations conferences. They can provide in-kind services as well as the expertise of faculty members and graduate students. Student organizations at most universities and colleges are often willing to contribute staff time, since the conferences can become a recruiting tool for their institutions. The development of sound relations with community organizations should always be encouraged. Organizations such as the aforementioned UNAUSA, the League of Women Voters, Rotary International, the American Association of University Women and Lions International can be sources of support for funding and in-kind services for the Model United Nations delegation and usually enjoy the interaction with students. Such organizations often have local chapters in your community that can be found through the national organization website. Contributions from corporations or public service groups are other ways to take care of many of your financial problems. To get support, an organization must target corporations or foundations that would have something to gain from contributing to a Model United Nations organization. Examples of organizations that could benefit from contributing would be businesses, which appeal either to an educational or student market as well as civic organizations such as Rotary or Kiwanis Clubs, or Chambers of Commerce, which often consist of local community business owners. If your group is raising funds through contributions, you will want to develop certain skills intrinsic to gaining your potential benefactors support. What follows is an outline of the steps you should take in raising money through contributions.


THE PROCESS 1) Research: Only by careful research can you find out who to ask for funds, how much money to ask for, when to ask, and what you should say. Because there are many possible sources of money, it is advisable to establish some criteria to guide your search. These guidelines will eliminate sources unlikely to give you money, and will improve your groups chances of success. The local Chamber of Commerce may be helpful in suggesting local businesses that give money to groups. The Foundation Directory and Standard and Poors Index list large organizations which may contribute to your organization. These two references can generally be found in the reference section of the library. Most cities have philanthropic societies (often called the Metropolitan Association for Philanthropy MAP) which can help you locate sources for funds. 2) Getting the Funding: After finding potential sources, you are ready to get the contribution. I. Decide what you need money for, when, why and how much. II. Do the research to discover who might be interested in hearing about your project, what aspect will most excite them, and how much they might be expected to give. III. Write a short letter explaining what you have in mind and requesting an interview. In the letter say that you will be calling them to find a convenient meeting time. IV. Call and setup a meeting. V. At the meeting, be yourself, but dress well and go prepared. If you are visiting a foundation or a corporation, be sure to ask: Are there any guidelines for preparing formal letters of request? Who should receive an application? When is the deadline for submitting a request? How long should the proposal be? Are there any themes that should be emphasized?

What would be a reasonable range of gifts to ask for? VI. Send them a thank-you note immediately VII. Send the formal proposal. It should begin with a short paragraph saying how much money you need and for what purpose the money will be used; follow the guidelines provided, if the exist. If there are no guidelines, your proposal should give the purpose of your project, what evidence you have that it will be effective, what your standards of effectiveness are, a budget, the background of your group, letters of endorsement from important people, such as principals and school board members. VIII. If there is a considerable time lag between the date of the proposals submission and the date of the decision, send a letter from time to time. IX. If your request is refused, still thank everyone involved in the decision process. Ask if they would mind if you kept them informed of your groups activities and future programs and tried again for money next year. Make notes on their response and any suggestions and be sure to add to your Funding History notebook for subsequent follow up by your group. X. If the request is granted; Make sure the proper receipt accompanies your thank-you letter. Mail it the day you receive the check. Do NOT procrastinate. If there are public meetings associated with your program, invite the donors to attend these meetings. Make sure your donors get public recognition for their gift if they want it; if they do not, respect their desire for anonymity.


Tips on Getting Funding

Writing a Proposal: A written proposal requesting funds will help to clarify what your group is asking for, and will be necessary if you do not come into personal contact with potential contributors. A proposal should describe your project and include a budget. The proposal should be written with short sentences using active verbs. Clarity is the object. Your group can personalize its proposal by including a cover letter to each potential contributor, and you might consider, if appropriate, adding a group or conference participation picture. Sometimes your chances will be improved if you make your proposals specific, either asking for money or materials to help improve your Model UN library or to provide a scholarship for a particular student. Analyze your specific needs and state them to your potential contributor. Record Keeping: Fundraising, by means of obtaining contributions, pushes your groups financial status into the public realm. You cannot afford to make record-keeping errors that will reduce potential donors confidence in your organization. This means that you must keep full and accurate records. Also, the students should keep correspondences, newspaper clippings, and the history of each potential and actual contributor. Always consult this file before every contact you make with a potential donor. (See #8: Fundraising History on 2.4). Publicity: Successful fundraising depends on the public perception of your group as a vital and effective organization. Publicity helps create your image; make sure it is a favorable one. Your town newspaper is usually interested in the activities of local students; radio and television stations will often do stories on events of public interest. Use these resources as well as any others to let the public know of your group and its accomplishments and activities. Interviewing: If the potential contributor requires an interview with the leaders of your group before deciding on your proposal, prepare for the interview beforehand. Know that sometimes group members will be asked difficult questions during the interview about the groups perseverance and the programs worth. Generally, however, the people who are willing to see you understand why you are there, and that the group would not be there unless they were earnest. Do your research to understand the aims of your potential contributor. Understand that these people are interested in you. They will use the interview to gain insight into you and your group, and to understand the people involved in your program. Because giving money away is as awkward an action as asking for it, your ability to put your hosts at ease will work to your advantage. Note: It often helps a great deal to dress in conference (professional business) attire and use it as a visual example of what delegates must wear to the conference. This is often very well received by funding organizations.


These are not the only ways to make money. These are effective methods that have been used in the past to keep the cost of attending conferences as low as possible for the delegates. In general, when fundraising either by sales or contributions, remember that you are dependent upon your benefactors for your funds. Give them every courtesy and conduct yourself in a professional manner. They may then continue to help your group to participate in the Model United Nations experience.

Chapter 3

Conference Preperation


Conference Preparation

After the logistics of organizing a Model United Nations program and attending a Model United Nations conference are taken care of, there are two main areas of further preparation: Substantive preparation: Country/committee topic research, writing of position papers Skills building: Building student skills needed to participate effectively in committee. These skills are dealt with in detail in Chapters 4, 5 and 6. This chapter shows how these preparation activities can be integrated into a two month time-line, leading up to a conference. In addition, this chapter offers some suggestions about running delegation meetings to help plan for the conference. It does not cover the details of substantive preparation and skills-building, but rather references the chapters of the manual which contain this information in a logical timeline.

Conference Preparation Timeline The preparation process includes substantive and skills preparation concurrently. The following is a typical timeline for conference preparation. (Preparation time may vary depending on registration deadlines and country/committee assignments) It shows the integration of the two types of preparation. 8 Weeks prior to conference: Assign delegates to committees; Begin preliminary research on topics. 7 Weeks prior to conference: Conduct Country background research. 6 Weeks prior to conference: Organize delegation meeting to discuss guidelines for Position Papers. 5 Weeks prior to conference: Run mock sessions at delegation meeting; Develop preliminary country policies 4 Weeks prior to conference:

Turn in first draft of Position Papers to Faculty Advisor and/or Head Delegate. 3 Weeks prior to conference: Final edits on Position Papers completed; Review parliamentary procedures; Practice delivering prepared speeches. 2 Weeks prior to conference: Run mock committee session; Develop impromptu speaking skills. Week of conference: Run mock committee session; Generate ideas for working papers/resolutions.


Suggested Activities for Preparation There are many ways to ensure that preparation remains on track, research is done, and the participation skills outlined in Chapter 5 are polished. IMPLEMENTING A CALENDAR

Establishing a time-line similar to that presented above is critical to keep preparation on schedule. Examine your schedule and accordingly assign deadlines and activities to keep delegates on task. ARRANGING LIBRARY VISITS

Arranging an appointment with the school or local public library is also a very important early task. Exposing delegates to a variety of research materials ASSIGNING NEWS SUMMARIES

Assigning weekly news summaries from different media sources (i.e.., newspapers, magazines, and television) is one way to keep the delegation up-to-date. Another possible activity is the creation of a UN scrapbook. The focus of this scrapbook should be developments in the assigned country and in the UN. PANEL DISCUSSIONS & MOCK DEBATES

Later in the research schedule, participatory preparation activities are helpful. There are numerous ways to test and broaden the delegation's knowledge. One way is to hold a panel discussion on topics which have particular importance to your country.

Hold a mock committee session, using one of the topics to be addressed by the conference. This provides an excellent way to familiarize delegates with the rules of procedure and other countries' positions. You may wish to visit a local Model United Nations conference or speak with the local United Nations Association to see if they m be of assistance. Use conference topics for the mock session to enable the delegates to see exactly what discussions at the conference will be like. It will also focus attention on preparation and teamwork. Refer to the mock committee session and simulation sections included in Chapters 6 and 7. The advisor and leadership should encourage students to come prepared to these sessions. Mock sessions provide the primary means of evaluating both new and experienced members of the program between the conferences. These simulations allow advisors and students the chance to see where improvements can be made, as well as help to keep interest high between the conferences.

POSITION PAPERS AS PREPERATION Most conferences require delegates to prepare brief policy statement papers written from the perspective of the assigned country on the topics slated for committee discussion. The preparation of these papers is probably the best way to make sure that research is competed and the knowledge assimilated.


Delegation Meetings Meetings are the "working environment of a Model United Nations program and, as such, set the tone for its success or failure. The organized gatherings should be professional, serious, intelligent, and purposeful. Meetings must accomplish a variety of tasks, including communicating the organization's goals to the student; resolving the administrative and logistical concerns of the club, ensuring that the research and preparation of the delegation is thorough; and educating students in rules of procedure. Suggestions for Conducting Meetings The method for running any meeting varies according to each organization's structure. Even though there is no clear way to conduct the ideal meeting, there are several suggestions that will ensure that the meeting will run smoothly. Some of these ideas are discussed below.

Attendance and Publicity: Attendance is a first priority. Especially in a club-based program, publicity measures must be aggressively pursued. Flyers should be posted, announcements made during the school's morning/afternoon announcements and any other permissible measures taken to make the dates and times of meetings known. Advance Planning: The meeting must be well-planned as well as well-publicized. Organizing the meeting will entail making the necessary attendance and sign-up sheets, figuring out what announcements need to be made to the club, determining any decisions that the group must make, and preparing a presentation on an aspect of an upcoming conference. It is recommended that club leadership prepare an agenda before each meeting that encompasses these points. The meeting itself should start with announcements. Any attendance or sign-up that you may keep should be passed around at this time. Lesson Plans: Try to develop presentations that can effectively impart pivotal concepts to the students. These presentations can include lectures on rules of procedure, discussions with international relations experts, or panels that are assembled to discuss designated topics. Presentations will provide the students with a tangible learning experience at each meeting and bring in new members whose interest have been kindled by a subject they are interested in. Meetings also serve as a place to hone delegates' skills through countless practice sessions.

Chapter 4

Conducting Research


Conducting Research Good research and preparation are essential to effective participation in any Model United Nations conference. Poorly prepared delegates gain little from the conference and bring down the quality of the simulation. Most conferences require written indication that delegates have done their preparatory research in the form of Position Papers. Writing the Position Paper is a valuable opportunity to gather all of the delegates research in one document and set forth the countrys policy in a clear and well-supported manner. Carefully preparing the Position Paper will allow the delegate to participate fully in the simulation and formulate country policy on the basis of his or her knowledge base. Adequate research and preparation will not only make the entire conference more enjoyable, but will also leave the delegate with a base of knowledge on a topic that will last long after the conference.

Writing Position Papers The purpose of Position Papers is to ensure that debate in committee is highly substantive and to give delegates an opportunity to assemble their research into an organized policy statement. These papers should present the position of your country and should be written from the viewpoint of the government of that country. Some conferences require that specific questions be addressed in the Position Papers. These papers should be concise, accurate, well-written and directly address the questions posed by the committee Director. Even if no specific questions are asked by the Director, a good position paper should: clearly outline the countrys policies and what factors contribute to these policies integrate indigenous national factors into the responses refer to domestic and international documents and correctly cite them deal with the in-depth issues of the topic areas provide resolution suggestions that address the problem areas A well-written policy paper also requires the use of the following skills: original and critical thinking thorough understanding of the dynamics of your nation functional and applied knowledge of the topics.


Each paper should be edited carefully. A good idea is to give the paper to a group of peers to have it reviewed for content, grammar and spelling. Types of Research Needed In order to write a comprehensive and well-researched Position Paper, delegates must endeavor to familiarize themselves with several distinct areas:

The United Nations itself The country being represented The countrys position on the topics to be discussed in committee General World opinion on the committee topics

THE UNITED NATIONS General Knowledge and Committee History: In general terms, delegates should know what the United Nations is and how it works. An introduction to the history and structure of the UN is contained in the appendix to this manual (appendix ??). More specifically, delegates must be familiar with the history and organization of the UN and the history of their assigned committees. The history of a particular committee can help set the tone of the debate. Past Actions of the UN on the Issue: Most importantly, the delegate should be familiar with the past actions of the United Nations on the topics to be run in his or her committee as well as the present status of those topics in the United Nations system. If a delegate is well versed on previous efforts of their committee, they are more likely to develop original and new solutions rather than propose repetitive efforts. UN Research Sources: Numerous sources exist for these research areas. Actual UN documents are often the most informative resources because they show delegates the work the UN produces in reality. A good starting point is the Annotated Agenda of the General Assembly which can be found online or at the UN Information Office(appendix ??). This Annotated Agenda provides a brief history of each agenda item and lists what resolutions, reports, and documents were adopted and when. While the Annotated Agenda does not analyze why something happened, it serves as a helpful guide to the documents on the issues. Most conferences distribute their own background papers or guides containing summaries of past United Nations actions on the topic areas as well as their current status. The papers also contain useful bibliographies on the specific topic areas to aid in the delegates research process. Note that these papers are merely a starting point for a delegates research.


COUNTRY RESEARCH Background: Concurrent with United Nations research, delegates should investigate the country they are representing. Country knowledge is important so that a delegate understands national interests and concerns. This allows a delegate to represent his or her country intelligently, and to remain on policy, even when specific information about a topic may not be available. Delegates should pay particular attention to the decision-making structure within the country in an effort to understand the actual, rather than theoretical, process of political decision-making. The key is to understand the way the domestic situation influences the formulation of international policy. The entire delegation should participate in this research and analysis process. Some conferences require a country background statement, in addition to committee-specific Position Papers, to demonstrate that a delegation has a firm grasp of the situation in their own country. Country research should generally include:

Geography: size and description, location, natural resources, and neighboring states and regions; Vital statistics: population, population density and growth rate, life expectancy, infant mortality, literacy rate; Culture: majority and minority components, religions and their influences, languages, customs and traditions; Economy: type of economy, gross national product (GNP), historical and projected economic growth, debt owed, average per capita income, major imports and exports, and trading partners; Government: type of government, leaders, political parties, allies and enemies, membership of political and economic organizations, role in international politics; History: general history, reasons and philosophy behind present-day foreign policies; Foreign Policy and International Relations: allies, bloc alignment, critical foreign policy concerns (e.g., trade, territorial disputes), membership and activity in international organizations, including the UN. These examples are not the only items necessary to formulate accurate national positions. Each country has specific problems that only it deals with and these are very important in influencing its decisions, both domestically and internationally. As delegates research each of these components of their country, they should also critically examine how that component will influence their countrys stance on a particular topic.


COMMITTEE TOPIC RESEARCH With basic country background and UN research accomplished, the delegate can begin formulating a policy for his or her country on the issues to be discussed in the Model United Nations committee. Most important aspect of research is understanding the topics the committee addresses. The committee background paper sent out by the conference summarizes the issue from a broad perspective. Understanding the issues includes knowing what international policies exist (in the UN and other international institutions) to address the issue. Bibliographies are usually included in conference background papers for further delegate research, but these sources should be supplemented by further research conducted by the delegates. It is also important to begin finding out what current country policy is on the issue. See the following section on research sources. Often, this information may be unavailable, incomplete, or inconclusive. In those cases, delegates should still continue to compile all the information they can find on a given topic, which will help them inform whatever policy they choose to adopt. Delegates may also find it helpful to expand their research regionally in an effort to deduce their national policy on specific issues. Research culminates in the formulating a countrys policy. Even if a delegate is unable to find information specifically addressing his or her countrys policy on a particular topic, the delegate should be able to make an educated guess informed by their research. While it might feel like a guess, this is actually the process of making an informed decision based on the information the delegate has gathered. Formulating policy, or making an educated guess, starts with asking why or how a topic is important to the country being represented. The delegate should look at the various groups in the country with distinct views on the issue. The delegate must realistically consider how much access to power these groups have and how much they are able to influence their government. By weighing the power and access of the different groups, a delegate can extrapolate the probable policy decision in the country on the issue. In some cases, if there is limited information about the countrys decision-making process or interest groups, the delegate may only be able to determine some of the variables involved. If this occurs, he or she will have to rely on the ideology of government, power and the role of the individual upheld by the country in order to make an educated and defensible guess about the countrys policy on that particular issue. Another possible approach to take when information is lacking is to look at the policies of countries with similar ideologies and regional interests. This technique should be used carefully however. For example, it would be a grave error to assume that Thailand and Vietnam always agree simply because they are both in the same region of the world. Finally, delegates should examine their national policies and determine if a conflict exists. These areas of conflict will most certainly affect committee debate during the conference.


WORLD OPINION Once delegates have completed the research on the United Nations, their own country, and the topics to be discussed, they must turn to the allies of their country and various geo-political blocs (i.e., groups of nations with similar interests.) The delegates should know which countries can be expected to support their position, as well as the position of other blocs in the committee. Every delegate should know which of these countries will be represented in the committee. It is important to know the variations of policies that will be represented by different blocs in a committee. Knowing these variations allows a delegate to work toward a solution that meets the needs of all of the blocs. On questions of development and economics, two broader blocs generally form: the Developed bloc and Lesser-Developed bloc. Research Resources Locating information can be a source of frustration. Some topics are obscure and some countries receive very little press coverage. On other topics and countries, the amount of information available can be overwhelming. This section outlines some of the best sources available and indicates where they may be found.

INFORMATION ABOUT THE UN Devising practical recommendations and country policies for a committee require that delegates begin with a broad research base. The following preparatory materials serve well as a quick introduction to the UN system and to a historical overview of the topic areas. The United Nations Cyber School Bus website provides excellent Model United Nations resources, especially for new clubs: http://cyberschoolbus.un.org/modelun/index.asp Another good starting point is the Model United Nations online resources provided by the United Nations Association of the United States of America (UNA-USA): http://www.unausa.org/site/pp.asp?c=fvKRI8MPJpF&b=457131 The ideal situation for any Model United Nations club is to have a library of UN materials at its disposal. The UN fortunately makes many of its resources available online. There are a number of UN publications that a club should try to obtain or review for their library:

Charter of the United Nations The founding document of the United Nations, akin to the Constitution of the U.S., which sets the purpose and goals of the organization.


Universal Declaration of Human Rights, International Covenant on Civil & Political Rights & International Covenant of Economic, Social, and Cultural Rights These three documents (two treaties & one General Assembly resolution) are informally called the International Bill of Rights. Even topics outside the human rights spectrum refer to the rights embodied in these documents. Annotated Agenda of the General Assembly UN document published every June for each session of the General Assembly. This document describes each agenda item with a brief historical background and citation of relevant documents. Basic Facts About the United Nations A paperback outlining the basic work of the United Nations and its family of organizations. Information regarding the priorities of the current Secretary-General Each Secretary-General will have certain goals and priorities that help shape the focus and direct the work of the organization. Transcripts of speeches and official statements from the office of the Secretary-General are readily available online.

GENERAL INFORMATION A great deal of information is available online regarding the work of the various committees. Many committees and specialized agencies, including the General Assembly, Security Council, and the World Health Organization, have their own websites, which often comprehensively describe how the committees work. Annual reports are also available and these can give delegates an idea of the current work of the group and may also lead to better resources directly addressing the selected topic. Books and full-length texts are also extremely valuable for information regarding the working of the United Nations, as well as in-depth analyses of many of the topics to be considered. Depending on the topic, however, the age of the text should be carefully considered. Some useful resources include:

Permanent Missions to the United Nations (UN Document-ordered per issue or per year) This book is published every six months with the names of the ambassadors and specific representatives to the various UN committees from each member state. These names are invaluable in attempting to contact a mission for information on a specific topic area. UN Handbook: An Annual Guide (UN Magazine) United Nations Chronicle (UN Magazine) A periodical that covers the current events of the UN including excerpts from the speeches of the member states. Published Quarterly. Yearbook of the United Nations (UN Publication) This publication focuses on yearly developments within particular international issues. It is the most detailed, chronological narrative of United Nations activities. Despite its title, it is not published annually. Newspapers provide some of the best sources of current information on international affairs. The New York Times is an especially good source for up-to-date information about United Nations happenings. Other newspapers that are helpful include the Washington

Post, The Guardian, and The Christian Science Monitor. News Magazines, including Time, Newsweek and US News and World Report, are another good source of current international news. One of the most thorough and useful magazines


is The Economist, a British news weekly. In addition, the World Press Review contains articles from news media from around the world. Many of the organs, agencies and even individual committees of the UN publish their own magazines (notably UNESCO Courier, World Health: The Magazine of the World Health Organization, Choices: The Human Development Magazine- a UNDP publication, Refugees -a UNHCR publication, etc). Look for these at your nearest UN Depository Library or online. INTERNET RESOURCES The main thing to keep in mind when conducting research on the Internet is the source from which information is being drawn. You can be certain of the reliability of information obtained from the United Nations home page or the home pages of its committees, commissions, etc., but use caution when searching for information from potentially biased sources. When in doubt, stick with peer-reviewed sources that you know are reliable. Internet databases, to which most colleges and universities subscribe, are excellent and reputable sources of research. Your high school or local librarian can most likely point you in the direction of some useful databases.

NOTE: Wikipedia and its subsidiary sites are under no circumstances considered reliable academic sources of information. Wikipedia is great for a general overview of a concept, but it is not an acceptable source to cite in a Position Paper. If you have any questions about the reliability of a source on the Internet, or any other Internet-related research questions, please feel free to contact your individual committee director or the Director-General of the conference.

DIGITAL RESOURCES Nearly all college libraries as well as major city and regional libraries have computerized indices to periodicals. By simply sitting down at the terminal and specifying the topic or key word desired, the user can obtain a very complete listing of all relative articles published within the last several years. This is an invaluable timesaving device and all delegates who have access to such an index should use it during the research process. Contact your local college or regional library to inquire about the availability of these resources. Online article and bibliography databases that might prove helpful include: ABI/INFORM (Proquest) OVID Online JSTOR LEXUS/NEXUS Aside from the computerized databases discussed above, a wide selection of indices exist that can be useful in accumulating more specific or detailed information on your topics. Some of the best are listed below:


Index to the Proceedings of the UN General Assembly (UN Publication) Index to the Proceedings of the Economic and Social Council (UN Publication) Index to the Proceedings of the Security Council (UN Publication) New York Times & London Times Index A guide to the articles in the Times, which covers the UN very thoroughly. Reader's Guide to Periodical Literature An index to articles published in popular journals and magazines. Official Document System of the United Nations (ODS) This system allows a researcher to locate documents and preliminary versions of UN resolutions.

TOPICAL GUIDES

Political Annual Editions: Global Issues This annual publication identifies the key issues and declines arising from the changes in world politics each year. The Oxford Companion to Politics of the World A comprehensive guide to recent contemporary politics from an international perspective.

Human Rights The United Nations and Human Rights

Development/Environment Human Development Report, UNDP World Development Report World Development Reports of recent years are equally insightful and can be found on the World Bank website. Bulletin of the World Health Organization The Bulletin examines the developmental strategies in a number of sectors and their impact on health and the environment. It also discusses policies and approaches towards confronting these issues.

Refugees The State of the Worlds Refugees (UNHCR) This book describes current problems and their causes with informed analyses, charts and discussions of policy alternatives. Disarmament

The United Nations and Disarmament 1945-85: A Fortieth Anniversary Review An excellent general source on the background & history of the topic. Disarmament Yearbook Additionally, the Department of Disarmament publishes a series of fact sheets that may be obtained free of charge.

Economic World Economic Survey, UN World Bank Annual Reports, IMF

Where to Locate Resources

At the Conference: Many conferences send background papers or guides to participants, which inform the delegates of the committee agenda and history, as well as a description of the topics to be discussed. The papers are usually supported by a thorough bibliography,


which students may find useful as they begin their research. Again, these guides are meant only as a starting point for the delegates. Delegates who use these guides as their only means of preparation will not be prepared at the conference. The learning experience offered by the conference will be missed. If students still need help after reading the Background Guide, they should contact the committee Director; their names and addresses are provided in the papers themselves. Always feel free to contact the staff, especially the substantive Under-Secretaries General and the Director General; they welcome delegate questions and inquiries. Most Model UN conferences have their own library of UN and related resources, often called a Resource Center. Once at the conference, delegates are encouraged to use this service to research any new ideas as the conference progresses. Resource Centers are often manned by the conference staff and contain a copy of all the Position Papers sent to the conference and all committee Background Guides. Resource centers are an excellent way to research the policy of possible allies or opponents on a particular issue. All delegates are encouraged to take advantage of the Center. We caution the delegates, however, that they must do their preparatory research before the conference in order to succeed. The Resource Center should only be used to supplement the research done outside of the conference. United Nations Depository Libraries: United Nations Depository Libraries are superb sources of primary UN materials. These libraries are where most delegates turn to locate UN documents. Worldwide, the UN has designated one archive in each country to house, free of charge, all UN documents. These reference centers are called UN Depositories. In the United States, the Library of Congress is the designated depository. Any institution, however, with storage facilities, may become a Depository by paying for the documents it receives. A list of UN Depositories can be found online: http://www.un.org/Depts/dhl/deplib/countries/index.html Many contributing Depositories do not purchase all UN documents. You should check with your local libraries, university and public, for their status and hours. Always call ahead and talk to the documents librarian to get information on the hours of operation and to arrange for a librarian's help. The United Nations: The United Nations has a great deal of publications available on the website. Titles there are organized in the following topics: Peace & Security; Environment & Urban Issues; Development & Millennium Development Goals; Human Rights; Humanitarian Affairs and International Trade. Most resolutions should also be available on the online resource, Official Document System of the United Nations (ODS). This system allows a searcher to locate documents and preliminary versions of UN resolutions. Foreign Missions and Embassies: A delegation can receive current information on its country by contacting the Permanent Mission to the United Nations, the countrys Information Center or its embassy in Washington, DC. With your request, it is best to include an explanation of what your group is involved in, a list of agenda items and a request for information about your countrys stands on these issues.


Not all countries will be able to honor your requests; many of the smaller nations do not have the staff to handle a detailed inquiry. If they cannot supply you with this information there are other sources. You can access much of this information through UNDOC that lists the speeches of every member state by specific topics. Although they cannot give you the exact position of member nations, the information in the official records should be a big help. Having the exact document number when making your request will greatly speed the process. In addition to the Permanent Missions to the UN and the Washington embassies, many countries also have consulates located throughout the United States and may be able to aid your needs and provide a resource close to home. Members of the U.S. Congress: Members of Congress can be very helpful in obtaining information, especially if you explain the purpose of your organization. Often if you request specific information, the congressperson will have the Library of Congress research the topic for you. The information you receive may have an American bias, but it can still be quite helpful. Members of Congress can also obtain publications like Voting Practices in the United Nations. This publication lists votes of member states on key issues in front of the UN. Another publication available from congresspersons is the U.S. State Departments Annual Report on Human Rights. This information is generally available free of charge. United Nations Information Centre: The United Nations Information Centre (UNIC) is located in Washington, DC, and is the only official information center in the United States. The UNIC has a library of UN documents which would be useful to delegates living in the DC area. The center also provides free information on many topics. Copies of the Resolutions of the General Assembly and Security Council are also available. Liaison offices for the UN Development Programme, UN Environment Programme and the International Fund for Agriculture are located on the premises. Information materials are available through their offices and website. The U.S. Department of State: The U.S. Department of State publishes a series of Background Notes on individual countries which may prove useful as a delegation begins its research. The State Department often provides speakers for groups interested in foreign affairs. The State Department publishes several periodicals which may be helpful in your research. These include:

US Aid Highlights FrontLines Dispatch The State Department may also provide country information via the Country Desks.

United State Institute of Peace: The United States Institute of Peace (USIP) was created by an act of Congress in 1984. Its mandate includes [promoting] education and training,


research, public information programs on means to promote international peace and the resolution of international conflict without violence. The Institute publishes the United States Institute of Peace Journal, which is a free publication. USIP also has some free publications and other materials for purchase. Of specific interest to students is an annual essay contest on a selected topic of international peace and security. State-level winners come to Washington, DC, for a week of meetings and briefings with senior government officials and Members of Congress and a simulation based on a foreign affairs topic. National winners receive scholarships. Other Sources: There are many other organizations which can be helpful in tracking down information. Amnesty International has many outstanding publications. The International Red Cross also may be useful in finding information.

Position Papers The most essential element for an outstanding Model UN is delegate preparation. The Background Guide is a good beginning, but it is really no more than a beginning. Topic areas must be fully explored and examined, as well as the committee itself and its role in the larger scheme of the United Nations and world affairs. Researching and developing a nations position is a challenging yet interesting task. Furthermore it is a critical element of in-committee success; a committee will only be as good as the preparation of the delegates. Each Delegations research should ideally culminate in the creation of a thorough position paper, laying the country policy on each of the topic issues. The paper should consider all aspects of the research the delegates have conducted thus far, including general country information, information about the UN, general information on the topic, and of course the countrys position on the committee topics. Below is a sample of an ideal position paper.


The Delegation from La Rpublique Franaise ____ National High School Model United Nations

The Situation in Waziristn "We are now increasingly receiving from Pakistan unacceptable news of [terrorism andextremism] which we cannot regard as political practice and, with the internationalcommunity,aredeterminedtofightveryfirmly."BernardKouchner,ForgienMinisterofFrance Throughout the last 60 years, France and Pakistan have had a dynamic relationship.This historic partnership has spanned diplomacy, defense cooperation, education, medicine,biodiversity, and economics (FrancePakistan). Furthermore, this association can nowmove forward thanks to recent changes in the Pakistani government. The recent generalelectioninPakistanisapositivesign;Franceisoptimisticandhopestoworkwithalegitimateand fullfunctioning government (Declaration). Following the elections France stated,[these elections] constituted a crucial step in strengthening democracy and calming theinternalsituationthisgreatcountryisavitalpartnerintheregionsstabilityandinresolvingtheconflictsthatbesetit,[namely]theriseofterrorism(Legislative).FranceiscommittedtooperatingwithintheneedsandcapacitiesofPresidentZardarisnewadministration.

Despite thesemany advancements, France, as a nation and as the host nation of thePresidencyoftheEuropeanUnion,stillhasmanyseriousconcernsregardingtheviolenceandterrorismthatremainsprevalentthroughoutPakistan,especiallyalongthenorthwestborder.TheUnitedNationshasrecognizedthatatleast15%ofindividualsassociatedwiththeTalibanareintheborderregionofWaziristan(List).ItisvitaltothesecurityofFrance,EuropeandallcountriestocombatthegrowingthreatofterrorismfromwithinthePakistaniregion.TheFrench people understand the severity of the threat firsthand. According to the 2008 EUTerrorismSituationandTrendReport,91,orabout25%,ofFrenchterroristarrestsdealtwithradicalIslamicterroristplots(Ratzel).Thereportnoted,overthelastfiveyears,muchofthecommand, control and inspiration forplanningattacks came fromalQaedas remaining coreleadershipinthetribalareasofPakistan(Ratzel).

Bearing this in mind, France implores the international community to support the

ongoingPakistanipolicyadjustment thatwill restrict theautonomyof theWaziristanregion.WhileFrancerecognizesthepreviousproductivityofthispoliticalautonomy,thearrivaloftheTalibanandotherextremists in theareahas forced thehandof formerPresidentMusharraf,currentPresidentZardariandtheinternationalcommunityatlargetotakeaction(Khan).OneofthegoalsthatFrancehassetintheSecurityCouncilistodefinewhenautonomyinaregionisno longeracceptableandwhatcourseofactionthecountry,aswellastheUN,canpursuetocombat this problem. France respects Pakistans stance on the situation in Waziristan andbelievesthatPakistanhasthemostauthorityontheneedsandrealitiesofthearea.


France is firmly dedicated to the ideal of national sovereignty and therefore firmly

supportstheactionsofthegovernmentofPakistan.Ayearago,thegovernmentbegantakingnewactionsintheWaziristanArea,movingPakistanitroopsinandaroundtheregion(Khan).MilitaryeffortmaybenecessarytobringthiscrisistoafirmresolutionandPakistanshouldbetheprimarycoordinatorofsuchforce.InBajaur,aFederallyAdministeredTribalArea(FATA,)to the north of Waziristan, one thousand militants were killed through Pakistani efforts inAugust(AP).ItisFranceshopethatsuchresultscouldbereplicatedwithinWaziristan.

Ifinternationalmilitaryforcedoesbecomenecessary,theSecurityCouncilandPakistan

must ensure that clear stipulations are in place regarding the use of force. Any militaryengagementtakenmustbeaclear,multilateralactionthatfullyrespectsthewishesofPakistan.Without clear direction from the Security Council, actions within Pakistan by NATO forceswould be a violation of theNATOs current efforts inAfghanistan. Rather, the InternationalSecurity Assistance Force (ISAF), under the leadership of NATO, should focus on thecounterinsurgency efforts in Afghanistan (Reuters). The defense ministers of NATO haveagreedthatISAFtroopsmustbegincombatingthedangerousopiumtradewithinAfghanistan.EngaginginanewwarinPakistanwillonlycompromisethesuccessofcurrentoperationsinAfghanistan(NATOjoins).

Regrettably,militaryactionaloneignoresmanyaspectsoftheproblem.WhilePakistan

has taken many steps forward in combating Talibanization, additional support from othercountries is still needed. There aremany diverse issues that Pakistanmust confront whenlookingatthesituationintheFATAs.FrancehasplayedanimportantroleinhelpingPakistanfight these dangerous problems through the provision of higher education. Nearly 500Pakistani students are enrolled in advanced degree programs in Paris and the Frenchgovernment funds several schools for higher education within Pakistan. Pakistani healthservicesreceivemajorsupportandguidancefromFrance.In1991FrancefoundedthePakistanFranceBusinessAlliancetopromoteeconomictradeandassociationbetweenthetwonations(FrancePakistan).

These efforts at bringing stability and safety to Pakistanmust be supported by both

individual countries and the United Nations as a whole. Despite the international financialcrisis,Francehasweathered theeconomicdownturnsteadily, thusmaintaining theability tohelp fund important programs involving agriculture, medicine and education in Pakistan(Foroohar). It is along these lines that the battle for thehearts of the peoplewill be fought.Promoting peace will inevitably come at a cost to both the international community andPakistan. By emphasizing humanitarian and education needs, that price will be paid withmoneyinsteadofwithlives.

France recognizes that any solutionmust be flexible enough to change depending on

shifting circumstances. Internal military policies must be combined with internationaleconomic support. Intelligence sharingwill be critical as ameans to combatmany forms ofterrorism, including suicide bombers. If Pakistan is unwilling or unable to contain thedangerousextremists locatedwithinWaziristan,theinternationalcommunitymustrecognizethepossibilityofenteringPakistantoprotecttheglobalcommunityfromterrorism.Thismustoccur only under circumstances ofmultilateral commitment anddirection from the SecurityCouncil.


Inconclusion,Francerecognizesthatthisissuecannotbeeasilysolved,butthestability

of this region is an integral component of international security. French President Sarkozy,Foreign Minister Kouchner and former Defense Minister Michele AlliotMarie have allcommented on the need to resolve this situation before it spreads beyond Afghanistan andPakistan.Withthesedireconsequencesinmind,FranceresolvestocollaboratewithPakistanandthe internationalcommunity toconfront therising threatof terrorisminWaziristanandabroad.

WorksCited

Associated Press (AP). "U.S. praises Pakistan action against militants." MSNBC.com. 20 Oct.

2008.20Oct.2008.."DeclarationbythePresidencyontheconductofthegeneralelectioninPakistan."Embassyof

France in Pakistan. 22 Feb. 2008. Presidency of the European Union. 10 Oct. 2008..

Foroohar, Rana. "A New Age of Global Capitalism Starts Now." 4 Oct. 2008. 11 Oct. 2008.

."FrancePakistan:60yearsoffriendship."14July2007.TheEmbassyofFranceinPakistan.10

Oct.2008..

"LegislativeElections inPakistan." FrenchMinistry of EuropeanandForeignAffairs. 20 Feb.

2008.FranceDiplomatie.20Oct.2008. ."ListofindividualsbelongingtoorassociatedwiththeTaliban."17Oct.2007.UnitedNations

SecurityCouncil.10Oct.2008 .Khan,Ismail."PlanreadytocurbmilitancyinFata,settledareas."Dawn:TheInternetEdition.

26June2007.DawnMediaGroup.10Oct.2008.

"NATOjoins'waronAfghandrugtest'"Dawn:TheInternetEdition.11Oct.2008.DawnMedia

Group.11Oct.2008.Ratzel,MaxPeter,Director of Europol. EUTerrorism Situation andTrendReport. Rep.No. 3.

Europol. 2008th ed. The Hague, Netherlands: European Police Office, 2008. 20+.

Reuters, comp. "FranceWill BolsterNATOTroops in Afghanistan." TheNewYork Times. 19

Dec.2005.NYTimes.com.11Oct.2008.

Chapter 5

Building Skills


Building Skills Delegates must acquire the skills necessary to participate successfully in a Model UN committee. These skills allow the delegates to translate national policy and desired goals into concrete measures and actions. Participation skills include:

Ability to role play Using the Rules of Procedure correctly Effective Communication & Public speaking; Negotiating and consensus building Making use of formal and informal debate Diplomacy between delegates from blocs and throughout the committee. Formulating written documents

Defining Effectiveness in Committee The objective of every delegate is to be effective in committee. Being effective means forwarding the goals and interests of ones country to arrive at a realistic response or solution to the committees topic of debate. To do this, a delegate must be knowledgeable about his or her own country, the topic areas, and the proceedings of the United Nations. In addition, a delegate must also be able to work well with others. Delegates cannot be effective in committee if they alienate other participants by mistaking assertiveness for condescending behavior and/or rude treatment of fellow delegates. The experienced delegate chooses to further his or her aims through perceptive and tactful diplomacy. This ability to communicate effectively and diplomatically with others to resolve difficulties is a key skill and one that can be taught, practiced and developed to make your committee experience even more rewarding. Working well with others often means cutting through the national policies to finding creative solutions to problems that meet the interests of all nations. Herein is the root of true negotiation finding consensus policy solutions that do not alienate the national interests of any members of the committee. Delegates should always keep in mind their countrys best alternative to a negotiated agreement. In the context of a Model UN committee session, a delegate should consider whether the proposed resolutions address the situation in a way that is better than the UN not addressing the issue at all.


Role Playing Delegates are expected to effectively act as representatives of their assigned countries throughout the duration of the conference. This must be demonstrated both in the delegates conduct as UN officials and by the delegates aptitude in representing the interests of their countries. Delegates will frequently be challenged to think on their feet and should therefore be well-versed in their national positions and in the reasons behind those positions. Delegates must also be able to distinguish between their national policies and their fundamental national interests. A national policy is the stance a country takes on an issue and the positions a delegate presents when negotiating with other delegates. A national interest is what a country deems vital to its existence. To illustrate this difference one need only consider the United States relationship with the Philippines. The US supported both the Marcos regime and its usurper, the Aquino government. This course of action by the US was largely due to the fact that the US benefits strategically by having a military base on Philippine soil. Thus, the policy of the United States changed from supporting Marcos to Aquino but its strategic interests remained the same. A national position can be compromised for the sake of a greater good, especially if it achieves long-range interests or if it can be translated into direct benefits for the nation. A national

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Documents

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t i o n i introduction

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