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Beyond Model UN: Simulating Multilevel, Multiactor Diplomacy with the Millennium Development Goals
Unformatted Document Text:  Crossley-Frolick students to look at other websites, especially UN missions for those playing the role of state delegates, corporate and NGO websites, and the websites of other IGOs (including, but not limited to those represented in the simulation, such as OECD, EU, ASEAN). Third, students were instructed to assemble a research binder/portfolio containing both pre-conference and post-conference materials. The pre- conference components served as preparation tools and included the following: a draft copy of a one page opening statement to communicate the position and goals for the entity they represented for the duration of the conference; a strategy for negotiation (including primary caucusing partners, key concerns, trade-off formulas); all the research related to their role preparation (UN resolutions, scholarly journal articles, previous UN reports, scientific and policy analyses by NGOs and other IGOs ) ; and a one to two page summary of essentially non- negotiable items that they would like to see included in the “Plan of Action, a “bottom line” of sorts. Post-conference they were requested to do a reflective summary of their experience with the simulation and include that in the portfolio as well. An overview of the Millennium Development Goals 7 and a link to the Bangkok conference (including reports from the Track Rapporteurs) and the final program were posted on Blackboard. Students were encouraged, but not required, to view webcasts of the conference in order to familiarize themselves with conference procedures, style of argumentation, and strategy. 7 Approximately four hours of class discussion and lecture were devoted to the topic of the Millennium Development Goals and AIDS prior to the simulation as well. 9

Authors: Crossley-Frolick, Katy.
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Crossley-Frolick
students to look at other websites, especially UN missions for those playing the
role of state delegates, corporate and NGO websites, and the websites of other
IGOs (including, but not limited to those represented in the simulation, such as
OECD, EU, ASEAN).
Third, students were instructed to assemble a research binder/portfolio
containing both pre-conference and post-conference materials. The pre-
conference components served as preparation tools and included the following: a
draft copy of a one page opening statement to communicate the position and
goals for the entity they represented for the duration of the conference; a strategy
for negotiation (including primary caucusing partners, key concerns, trade-off
formulas); all the research related to their role preparation (UN resolutions,
scholarly journal articles, previous UN reports, scientific and policy analyses by
NGOs and other IGOs
)
; and a one to two page summary of essentially non-
negotiable items that they would like to see included in the “Plan of Action, a
“bottom line” of sorts. Post-conference they were requested to do a reflective
summary of their experience with the simulation and include that in the portfolio
as well.
An overview of the Millennium Development Goals
and a link to the
Bangkok conference (including reports from the Track Rapporteurs) and the final
program were posted on Blackboard. Students were encouraged, but not
required, to view webcasts of the conference in order to familiarize themselves
with conference procedures, style of argumentation, and strategy.
7
Approximately four hours of class discussion and lecture were devoted to the topic of the
Millennium Development Goals and AIDS prior to the simulation as well.
9


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