Phase+2

Your assignment to research the basic information about your country is complete. You will now move to the next phase of the project. You will now take a more global view of some issues facing the world and will be assigned to a debate topic. You will argue your case in front of the United Nations General Assembly. The following pages intend to guide you in the research of the topics that you and your group will be debating. Each group will only research one topic. All Delegates will need to be prepared in order for the debates to be successful.
 * Debate Topics for the United Nations Project **

__Debate Guidelines: Consider using index cards for recording key points. Below is a suggestion but some groups will want many more cards if they want to write down details, stats, etc.__

Card #1: Affirm or Deny the Resolve: Engage your audience and clearly state your purpose.

Card #2: Define important concepts.

Cards # 3 -5: State 2 – 3 central proofs of your opinion.

Cards #6 – 10: After each side has stated its resolve, the second team member should rebut the last speaker. Have arguments against possible proofs prepared ahead of time, but adjust as needed.

· Points should be organized logically and allow the audience to follow your thinking. · Clearly show connections between each point and elaborate as needed. · Your points are thought-provoking and are backed by solid facts.

= DEBATE TIPS =

** TOPIC 1: Nuclear Regulation: Role of governance of nuclear technology in a peaceful world and **** in the Peoples Democratic Republic of Korea. **

** Resolution: The UN must play a strong role in regulating nuclear technology even in times of peace and getting ** ** The Peoples Democratic Republic of Korea **** to comply with regulatory agreements must be a priority if we are to achieve security for the international community. **

** Background ** At a 2004 Memorial Ceremony in Hiroshima, Former Secretary General of the United Nations Kofi Annan, spoke about the “horrors of nuclear weapons,” and stated that “their elimination has been a high priority of the international community.” The knowledge that destructive weapons are maintained by hostile nations indicates that countries continue to need to work together to maintain peace and preserve life. The United Nations General Assembly recognized that it needed to fulfill its role of maintaining international peace and security immediately following the signing of its Charter in 1945 just prior to the end of World War II. Less than two months after its inception, the world became threatened by nuclear war when atomic bombs targeted the Japanese cities of Hiroshima and Nagasaki. The destruction that ensued made it clear that the misuse of nuclear energy in the form of weapons poses the greatest threat to all life on the planet earth. In response, the first resolution of the General Assembly proposed the elimination of atomic weapons and other weapons of mass destruction, as well as the assurance that atomic energy would only be used for peaceful purposes from that point on. The Atomic Energy Commission was established to address the consequences of the discovery of atomic energy. Since that time, in response to the global threat of nuclear war during the last five and a half decades, the UN has taken the following measures: ● Primarily, it established the //Nuclear Non-Proliferation Treaty// (NNPT or NPT) in 1968 to promote peaceful usage of nuclear energy. Simultaneously created the //International Atomic Energy Agency// (IAEA)//.// ● A special session of the General Assembly was held in the late 70’s and for the first time in history, disarmament discussions achieved a consensus. A //Final Document// was established which emphasized the responsibility of the UN to focus on bringing about the elimination of danger from nuclear weapons. The 1980’s became known as the “Disarmament Decade”. The international situation improved following this period. ● A second special session of the General Assembly convened in 1982 with the intended goals of halting and reversing the arms race, strengthening peace and security, and reallocating military resources toward development. A period followed of international crises and the UN found it was unable to have a positive influence on these events. ● However, progress was made during a third special session of the GA in 1988. Prior to that point there had been significant progress in nuclear disarmament in the way of treaties between the former Soviet Union and the United States, as well as disarmament treaties in Europe. ● The UN Security Council has since imposed sanctions on countries violating the provisions of the Nuclear Non-proliferation Treaty. Nearly 190 nations have signed the Nuclear Non-Proliferation Treaty. Five nuclear weapon States which have signed the NPT (U.S., China, Russia, U.K. and France) currently maintain nuclear weapons and agree to non-proliferation, disarmament, and the right to peacefully use nuclear technology as per the Treaty. However, it is believed that several other nations, including India, Pakistan, and Israel currently maintain nuclear weapons even though they have not disclosed that information or ratified the Treaty. North Korea was originally a party to the NPT, but later withdrew from it. Iran signed the Treaty, but was found to be non-compliant with the agreement. The Nuclear Non-Proliferation Treaty is reviewed every five years. The most recent Review Conference was held in May 2010 in New York City.

The following are recommendations for improving conditions in North Korea. How could these ideas become a reality?

· Asks North Korea to recommit to The Six Party Talks and the Nuclear Non-Proliferation · Treaty; · Permits International Atomic Energy Agency inspectors into North Korea for regular nuclear inspection; · Suggests that if preferred, the signatory countries can provide %.01 of their yearly GDP that will go towards programs for financial aid, education, re-opening trade routes, poverty relief, hunger programs, and furthering their country development programs in North Korea; · Selects volunteer countries that will supply military aid, in the case of an attack on North Korea. · Calls upon Iran and North Korea, and will confront them with a blockade of North Korea that prohibits any and all nuclear weapons in North Korea; · Decides that if the blockade threat is ignored, the potential blockade will go into effect; · States if a signatory of this document becomes involved in a conflict with North Korea, it will face consequences such as removal from this document.

** Research Questions ** 1. What countries have peaceful nuclear energy programs? Does your country have a nuclear program? 2. Which countries are nuclear weapons states? 3. What is your sides’s position on nuclear regulation? Are there continents where neighboring countries hold different positions? How does this affect the entire continent or the rest of the world? 4. What are the opposing positions on this topic? 5. What strategies or solutions for solving this problem have already been attempted? Which strategies have worked, have not worked or could be improved and why? 6. How can your country be involved in solving it or maintaining security related to nuclear arms? 7. What are some facts, figures and statistics regarding the issue on a national, regional, and international level?

** Summary ** While human beings around the globe lived in fear of nuclear annihilation following World War II, our world may be much more secure today. Approximately 190 nations have agreed to use nuclear energy for peaceful means and not create nuclear weapons. The threat of nuclear war continues to exist as long as nuclear weapons are in the hands of countries with opposing objectives, however, it is clear that discussion and collaboration among nations has brought about peace and security. It is the job of the members of this committee to consider the role of governance of nuclear technology during the current post-treaty period when many countries have already agreed to maintain peace and security. As you research this topic, consider what type of nuclear regulation would be appropriate in this seemingly peaceful world. As you develop your working ideas and proposals, think about whether or not your theories would be sustainable in today’s world. Is global disarmament a realistic goal? If so, what will it take to accomplish it? Are there any negative consequences of expecting that all nations disarm? What should happen when nations are unwilling to comply with nuclear regulation, creating a serious threat for the rest of the world?

** TOPIC 2: The risk of nuclear proliferation in the Middle East **** and the question of Palestine. **** . **   Resolution: Nuclear proliferation in the Middle East as well as continuing tensions between Israel and Palestine pose a direct threat to the safety of the entire global community and, therefore, the UN must make both improving relations between Israel and Palestine, as well as nuclear regulation of the Middle East a priority.

** Background ** The Middle East is currently at the heart of an ongoing debate surrounding nuclear weapons and world peace. Two countries in this area of the world have refused to sign the Nuclear Non-Proliferation Treaty or NPT (Israel and Pakistan) and one country (Iran) has been found to be non-compliant with the requirements of the Treaty and unresponsive to the corrections required of them by IAEA. It is believed that Israel has nuclear weapons although they have never admitted to it. Israel has avoided summits or any discussions about nuclear arms. It is currently under pressure from Allies, including the U.S., to agree to a nuclear free zone in the Middle East. However, the nation has stated that it will only sign the NPT treaty once a full Arab-Israel peace agreement has been reached. The Israeli and Arab nations have been in conflict for hundreds of years, since biblical times. Because the two nations have such a long history of violent disagreement about land rights and religious freedoms, among other issues, the process of negotiating and arriving at a workable solution for both seems daunting. Egypt and the Arab nations would like to see Israel admit publicly that it owns nuclear arms because they believe that it will then be required to eliminate those weapons. Meanwhile, the threat of both organized military attacks and random terrorist actions against each other or elsewhere in the world is a grave concern for these countries as well as for many other nations. Iran, a signatory of the NPT, has been accused of secretly working to build uranium enrichment plants. In 2003, it agreed to disclose any new nuclear facility immediately, yet waited until 2009 to report about a site that had already been in progress for several years. As a result, an IAEA resolution identified concerns that Iran “continues to defy the requirements and obligations” of the Treaty and of IAEA and the UN Security Council’s decision to impose sanctions to cease any further nuclear enrichment efforts which could be used to make nuclear bombs. Iran insists it is only interested in developing civilian nuclear power. In the spring of 2010, Pakistan entered into an agreement with China to share nuclear technology and, in fact, double the number of Pakistan’s civilian nuclear reactors to help it reduce its current energy shortfall. There is concern about this pact, particularly since Pakistan has a prior history of proliferation and some of its nuclear scientists have offered to sell nuclear secrets to terrorist organizations. Under the NPT, all countries have a right to nuclear development for peaceful purposes. The fear has been that countries could use this privilege as a cover for developing nuclear weapons. According to General Colin Powell in his introduction to the 2010 film //Nuclear Tipping Point//, “The real threat is not from States that understand that you cannot use these weapons without inviting a suicidal response, but it is from terrorists who don’t care about the suicidal response and are willing to commit suicide...” If nuclear weapons are used at all, there will be devastating consequences in the form of immediate physical harm to human beings, destruction of land, fall out radiation and economic catastrophe affecting the entire world.

The following are recommendations for improving conditions in the West Bank and Gaza. How could these ideas become a reality?

· Urge Israel, Palestine and bordering nation states to return to diplomatic relations; · Encourages the ending of the blockade in Gaza to allow for aid workers to enter the territory; · Ending Israeli occupation of the West Bank and Gaza, by complying with the International Law for a peaceful solution; · Providing homes, crops, and national security based on the standards set by the international law for the refugees; · Proclaims that when the diplomatic relations are re-established, both parties may further discuss land claims in a peaceful and open-minded manner; · Recommends that the citizens of Israel, should their land become Palestinian territory, will continue to live on their property, if a mutual consensus is reached.

** Research Questions ** 1. What is your position on whether there is currently a risk of nuclear proliferation in the Middle East? What is the position of your country? Do neighboring countries hold the same position on this issue? 2. Is your country currently using nuclear technology and, if so, for what purpose? What other countries are using nuclear technology? 3. How would nuclear proliferation in the Middle East affect your country, your continent or other areas of the world? 4. Why is peace in the Middle East desirable? Why does peace in the Middle East matter to nations in other areas of the world? 5. What strategies or solutions for solving the crisis in the Middle East have previously been attempted? What successes in negotiations have occurred? What failures in negotiations have occurred? 6. What are some facts, figures and statistics regarding this issue on a national, regional, and international level? 7. Do all nations have a right to develop nuclear enhancements and how should new developments be monitored, if at all? 8. How can your country be involved in assuring nuclear safety in the Middle East? ** Summary ** It is your task as a member of the **First Committee of the General Assembly** to consider the risk of nuclear proliferation in the Middle East. While almost 190 countries have signed the Nuclear Non-Proliferation Treaty agreeing not to develop further nuclear weapons, to use their current nuclear technology solely to improve energy consumption and to have their nuclear facilities inspected for compliance, some major considerations remain with a few of the non-compliant or non-participant nations in this geographical area. Some of these nations remain involved in on-going conflicts, competing violence, may even have demonstrated ties to terrorists, and historically have not always shown a pattern of responsible behavior related to nuclear proliferation. As you set about your research, try to learn about the countries of the Middle East and their relationships with each other and with the rest of the world’s nations. What values do they uphold? What seem to be their primary goals? And most of all, consider whether the countries in this geographical locale might pose a threat to their own people or any other nations of the world in their plight if they were to enhance their nuclear technology or proliferate nuclear weapons. In order to address the topic, consider whether nations have a right to develop nuclear power technology as a source of energy. Try to assess what degree of risk there is currently, or might be in the future, related to nuclear proliferation for various purposes in this area of the world, and what might be done to reduce or eliminate any suspected dangers.

** TOPIC 3: Education for All, Especially Women and Girls **   ** ﻿ ** ** Resolution: Equal access to education for all people, especially women and girls, strengthens a nation and has a significant positive impact on the entire global community. **

· Call upon all developed countries to extend foreign study options in their country; · Emphasize the importance of creating funds to support education, especially for women and girls; · Request that all teachers have been properly educated and trained; · Further invite member states to donate .2% of their countries internal revenue to UNESCO and the Committee on the Status of Women to further develop education for women in low income countries; · Urge schools to create more opportunities outside of school for education, especially for women; · Has a resolve to create an organization funded by the sponsors and signatories of this resolution that works to create equal education; · Express the importance of building schools in less developed areas for both men and women; · Draw attention to the issue of safety for our worlds women and girls and increasing school security with the association of the Security Council. · Deeply concerned about the difference in the literacy rates between men and women, · Alarmed by the low percentage of women’s education in certain countries, · Aware of the measure being taken by the United Nation to improve world literacy especially for women and girls, · Welcoming the help of all countries sharing our ideas, · Supports the creation of a program called the “Real Life” program that would teach students how to prepare for real life situations. · Encourages all member states to make education mandatory for ages six to eighteen regardless of sex, nationality, and race; · Encourages the improvement of public schools with funding from organizations, government funds, or if not available, taxes; · Emphasize awareness of certain issues pertaining to women and girls education; · Endorse funding from government revenue for additional training courses for teachers and educational staff; · Recommend more government funded summer schooling as well as government funded tutors to aid education; · Urge colleges and high schools to provide government funded scholarships to students; and · Recommend more government revenue used toward women and their education; · Seek funding for education of all
 * Topic: ** Through education we can deal with the changing world and we can work together to ensure that globalization brings positive changes to the most disadvantaged in the world, as stated in the Millennium Summit Declaration. Educating all girls and all women, to the fullest extent they are capable, will give societies the direction to deal with change and will give flexibility to our cultures to adapt to change without loosing our identities. It is your task, as a member of the United Nations, to consider the risks of uneducated, disadvantaged groups. UNESCO, is an organization that recognizes that there is a difference between the number of uneducated women and men and in the opportunities given to them. The United Nations is seeking to resolve this issue that has been brought forth in this session and they are confident that that their efforts can lead us to a future where everyone receives equal education. The (EFA) ”Education for all” has managed to start attaining education for all since 1995. How will you develop a plan to meet following goals of your committee?

** Research Questions ** 1. What is your country’s position on the belief that through education we can change the world? Do neighboring countries hold the same position on this issue? 2. How can we ensure that globalization brings positive changes to the most disadvantaged in the world? 3. What stake does your country have in this issue? How would education for all affect your country, your continent or other areas of the world? 4. Why is education for all women and girls in the world desirable? Why does education for all matter to nations in other areas of the world? 5. What strategies or solutions for solving the crisis of educating all women and girls have previously been attempted? What successes have occurred? What failures have occurred? 6. What are some facts, figures and statistics regarding this issue on a national, regional, and international level? 7. Do all nations have a right for all women and children to be educated? 8. How can your country be involved in assuring education for all?

** TOPIC 4: **** 18,000 children die because of malnutrition each day and 300 million children cannot get enough to eat. Educating poor farmers who have difficulties with money and giving them the tools to improve their poor living conditions may be a solution to poverty and hunger. **

** Resolution: The key to ending poverty and hunger lies in the education and aid of poor farmers. **

** Topic: ** “Achieving universal access to information and knowledge, especially in rural areas”. The majority of the world’s population lives in rural areas and a greater share of them are poor. These individuals are starving. Hunger, malnutrition, and food insecurity erode cognitive abilities plus the lack of education reduces productive capacity and contributes to poverty. To help eradicate this problem there is a need to create opportunities for poor farmers worldwide. With the help of The World Food Program fewer are starving but it will be necessary to provide education to help these people become better farmers to create opportunities to help poor farmers worldwide.

The following are recommendations for improving conditions for farmers. How could these ideas become a reality? · Recommends countries hold classes for poor farmers to improve their techniques; · Further invites giving poor farmers micro-finance opportunities; · Further requests donor countries to fund poor countries to provide farmers with tools · Stressing the fact that animals and plants are dying from the waste that’s scattered across the · The UNESCO, recognizing international cooperation, and respect for human rights as fundamental elements of the UN charter acknowledges that education is a basic human right and that international cooperation is needed for the exercise of this right, · Alarmed by the limited access to education and information, in rural areas, · Noting the approval that the effort to facilitate the access to education and information; · Encourages informational technology companies to develop new and affordable technologies that member states can use in favor of their rural populations; · Supports the construction of libraries and public computer centers with free internet access in rural areas; · Recommends that member states improve transportation networks so that rural populations can reach urban centers easily and hence improve access to education and information; · Supports the exemption of educational fees, appropriated by a system where under developed countries provide free education to those who make an annual income of less than twenty percent than that of their country, developed countries provide free education based on what is considered as a sub-average income, and developing countries have the option of choosing either one; · Suggests that radios be distributed to rural populations to provide an alternate source of information; · Requests that schools have development and technology be included in the regular curriculum. · Encourages the creation of pipes, canals and wells in rural areas; · Encourages use of composting; · Supports promoting organic farming; · Expresses its hope for free trade worldwide; · Accepts the practice of exchanging local, plentiful resources for the service of educating farmers about effective ecologically friendly farming methods; · Encourages member states to implement programs to supply farm equipment and management training that promotes organic farming; · Recommends that member states set forth a declaration to protect farmland from destruction

** Research Questions ** 1. How can educating farmers change the world? What other countries hold the same position on this issue? 2. Is your country currently using plans to work together to ensure that globalization brings positive changes to the most disadvantaged in the world? 3. What stake does your country have in this issue? How would education for all farmer affect your country, your continent or other areas of the world? 4. Why is education for all farmers in the world desirable? Why does education for all matter to nations in other areas of the world? 5. What strategies or solutions for solving the crisis of educating all farmers have previously been attempted? What successes have occurred? What failures have occurred? 6. What are some facts, figures and statistics regarding this issue on a national, regional, and international level? 7. Do all nations have a right for all farmers to be educated? 8. How can your country be involved in assuring education for all farmers?

** Topic 5: ** **Elimination of slums worldwide** ** Resolution: The elimination of slums worldwide will make a significant positive impact on the entire global community and, therefore, should be a priority for all countries of the world. **

// Noting // with approval the 25th article of the Universal Declaration of Human Rights, there is a deep concern by the ever growing population of people living in slums, believing that more action should be taken towards eradicating slums, and being fully aware of the need of education in slums and developing countries.

The following are recommendations for improving conditions for farmers. How could these ideas become a reality?

· Calls upon all countries to raise international awareness of slums, and their people; · Request annual conferences to be used to support developing cities, where UN Habitat members could meet; · Recommends the use of urban planning to develop new housing; · Supports jobs in and outside of cities by creating new farms, clean energy, and regulating migration or on the server for; · Firmly recommends the regulation of migration to cities and other countries; · Emphasizes the need for the creation of health care centers; · Has resolved to improve current housing and create PVC houses for those with little or no current housing; · Proclaims the need for sanitation systems in slums and other areas with poor sanitation; · The UN Habitat, recalling the 8 Millennium Development Goals, fully aware of the need of education in slums and developing countries, appreciating all past efforts to help this problem, · Reaffirms the involvement of kids in our programs; · Encourages the use of asset mapping to plan future schools; · Confirms the improvement of current schools to support all children; · Requests the training of new teachers; · Resolves a system of motivation for kids; · Endorses the programs for parents and their involvement in their children's school lives; · Recognizes the need for building of new schools; · Stresses the need for children and parents to be motivated; · Approves the building of new schools to better educate and motivate the children; · Considers adult education; · Urges the involvement of youth in the development of schools (ex. painting, etc.); · Calls for the improvement of schools before the building of new ones to save money; · Requests that all schools include classes for life skills (ex. cooking, cleaning, self- sufficiency, etc.); · Urges youth from more privileged schools to donate some of their time to helping less fortunate communities and schools. · Expresses its hope for the creation or addition of community centers with reasonably priced food and water in areas of need. ** Research Questions ** 1. What are the various world views on how through the elimination of slums can change the world? Are there particular areas in which this is a major concern? 2. What plans are currently being used to work together to ensure that globalization brings positive changes to the most disadvantaged in the world? 3. What stake do various countries have in this issue? How would elimination of slums for all affect the world? 4. Why is elimination of slums in the world desirable? Why does elimination of slums for all matter to nations in other areas of the world? 5. What strategies or solutions for solving the crisis of elimination of slums have previously been attempted? What successes have occurred? What failures have occurred? 6. What are some facts, figures and statistics regarding this issue on a regional, national, and international level? 7. Why should all nations want to eliminate slums? 8. How can various countries be involved in assuring elimination of slums?