2 TABLE OF CONTENTS PRESENTATION 3 SUSTAINABLE DEVELOPMENT GOALS 4 INTRODUCTION 5 DEFINITION 7 PARTICIPANT PROFILE FOR THE COLUMBUS SCHOOL MODEL UNITED NATION: COLUMBUS SCHOOL STUDENT 7 PARTICIPANT PROFILE FOR THE COLUMBUS SCHOOL MODEL UNITED NATIONS: EXTERNAL PARTICIPANTS 8 FUNCTIONS OF THE DIRECTIVE BODY 9 DIRECTIVE CHAIR SELECTION PROCESS 11 PARTICIPANTS 11 CODE OF CONDUCT 13 WARNINGS 14 DRESS CODE 15 PROCEDURAL RULES 16 MOTIONS 17 WORKING PAPERS AND AMENDMENTS 23 WORKING PAPER FORMAT 23 VOTING PROCESS 25 ANNEX Nº1: PREAMBULATORY AND RESOLUTIVE CLAUSES/PHRASES 26 ANNEX Nº2: BASIC PROCEDURAL CHART 28 ANNEX Nº3: IMPORTANT RECOMMENDATIONS 29 ANNEX Nº4: EXAMPLE OF A WORKING PAPER 29 MODEL UNITED NATIONS GLOSSARY 31 3 PRESENTATION The making of COSMUN’s Procedural Manual was achieved through the search and selection of elements from different Model United Nations, both from Colombia and other countries. This allowed COSMUN to establish general rules, parameters, methodologies, and necessary protocols for the easy development of this educational project. COSMUN was especially careful with following and respecting the rules and protocols of the United Nations, UN, especially that which applies to educational activities in High School and University. The following Model United Nations served as primary sources of information for the creation of this Manual: NAIMUN XLVI: North American Invitational Model United Nations. ​ MUNUC: Model United Nations University of Chicago. ​ OXIMUN: Oxford International Model United Nations. ​ UPMUNC XLII: University of Pennsylvania Model United Nations Conference. ​ MONUJ23: Colegio Juan XXIII, Valencia Estado Carabobo, Venezuela. ​ CACMUN 2008: Modelo Naciones Unidas Colegio Anglo Colombiano. ​ RMUN VIII: Rochester Model United Nations. ​ CNGMUN: Colegio Nueva Granada Model United Nations. ​ SACMUN: Colegio San Carlos Bogotá. ​ COLMUN I: Colombia Model United Nations ​ 4 SUSTAINABLE DEVELOPMENT GOALS The Sustainable Development Goals, also known as the Global Goals, were adopted by the United Nations in 2015 as a call to the international community to eradicate suffering, protect the planet, and make sure that all people enjoy international peace and prosperity by the year 2030. The 17 SDGs are interconnected, and recognize that change in one area directly affects all others. Furthermore, they point out that development should be balanced as to benefit the international community in social, economic and environmental fields. 1 The Sustainable Development Goals are the following : 1. No poverty. 2. Zero hunger. 3. Good health and well-being. 4. Quality education. 5. Gender equality. 6. Clean water and sanitation. 7. Affordable and clean energy. 8. Decent work and economic growth. 9. Industry, innovation, and infrastructure. 10. Reduced inequalities. 11. Sustainable cities and communities. 12. Responsible consumption and production. 13. Climate action. 14. Life below water. 15. Life on land. 1 www.onu.org.gt 5 16. Peace, justice, and strong institutions. 17. Partnerships for the goals. INTRODUCTION The United Nations congregates a group of sovereign nations with common purposes: work in favor of world peace, promote the friendships between all nations, and support economic and social progress. This organization is officially established on October 24th, 1954, but President Franklin D. Roosevelt had already used the term “United Nations” in 1943, in the “Declaration of the United Nations”. The UN is the place of gathering that practically includes all countries of the world, and provides an aid mechanism to resolve controversies or problems between nations. The UN’s purposes, in accordance with Chapter I of the “United Nations Charter”, are the following: ● Preserve the new generations of the scourge of war. ● Reaffirm faith in the fundamental rights of man. ● Create conditions to maintain justice and respect of international treaties. 2 ● Promote social progress and raise the standard of living. Within this dynamic, the UN promotes a democratic exercise with the purpose of educating the youth with a view into world peace, respect for human rights, and leadership in favor of their respective country or region, and the planet in its entirety. Such exercise, known as Model United Nations, fosters the activities, parliamentary processes and dynamics of the United Nations in high schools and universities around the globe, and promote a space of deliberation in topics of international politics. In such spaces, students are trained in techniques of dialogue, drafting, negotiation, conflict resolution and persuasion, all under the roof of tolerance and respect for diversity. In these simulations, the youth develops a spirit for investigation, deepen their study of global issues, and contribute solutions while using negotiation and dialogue as positive tools in the resolution of conflicts and in the look for effective and immediate measures that governments can take. The Columbus School, committed to the education of authentic leaders for Colombia and the 2 www.un.org 6 world, encourages this initiative as an educational strategy that responds to the challenges of a globalized world in which peace, equality between genders, the appropriate distribution of the earth’s goods, and respect for human dignity must be the pillars over which sustainable development must be built. COSMUN’s Procedural Manual allows us to identify the organizational structure, apply the processes and use parliamentary language in order to come to resolutive conclusions relevant to the understanding of this diplomatic exercise. 7 DEFINITION The Columbus School Model United Nations, COSMUN, is a simulation of the United Nations’ system, in which students act as different countries’ delegates who intervene in debates and negotiations, taking care of the different topics related to every commission and organ under the UN. PARTICIPANT PROFILE FOR THE COLUMBUS SCHOOL MODEL UNITED NATION: COLUMBUS SCHOOL STUDENT A participant for THE COLUMBUS SCHOOL MODEL UNITED NATIONS exercises a diplomatic role, with the characteristics and responsibilities that it implies. A student might or might not be able to participate in COSMUN according to the following conditions: ● Not failing more than 2 subjects for the quarter in which the student is selected and/or not failing more than one subject for the school year. ● If there is not enough academic history, the grades for the quarter directly previous from the one in which the student is picked will be considered. ● In High School, students cannot have more than 2 subjects with a low performance rating in behavior (level 1) or in academic responsibility at the time of being chosen. In Middle School, students cannot have a lower performance rating than a 2.7 in academic responsibility and/or behavior at the moment of being selected. ● Not having more than 10 unexcused tardies during the quarter in which the student is selected. ● Not having more than 3 unexcused absences (or 18 classes) throughout the school year. ● Not having been sanctioned for committing a falta grave or falta gravísima that prevents ​ ​ ​ ​ the student from attending a specific event. ● If a student is going through a disciplinary process that has not been resolved, the case will be revised by the Principal and Vice Principal, and a final decision will be made. ● All cases will be studied by the Principal and Vice Principal, who will make the final decision. ● Ability to investigate and analyze, with special emphasis on the national and international realities and their negative effects on humanity. ● Work commitment, as a member of the committee to which the delegate belongs. ● Responsibility, in all its forms. ● Solidarity and comprehension. 8 ● Actively comply with Character Counts: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship. ● Interest in global affairs as a member of an organization whose objective relies on the constant improvement of humanity’s life conditions, through respect towards Human Rights. ● Respect for diversity, tolerance, and respect towards their peers and their opinions. ● Knowledge and application of persuasion and negotiation techniques. PARTICIPANT PROFILE FOR THE COLUMBUS SCHOOL MODEL UNITED NATIONS: EXTERNAL PARTICIPANTS THE COLUMBUS SCHOOL MODEL UNITED NATIONS participant exercises a diplomatic role, with the characteristics and responsibilities that this implies. Likewise, they must have: ● Ability to investigate and analyze, with special emphasis on the national and international realities and their negative effects on humanity. ● Work commitment, as a member of the committee to which the delegate belongs. ● Responsibility, in all its forms. ● Sympathy towards situations and people who find themselves at a disadvantage with respect to their human rights. ● Interest in global affairs as a member of an organization whose objective relies on the constant improvement of humanity’s life conditions, through respect towards Human Rights. ● Respect for diversity, tolerance, and respect towards their peers and their opinions. ● Knowledge and application of persuasion and negotiation techniques. 9 FUNCTIONS OF THE DIRECTIVE BODY General Secretariat The highest authority in academics, disciplinary instances and logistics. This body must approve of any modification regarding COSMUN’s procedures, and must authorize certain processes. Coordinates the collective work in a climate of cooperation and leadership, and resolves possible doubts in both academics and procedural. The General