yc a dsr sene :ttotnahiiiicgntliuUalronNIehomTA gnitargetnI eht detinU snoitaN mul u oceti cnrenIrheutiCcS John Klock AS U,dnalyra M,dnalyra Mf oytisrevinU moc.liamtoh@ygoloib Abstract To provide an international perspective, and to get American students focused on the United Nations (UN) as a legitimate scientific institution, the United Nations and its role in addressing global environmental concerns should be taught in the American science classroom. The target audience for this paper is high school teachers. The United Nations is a huge organization, and an associated curriculum is not easily broken down into manageable lessons. There is a lack of pedagogical research on the use of the United Nations in the science classroom. I have provided instructional techniques on how to present a Model UN in the science classroom, as well as information on how to go about developing a lesson on the UN. sntined ultoso hh cgnsiahcir eemgA a dg oengtee nneo nrait ls et oku dtio,l lruIeo pws ainphIt .s) nNy oUt di(if et soeta, shiNndetnoncUiae tn,cencunf ag vneeihlnterr escnnooicss ulcusfigdninaem detargetn ie bdluoh s,mlae ryhpargoeg/yrotsi heh tn iyllanoitidar ts ihcih w,retta mtcejbu ssih teveile bI dn a,htlae h,latnemnorivn esuoire ssa hdlro weh T.yna mer asnosae reh T.moorssal cecneic seh totni .y dtust es te d nydarnefrrnhaieoaaatned nluao nbe oro i etot thnasadnnharte cnnooictalupop We need Americans, in support of the United Nations, to join a greater fight against many problems: skcot shsi fgninilce ddn a,noitarefilor praelcu n,gnimra wlabol g,seilppu ssreta wecrac s,esaesid egd dnlkeaac l rafwseloo’nnaekcg igr ne,im e m A,dooeri tcmewsra vdiena.,elvw ewroetuoofAshwsi , s g nw.n doogieein n dhtt8sr iertia5resdcanNat’nngUeftueeyaiolrfavibma etarge t dons etieaennil t.tulIoe vleolo hhc gs eisthhratehc aeectne iec fsdoietlsser drsdeia psaiphT .m oe s o tt ns rI aa do noeshrhtei dot csstw ntteeinenai saaiahttihelwonrnNtiatictobUnNcmiUsevd ’sre hsocnta one diitg etnetaihiNttn aUsre glne potemn dai, ixedvegnodarep lewco nnsheketioicdws lessons. Science Educators Need to Know Where to Start tpo mts eer tnoat i caolt i t ei nresdsroehmiomtesfAl bloar b p yeoeo nrlro,aegatymh atdd lonertIhotw ,dyme losrlrooafpcmiits i,lyo lhre-otna orsna mpge enll sibaeotobvtpr olmp.l oeegrstnetouAlqanoc ;999 1,sreyM (snoitulo sgnitsa lo tdae lto nlli w,evoba Sachs, 2002). My review on the United Nations laci gdy oet sgw ifmaoacoodhuoesarpp sesca n lstesc ehia dgtgcn cenausiaeititahpieSttonbtU ,a l srl, nee ssodredat inbsehi etumutghau aintN.cniheUscb ir I rad hspentcirsinrh uefaatfsrweoser mor fgnigna rstcejbu sn ostroff est ignidi astsitneic sf osdnasuoht ytisre voit dloagibnboilmgraw ( ;200 2,seimedac Alanoita Neh tf olicnuo Chcraese Rlanoita N;999 1,srey M;899 1,niloB &alaitsuaR t sd e a,anolsIhnwitbatofawit a dc eoeudNhttdnUta eal,esrre phacprae segehn rto.m)A6 9r9o1tciV dn azlohnetsaK .)4991 (nnamdrE The Science Education Review, 2 (4), 2003 137: 1 m(oorssa leccnei clsaic oe shnstinoit adNeti nlUed oe Mhnstorep adpnu oIf McIntosh, 2001; Morton, 2002; &noodluM Myrick, 1995; Phillips & esnhrote pdanp uo.o s)fIl4 a9,9s1iv a;r6T 9,9n1oodluM (moorssal ceh tn iytilibaniatsu sdn asnoita NdetinU Mahmoudi, 2001 ; y m,llit S.)300 2,dleifekaW y lnelihatic edpnsae--moors seacl n c sereniohocf tis d the la ct naN eu iwoedhmtnevitoUiednvrer nfooitne t etehartut p tasoc ensondoi tdaeNt i enthU atshntos a e eefhernotvoe i. lsIelbanr ugonjihcaet s rs e cs shdin ticnm od aaae sieehedtitthttasaitc aNna,nvU eit dz lssnir ueiaseoc khtttitatulfimoiffid egdel weocnnk eeilcisc nt olocutecr i d fsntftiiisfditn e ei,mceosrsomreh t.rmuoFors ssreanohloftcssel ,seimedac Alanoita Neh tf olicnuo Chcraese RlanoitaN (ssecor pgnikam-noisice dlanoitanretn ieh thtiw .)2002 st noe, etrsr d imueutueowts qlsulebmarotrnpemn of rI li ea vgwbenn ore iel a osvgrttsluseooorsmp .eevhiTtce pysrraenpilpics iyh dct, raiynte rwcautleabn at riabiceolit lfityegilolvtnna nohaeics d d dn,e8 li sg1o,uf ynat4o tl a2cdan1 cehonitti rr7e om)pA2e 0ry0t2e( icciohSpar gloaenGoitaN e hdtn idflu o% c1t7s ud jn,akr ow YefeNota te shdtn idflu o% c1y5l n,orehtr u. Fp nqaaoamrI Pacific Ocean. A lack of geographical knowledge hurts our science knowledge. As John ,yehaF : ss ytfeee dl ’Ilctgnrrn“paoniaua olnufloc,epoiypymt iecsiichop Sat rnl geafodn oeioeGsihettrapN ,laru tsl’udc ldernhoatwtsr e yd,wnensoahuthct ntenv ees rsfreounc en ro kaapdcwanaamal economic and natural resources issues that confront us?” .) 1. p,200 2,yteico Scihpargoe GlanoitaN( ,stn eld ounh otag ,hsc i”ec iehsb seog rr eie ntnne eeurrno iam ohkncaeoycAytTaeshsrntvewtaadm“ ht l daneeiswsapr u sssenit uadteSt ie.nhyUTa dd ol streneohit wtadte St e i efldnehoonUct raaelhpt de snts i rar,op u frp ryodoexdurnweesaa olntnpluiial ui,qmyegn oudleo snnshiacpe rt,unsoniutaerc mh ,etrseuutsoonyemeve ie h,.hslttscelien ahawYidtaohocf - ,tdc sni,aassfue mihvgou moerrhuttluc .sn io dhiseTst ibu aoroeer t olkgeals ianpabnfrteo baooe loeo- pylchlfolatgltlh eacesr buotoltuc detin Ueh ttah tdnatsredn uo tdee nstnedut snacirem A.dlro weh tf otse reh tro fdoo gto ndn a,tes-dnim .sri a dfp lfinrahioswren t ssl rnn aaoa eonhutpeviaqbitegaN ecneic Sses Usnoita Ndetin Ueh twoH rroeftr asm htotcirnfes nssoanchoi tdaeNt iet nhasUthrtehc aeectn e ri oa cdteesllbu cothIs eh T.)200 2,seimedac Alanoita Neh tf olicnuo Chcraese RlanoitaN (ecivd acifitneic sgnitargetni -yra ts eel wer c9 hohc ri9 ,cltes ,etf rilSnsedroeeha oatnAh twdih autNrUaetadtanhiNaCnmU ndoniatare ploaoncoita ntr neoat t v ntseeia nlrhsrea tter oncwtenemonnc r let avroroeteglnaeG laren e lGh i -c,c.lyrsn) araeu 2f na eioe0oseotlsmCc0eh ieaeen2uTetrnRdeshacoaistNeicci(StAsaN ,re wso iphh tt,i dwyntairu c deensca atecpe ftf aashrtet teasm olhitcn uyotCiru c eegohSntt iyrabm n oecnerefno Cslanoita Ndetin Ueh tredn u,1 2adneg Ahguorh T.deriuqe rs iecivd acifitneic so tssecca cifi t s nn re d ee,eteen hitbarloetcnmtalp d gseesauoidn mmctvnetpoarn ortedlpsmnenavoerDivnE .tnempoleve delbaniatsu sro fegdelwonk efcoi vesd heastsnuoi tdaeNt ie?nheUTci vcdiafitne i stcstesnigoi tdaeNt iesn heUetor demhowrF .snoita Ndetin Ueh tro fyltceri dgnikro wstsitneic sf oseettimmo cdn a,stnatlusno c,seimedac alanoitan ,st r e o sttpstiaetirhrswtit n) eseC0 maiC0eohcP7gs sIne( atlh a eClmnnaioatlPnCemnrevogr eethnTI cifitn endionciaSta csundoE idtea tN.ei mhnweTUeh it tvsaethrstitn er0ie0ch7s tdonnaa es usto enh s ,vegsiNdy rdnasU ndre niy ,aoe srerla)bt aopaaOnnfeenCeadl aScncnEioNiUt(azinagrO els t r le ealeOitelhl hdCwabbtuftnS tmfoaElsa“NaeUnropitut i. tnesohniTotcam rcoiffniit nfeoics The Science Education Review, 2 (4), 2003 137: 2 dh nt .aue rv.tie te.c re tfjfibouos rduept clrni loor.afit ts.ae c re.ursnhdoeutefitinutro plpaouqe . ),3O0C0 S2”EeN gUed (g esn flaadowehnodcanixke Scientific advisory mechanisms are found throughout the UN system, but the United Nations, ymotohci dsih T.ecneic sdn asadneg alacitilo phto becnala btsu m,dlro weh tf osnoita neh tgnitneserper .dezicitir cnee bsa hscitilo pdn aecneic sfo ecneic sf oes usnoita Ndetin Ueh tf osmsicitir ceh tgnomA srtonfatl ur sef n bo,ose tmsctsfcueiuo en ualcseisshipa rt ghoo gteeigveiwss e nscsetxaeiehb seet twi e m e ni,mr,mci vdoenoin enceosfi,rapi is ta tewkaans ecmeaffari coloccfsinfiitneics .) 2,0s0e2ime dlaacnA ol iifetcoha ntNhucorCa elsaenRoitaN( lanoit ann i rshneitatsin ywicliafnia t l nlereudoifofcsms sd eeycr lc eahueCdgshC iiTPsshIinoc h mcro0re r0avdf4eoe1sweeri v,esr t-nn roe,.e msge resenp C ohsiisCefTelttPesetiItsretasimmoc et hadthn tu)o2f0 0s2e(imed alcaAno i ltefiahocNtn uhocCrae sleaRnoi te,ahrNteht r.usFtsitneics de wsoelil rogtfnn iu dpo se ocyepdlri one odflavesooee cibvd lnvelaedda niandoconisiattaannretni escceii i fvse msidas se e tao dedsc gnhfetae ifnetotacldtoiiitapncvcnS iaaisUrcrganpliirmpis . Examples of Scientific Issues and the United Nations detin Ueh tnah tero msnoita Ndetin Ueh tmor ftnemegagnesi dtnemnrevo gS Usezilobmy sgnihtoN . temes ugohi eonrThSt laf tUallhlmouc a icpnlb mlo o aooocte7wltroh9agofrt9ryP 1dKshettiawtS sdn altoscot oort P oet,yhusKtbtnemee rrge ahy tnm oaolmrafwa r ddyeh bwtaoilw lstoanfwemeerga out. ydaerl as ignimra wlabol gtah tstseggu sata dcifitneic sf oytiroja m atah tnrae ldluoh sstnedutS --esu as ctd inganimr ae whfttonuo me a hosettatab eedm osesire htta ht tu,bgnirrucco cinegoporhtna (secruo slaruta nro reldahcsdniB eg nea thla CemlnniaoaltPCnemnrevogr e; t2,n0 yI0e2l t&neB [IPCC], 2001; eejrekuM , 2003; ggeP , 2002; nahtnamaR ,n a&se m, rt; ao3,Po 0tR0t2e n&raB Yohe , .)3002 ydgn oah lcneorohi atbd eensgie aryglneev iseterc taada ets tStneisihnitUn a,teocbna trsenhi tnoIna (ynagoha Mfaeldaor Bgnidulcn i,stserofnia rlacipor tmor fstcudor pf otsevra helbaniatsus Sweitenia alyhporcam l xayinn do a d rnifIgseneetaIoitodpaeh sin pnlafitun.Ardmo lno)eaeetohvnrtnIBoC tnemnrev oc agimt -foasni r deotSf .innEn)leToSe iIErscCTes IidCce(e rpeeSdg anfraoTdnE organizations including the World Conservation Union, World Wildlife Fund, the World Conservation lanoi tsaeNi (c tehc pcensrloae eslsaeurdiv ig dnsnitiosdigo lr o e,yidhrnbntea aotmgnneiCrotinoM f oenilce deh tgniwoh shcraese rcifitneic setipse D.)200 2,seimedac Alanoita Neh tf olicnuo ChcraeseR S e Ent dyeToooibhIintbtCtaartsin itmndeamn rt enSv eUo y sg, cfeest iohreiseltpiiho ctpseiphst (gnitsil n e&lhoB Sandalow, 2002). The United Nations: An Educational Primer for the Teacher tluciffi d as i,ecneic so tsetale rt is ayllaiceps e,snoita Ndetin Ueh tf o”erutci pgib “eh tgnidnatsrednU ,tairaterceS (snagr olapicnir pxi sf odesopmo cmetsy sevissa m as isnoita Ndetin Ueh T.ksat dn a,licnuo Cytiruce S,ylbmess Alarene G,licnuo Claico Sdn acimonoc E,licnuo CpihseetsurT roja m4 2tsae lt aer aereh T.srebme mnoita n19 1dn a)ecitsu Jf otruo ClanoitanretnI dn asemmargorp 6 1,enol atairaterce Seh tredn ustnemtrape ddn aseciff o8 1,seicneg adezilaicep s9 1,sdnuf .s dnA oayogrgraoidi s,dbsnulasanu b,isretettimmoc -,bsuesett is mdfmeoor cd,dnsnunahoissimmoc The Science Education Review, 2 (4), 2003 137: 3 snoi tdaeNt idtnnaU u yeomabfemt s eNy”fhUSeotrut cgi ip eb th“soetrtgehc a reeottfisbew .)a3002( lacitcar pero meh tf oemo sstsi l 1erugiF websites for high school students to use to conduct research. Food and Agriculture Organization: www.fao.org Refugees: www.unhcr.ch namuH :sthgiR www.unhchr.ch Statistics: http://unstats.un.org/unsd/default.htm UNESCO: www.unesco.org Climate Change: http://unfccc.int/ Environment: www.unep.org Climate Change: http://www.ipcc.ch/ Development: www.undp.org UN System: www.unsystem.org UNICEF: www.unicef.org Treaties: http://untreaty.un.org AIDS: www.unaids.org World Heritage Sites: http://whc.unesco.org 1erugiF l aNcUit c.arP .hcraese rtnedut sro fsetisbew sn os e iendnetsa eos aac ntu emNbeii ehuarn0rtmte U2aiahandTim )d300 2,snoita NdetinU (etisbew h, gse uehntoisarr tcohlastaetrntem ndoe rtni siv,ten en re . l eseha, paditctfrmunraIoati adfxsoeetser lanoitanr e t3tee s6n rrta4i.eaae)hleT 3,0s0n2o idteatN iensUa(b aytta adsenrot idtea tNeihntU , esnn caooic gtoesthi ttnaotistal u n ps.a rotemoopntutFeahmd e sedernigata alearttnemnorivne online databases of the United Nations Development Program, World Health Organization, World l a gby no doi l.uttngstno rsasAe w rt t,errsnpaouotfjiss isvciiDtsi tsan to ,Sid kte rnateoaNihBntU tnempole vsenDoi tdaeNt i ednoheUtttce ryegiabndmimraw Programme (UNDP), the United Nations Environmental Program (UNEP), the UNFCCC (United Nations Framework Convention on Climate rev oer aereh T.be Wedi Wdlro Weh tn o)OMW (noitazinagr Olacigoloroete Mdlro Weh tr o,)egnahC euqin ugnisuo hyna m,seti segatire hdlro w007 ytisrevi dtoaihbt nac eb dehcrae sreerdnu.OCSENU emoce bylkciu qna csnoita Ndetin Ueh tyh wee so tysa es it i,elbaliav aata df oemulo vegu heh tneviG .moorssal ceh tn ies uro fydleiwn uoot The Model United Nations in the Science Classroom t ,dasesnhihmattoors snaalcc is rnneoim iAdtea tNgeinhnitUh ctranoeeftd ee crseeeinrhopT r ar-loouccirr u, cmr- ooaso rarntsa xseeaclnc e l ida sc einnsesciohu oitdstea tNli enldUuofMsseccus (ytivitc aralucirruc &noodluM Myrick, 1995). Annually, more than 60,000 students from 2,000 hguorh tN Uledo Meh tn ietapicitra psetat Sdetin Ueh tn isegello cdn a,sloohc shgi h,sloohc selddim sr ofdo agsN nsUeiahtbtnmeas esdre ep lsne. otgrsern i nrens,oa dIslieuaeth tdatysouamtlips-elor ,noitar eshpm goe nu ols.ooelcbna rha oodohtbNrintTo Uptelsu g g eldanrktoneeeasahbetetmssrem gnin reaveilt is nlfg e o ohv.ecgeshill Th ed yvennegoalnmel lseatrhnace d,uetts a,dbnneoaditaitogen de d sry n(aleo ghriyegasa risl shep mes-homecrolufcostruo McIntosh, 2001; Morton, 2002; Muldoon & Myrick, 1995; Phillips & el rerg edan.hol i) miat 4,msI9sie 9i sgm1v; gaa6,ur9nsT9o1odluM .moorssal Cecneic Seh tn iN Uledo Meh tdellac nnooitne v l nNees oUhdisCtos Maelccne i rrccuosio fpeovtitatneser pAer Biodiversity of 1992 yolwettamixo rs peepksaaitc rs.ei) xh2,eT0y0t2isr elvaicDi gno olni oottin aBe fiveornhaottCerceS( e.heTcn a sv nydliaaadre vserse pnaopiti sroi peehrtap et rssputmned udstnnsaois sses sarlucoh-1 s tfco e yptens uhaa notmee rbsroaaiate cls rlfeeaohxoteg la d c,nsi yasge teohoiclttscoraiebvidoib The Science Education Review, 2 (4), 2003 137: 4 .sthgi rytrepor psuonegidn if onoitcetor peh tro fnoisivor peh tdn a,seirtnuo creht oy bsecruose rciteneg erugi Fn inwoh ss A.etarepoo cdn a,etabe d,sehceep seka m,etaitoge no two hnrae losl alli wstnedutS t hgg nu lioaltheatwluc i,trr eanpoaipt iesgoapp -gen eia rtehidtruw lecsn iisc erfeveohixttec e,ej2hbto .noitnevno ceh tf osnoisivor pnia meh tgnibircse ddn a,noitiso ptuo Convention on Biodiversity of 1992 1. eh tn ostuodna heviece rstnedutS .noitnevno CytisrevidoiB 2. .ec n s alynvaaidrd aerv eenpsoaipt iesgoapp -eer eaar phsettrnpedutS 3. dn adepoleve dotn iylnev ep udedivi ds issal C.yrtnuo c aesooh cstnedutS g.nsiepiorltenvueodc 4. d e . yr essbi eneg afrotnehoaaihctttseeM 5. ulose rf omro feh teka tsnoisiceD tions, if one is possible. 6. .adn eedNngheUoAtc acslii ppeohtT 7. ,dsnnaoit i rsd i oene,psohsatpb usour cgluaanco ik o gaptseeuntrrinbedutS .yrtnuo crieh tn onoitnevno ceh tf otcapm ieh tf osliate dreni feh tssucsid 8. metat slamro feka mstnedutS .ylbmess AN Ueh to tstne 9. .sisa blamrofn in an osyawlla heh tn ietaitoge nstnedutS 10. .ytir od ejeyl a sb psmesamnraioapsituloseR 11. gnifeirbeD . 2erugiF mdoertfp amdoao(r sg snle aiecaNlzd nU Cionee nMii htacrtag SomrfrooF ,hsotnIcM .)1002 ey ret ahatthc tek j c.baisuPt sienlubaega no atsmnnioi tdaeNt ien nhwkUtoa dedrlbu oshrsehcaeT eh tsesserdd atah tN Ueh tn inoitnevno cr o,tnemtrape d,margor p,ycneg an adni fdn an idetseretni .sn olsasu ed dl is e n sverree.eimoummmd d efgomeiIn3hisolvitFcboeorrrpp Challenges to Integrating the UN into the Science Curriculum niatre cgnisserdd atsri ftuohti wmulucirru cru ootn isnoita Ndetin Ueh tetargetn iylisa etonna ceW ey NhanUtriat rt oasphttn eavi edtenmer re ,uvetcaws hr.isFnoi tdaeNt ietnhu Utosbnarecnoc e er,redahn to.ctenSemnr esve otpdg aie othtetSsihnntoU iyt lanlliaeirc e,prse enlnaanmoitatnorfnoc yeearb me.hh Tt l isaowdetrdadn adatnlsaucir rcuicfic eh ptssidwr aloobo hlca s cdeontlaats s itah t,)noita nralucitra p af oerutlu cr ostseretn ieh to tnoitove ds aere hdenifed (msilanoita nevissecxe . ndo ei sgtd nI raneo sa r acitlehfe lntrao co ptleaobdr-eooiidpooyhontcnplltcssuuglnosaifnoitome scit iedlc nonea perfiu o ctgesxnhiitmdr asgnerre c entm oro yco sslpniseihurtoi vdeernpoi tenveamh gs neyiibetbr enbgiile r s edsfveooovlsie ctr uesopnbra eey c raenyembolhclt ane.nihNitUF s r s e ekerhendsgo treiinnef ahsreino. wn lmoseotl nsc uadoehdBhe ihtectettitahawiitNncUossa e dhsntnaoi tdaeNt i enthUut ogbnaihc a . nesmsI tmaaaeeltb odrlp rloawic u rreuclok cgoanttiliaf ,scitilo phti wneda lseula vdn aecneic sneewte b”eporthgi t aklaw “tsu msrehcae t,tnemnorivne h rsnwonauootofpih tss yea au ewqsrl iea.hyTcaco vldaatnemnori vd,nnmeasilanoitan The Science Education Review, 2 (4), 2003 137: 5 s A.seuss ilatnemnorivne sdre oeotn ta lceaubtdneemno r,i dv)e n3tge0on0ni2l(kciJ able to .ymco a onclr ioasevtshdnataelmc ns o enrduoinsivast nialecautdneemno rnie vehnwsetieubgnitsid • krowe msan ro wFid ete fiateov NihrnnTeAUvO • )PENU (margor Platnemnorivn Esnoita Ndetin UehT • snoita Ndetin Ueh tdn aytilibaniatsuS • Malaria and The World Health Organization • krowe msanroF idt e a dtdNerin honaotc UtceoAhyTK egnah Cetamil Cn onoitnevnoC • a ee wfhS eaotnnhLootitnev nsonCoi tdaeNt ienhUT • ytisrevi Dlacigoloi Bn onoitnevno CehT . 3erugiF .moorssal ceh tro fsnosse lecneic slaitneto P The United Nations: Talking Points for the Classroom ryeah m c,eamheotto r.s ssneeaIhcltrcu od s eeebt sr oi nnssj msoeetninmoialomd iidtea tNeihnTU N Ueh tf oselo relpitlu meh to tdnuorgkca b as a 4erugi Fn inwoh sstnemhsilpmocc aN Ueh tetanimulli .)c300 2,snoita NdetinU( sfeoirtn ulem f olhosorca trraafaely lnoodi l tl2 ui 1sobsrbieab mluannemon eehs p erth ostefohcT ,steuibcne ggr nesime reisurnd toynibutoucbi rlhtasnnaooc ci e t.rr yideeeadl hlhmdreTltaobawms ,tsartn oy.cBelt t nt isaooale losdnoit adNeti ne Uhtta hsttic acfis aebht Adelman (2003) puts the s e 2ogtd t e0tna e ms)th 0itdt efoeAate2rSliehorrDcurnhtfOndoUt(awts itsnseampol elvaeidciffo ediwd lsrsArrotDoafiO wlnlooid l 4ld.ie1bt1ac oslel tadaet t S,ei. 1hnsn0tUrI0a2 lnlooid l9l.i9b st ihti w,secnani fdetacoll ast in obo jesnemm in aseo dsnoita Ndetin Ueh T.)100 2,kna BdlroW( eh tf osretemoli kerauq sf osdnasuoh tf osderdnu hrev odaerp sstcejor pdn aseiraicifene bf osnoillim d egp trn a aueiy efodmtt ehoio ihf hcscevgfNtnbiiaUotmtccsu dn .oaeermhcpuTa hfsr'uhstrae . t ,cn sta Iymc tt headn i,tt fnindlssdao eayinirfesa tuhotaoc nl es euo’pmp tdetoelesphrketovwni elbarapmo cr oeseh tedivor pna crehcae teh T.dnikna mf oyrotsi heh tn iniagra btse beh tylbaborp .tegdu bsnoita Ndetin Ueh tgnitsartno cneh wsrebmun dn agninife dn islecx esnoita Ndetin UehT practising sustainability. On a daily basis, the organization yti(liba n hisega nhu tfetossolrmu hesstl dbfeoor rdspneushserdda Annan, 2002). American students eth atdhetnrec nsoeontbcos aye nr eaermra eth at dhenttai ntsinifemnori v enthe atwh otdonetken The Science Education Review, 2 (4), 2003 137: 6 den(i ae rm mtosescatehsby sloacbeolg yl i tn daaaealhcbe utr. m) dr 6Aood,9ofn y9ga&l1ladDooG de pss taynrbe gdsuits I = P x A x T( &hcilrhE Holdren, 1974). The impact (I) of any population (P) is . )d Tey(sguolonh creatlucit red, ahn)eptaAc(neu l lffe fovs,aetnlioital u e tpsfzeflotoihou pistsaer .st inboaihtpmu ssdnenocacru olsaerr uetca rnta ucgosnb ia s ktnrsl rooia d aiftaodttoesa gtNeihnTU f oecitcar pdn aaed ieh to tkoo ltsu mdlro weh tf osneziti c,snoitulo sn ognisuco fn iple hroF selpic nliarcpigo lcdoincmaeo neolcbeaw e,nl e atsr e isefhycekottobaistlibania t.syutSilibaniatsus dl uyothislibani an. tosn ssmiAusesel lbgonri p vkrlrooofswe meal r bo fmats ekndah rintdoenwlab f osdee neh tgnitee m:en osih ts iytilibaniatsu sf osnoitinife dyna meh tgnom A.noitinife d ahti wtrats snoitarene gerutu ff osdee neh tgnicifirca stuohti wtneser peht f oyticapa cgniyrra ceh tnihti wgnivi l; ;tn edtmen p,redonemnlot paeinstovteealepcshedm-s tvuye;estrtdnidn ondeecuamhmntmoorcivne t hyggio rl& Woe(nth ac,i ehrn ttpodwoinortarpagplaupop snoita Ndetin Ueh tneh W.)200 2,lebeN .ytilibania tmsrue sts -is gsinna o oh, slpyyt mrtiretio nn hauutt omniacmewom ce o estnrrnageiatne elpmax en as iylsuoiver pdenoitne m299 1f oytisrevi Dlacigoloi Bn onoitnevno Csnoita Ndetin UehT .gniknih tmret-gno lhcu sfo • noilli m 3gnivas (nerdlih c’snoita ndepoleve dsse ls'dlro weh tgnitanicca vn i1# .)yllaunn asevil • . Sd g DlnneIrii hAot1t Wh#ngiif • .di adoo fdlro wn i1# • .)tu oya wst in os ioilo pdn aeno gs ixopllams (esaesi dgnitanimil en i1# • .)noilli m7.5 2gnivre syltnerruc (ecnatsiss aretleh sdn adoo feegufe rn i1# • .gnivlo smelbor pdn anoitcetor platnemnorivn en i1# • .ecna t rs deirntsaass waal sa1ir #duntian • .gninnal pnoitalupo pnamu hn i1# • .hcra ensoeirte le p ngedondnzia oml ra1a b#wnoilg • .noitar eacntieahgdpar g sodcmnieatds i 1td #alntrisow • #1 in .gnipeek-ecaep . 4erugiF ),bs3 n0 d do0semei2t tottn spriaef nafnNmo dodUheeiashtt(itialnN pUmoccA . InIsnptierrCinSanacrgtie ieeonrncsael gnikro w ahti wstnedut snacirem Aedivor pna cmoorssal ceh tn isnoita Ndetin Ueh tgnihcae tsrotacudE egdel wloannkoita r.erpoOva eldanneoita ne rl n ebyeidta n gl nuhfae dueilcob,eohaiNlctvhUwwonk r i sennhorte c enNtoUacmiti geezlyl aynlalaci t sionrtaccir ewmo Aldll ausonwoi tdaeNt iefnhoUt lr i eh rc seetaend ahridu l rtaweopuaececooh rrccebcacen te e i.glcne o swlrohAolohgocicsh , )elhvaci rrtp ua aultesRtoalsaAlrnueIuGocR Gs iitCnntrsooag iCnAag (rohelttoinhwIt aephtdlroW ,t nsro ioisgtao alazoiin baegrruOtlu c hdr,iedt oenrhnisotogtawaFsiA etaraozfin ahgtrlOaeH with . 0,e0 s d0ese yi,mii ebw1ot,hd 6si Ntldc nUrealioyplwo aalerc pl e .mpfbePeoomhEeuTNpnU sfdoerd n.udHed e eeer nrasodmerd n t u, ueh NrbhkUo trfyolwtner rsuncacir esfmdoAerdnuH l a alb, taog oai lnetdcegi hutn Ntrune Ucbinnihoor tztsoneoictisre vniancui rmseotmrsAfitneics s srk nere aeosss c twueat it.nar ifN rhtuco,o Usegslecg dimueo bSnrn Aorvniianreimewdtrhonatiw The Science Education Review, 2 (4), 2003 137: 7 dlro weh tdnuora under the United Nations Volunteer program (UNV) teaching at universities, .s r g, egnsehnode timegooraeuten ft,essri enrvior mee dsrgaeunrtipagnanam Conclusion sd ee fc teoi hihpegntshu Uuto,arshmtel bloa rbg dponaeeli ehsgvrf d tsleosine opiIreIsahdvptdaah det ietnhu Utogbnaihc arteontfe d eetsrc oiee.anhrmTpoorss aelccne incasci r ,eensmhinAtoitaN h csnrioa heltsaec rid ge notkeig c c h aefm astddoloslineofahaprewtsr sesac nln noceeiiihtctasN .sn o Idig e tne t gai hl.id nNte t ecne,inhttdiU pNse tnaoproUUsa am MooleItretferrovvpofaephdmi have presented some talking points on what the United Nations does, it’s accomplishments, and it’s .krowemarf atheld be countries smaller Would it? replace would what today, failed Nations United the If a s rda’?d eolndsnevluulyeahafoarncthWfoar wul oa, s rs rerun,i rototerf ainheyntitgbaornpanlug gninnih tenoz or ognimra wlabol geh tgnisserdd aro fkrowemar fyn ae bereh tdluo W?ll at anoitcetorp eseh T.snoita Ndetin Ueh tn itnemevlovn itnedut snacirem Adname dsnoitseu qeseh T?smelborp s.ns a n o c teoytdi euvicereroa tat eh ibhsaricmtauanNeniAqotUseiiartlbseuq secnerefeR namledA , C. 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