Senior

International College Model United Nations conference

 

International College Model United Nations conference 

 

On Friday 27th of November, members of The British Schools’ Model United Nations club (MUN) gathered for the International College Model United Nations (ICMUN) online conference, previously held in Punta del Este. Due to the ongoing pandemic, students were not able to attend presentially, forcing them to follow COVID-19 safety guidelines. There were different classrooms and zoom calls for each committee, however, the opening and closing ceremonies were presented as videos.

 

Regarding the General Assembly 1 committee, the question of territorial disputes in the South China Sea was being discussed due to the issue that Brunei, China, Malaysia, Philippines, Taiwan and Vietnam are competing for this territory because of the Paracels within the sea which might have reserves of natural resources. While China claims the sea due to its territorial proximity, Taiwan states a similar position due to its history and the Philippines argue their proximity to the sea too. Furthermore, Vietnam claims that they have ruled the Paracels since the XVII century and have documents as proof while China ruled them until the XIV century. In addition, both Brunei and Malaysia claim the territory since they believe the sea lies on the economic exclusion zones stated by the United Nations Convention on the Law of the Sea (UNCLOS). Consequently, China has backed its arguments by sending naval patrols. As a result, the delegations of Australia and France merged and passed their resolution supported by the member states of Vietnam and the Kingdom of Spain which stated the exile of Chinese armies from the sea through economic sanctions, the usage of peacekeepers, acting according to the UNCLOS and demanded the return of all the Paracels to the United Nations. Nonetheless, the delegation of China was the main member state who was against this resolution due to the fact that it was the delegation with the utmost prejudice.

 

The General Assembly 3 board discussed the issue of the protection of human rights during the Coronavirus pandemic. When Covid-19 was just discovered, China’s government withheld information from the public and detained people from commenting about the virus on social media, violating their population’s freedom of expression and access to information. Furthermore, Thailand threatened medical personnel for speaking out about the shortage of supplies hospitals had. Several countries neglected human rights during the worldwide lockdown, creating a crucial battle between residents and governments. Consequently, the delegation of Peru passed its resolution that promoted the Covid-19 safety guidelines in the workplace, requested that the population must be informed when a human right is temporarily suspended, governments need to do everything they can to protect the people’s economic income and the children’s right to education, and encouraged authorities to provide health facilities with sufficient resources.

 

Moreover, the General Assembly 4 committee debated the issue of human rights of the citizens of Hong Kong. For a long time, Hong Kong has been facing violent restrictions on their rights to peaceful protest and their freedom of expression. During their pacific assemblies to maintain their rights, there has been unnecessary and excessive use of force used by police, vague charges to arrest and prosecute peaceful protesters, retaliatory violence against arrested persons in custody, and police’s lack of response when protesters face violent attacks by counter-protesters and other people. Therefore, the delegation of France passed its resolution that establishes an investigation on Hong Kong led by the United Nations to determine whether or not the people in China had their rights violated, gradual unconditional withdrawal of Chinese forces stationed in Hong Kong, also the UN would produce an outcome in terms of resolving the issue of economic autonomy of Hong Kong; it calls for Member States to gather future consideration for volunteers a UN led peacekeeping operation into Hong Kong, finally it proposes for member states to enforce economic sanctions on the People’s Republic of China where it does not to comply with the established conditions.

 

The ECOSOC committee disputed how to control the effect of Brexit on global trade. The withdrawal agreement between the European Union (EU) and the United Kingdom (UK) established their separation. This agreement was applied on February 1st 2020, causing some negotiations involving this issue of global trade. At first the agreement dealt with the rights of the EU citizens living there, how much money the UK owed the European Union, and the transition period. But after a few months, the discussion shifted to how they would trade with each other in the future as they both wanted a free trade agreement. Furthermore, fishing is another prime point as the UK wants to sell fish caught by British boats into Europe and the EU wants access to the United Kingdom’s waters. The negotiating time was cut short due to COVID-19 restrictions but both sides still want a deal; at the same time, they are also preparing for a future without one. The deadline for this negotiation is in December 2020, making it a very short period of time to come to an agreement. As a result, the delegation of France co-submitted and passed its resolution with The Commonwealth of Australia which urged the UK to work towards a globalized economy encouraging friendly relationships between States, designates this Council to communicate any substantial changes on the global economy caused by Brexit, also asks Member States to come forward if they have been affected by this withdrawal, recommends the UK to conclude any trade agreement, and suggest the creation of a UK-EU-US free trade agreement based on the proposed Transatlantic Trade and Investment Partnership (TTIP).

 

The issue being discussed in the Environmental committee was holding countries responsible for oil production and its environmental impact. There are many different consequences that the extraction of oil has on its surroundings, for example, the disruption of habitats, the possibility of oil spills, air and water pollution in nearby communities, gas emissions contributing to climate change, oil and gas demolishing pristine landscapes, and light pollution affecting wildlife and wilderness. We do not have information concerning the passed resolution of this board since it belongs to a student from another school, and the members of our club do not know which delegation it corresponds to.

 

Through the Security Council, delegations were asked to propose a solution to the inability caused by the situation in Lebanon. After the Lebanese government resigned from its power, a group of furious civilians caused a devastating explosion in Lebanon’s capital, Beitut, on the fourth of August which killed over 200 people and injured 5000. The lebanese population was outraged due to the resignation of the government and, as a side effect, there is an economic crisis in the country. Its debt against what they produce (debt-to-gross domestic product) is the third highest in the world, there is a 25% of unemployment and one third of the population is living below the poverty line. Protesters are headed to the streets, causing public vandalism and having clashes with the Lebanese police. Consequently the issue was taken into account in the security council committee where the delegation of Belgium passed its resolution supported by The French Republic, United Kingdom, United States & Israel which started by demanding aid and assistance from the relevant delegations for the reconstruction of Beirut. Aid is also requested regarding all member states to help Lebanon get out of this economic crisis and asist the most vulnerable regarding the Covid-19 pandemic. Calls a further investigation regarding the explosion, its cause and takes legal measurements to avoid its recurrence. Additionally, it creates an anti-corruption corporation which would work alongside intergovernmental organizations and non-governmental organizations as well as the United Nations Convention Against Corruption (UNCAC) to monitorice the political and governmental corruption in the country. Hence, it suggests working, as previously mentioned with the UNCAC and Lebanon’s allies who follow a democratic regime to supervise the political elections. 

 

Despite having a demanding year due to COVID-19, The British Schools’ MUN club was extremely successful both during the online conferences and throughout the process of preparing for these meetings. Many new members debuted in ICMUN and three students participated as chairs, all with outstanding results.

 

Written by the Model United Nations press team (Alfonso Camadini, Maia Lyford-Pike and Valentina Sapia).

 

 

 

Bibliography: 

 

Amnesty International, 2019-2020, “Protect the rights of people in Hong Kong”, retrieved on December 8th 2020 on link https://www.amnesty.org/en/get-involved/take-action/stop-the-hong-kong-extradition-bill/

 

BBC, 12 july 2016, “Why is the South China Sea contentious?”, retrieved November 28th 2020, on link https://www.bbc.com/news/world-asia-pacific-13748349 

 

BBC, August 5 2020, “Lebanon: Why the country is in crisis”, retrieved December 9th 2020, on link https://www.bbc.com/news/world-middle-east-53390108 

 

BBC News, June 29 2020, “Brexit: Where are we now?” [Video file], retrieved from https://youtu.be/Cr02R5gjRIA

 

HRW, March 19 2020, “Human Rights Dimensions of COVID-19 Response”, retrieved on December 5th 2020 on link

https://www.hrw.org/news/2020/03/19/human-rights-dimensions-covid-19-response#_Toc35446578

 

The Wilderness Society, August 9 2019, “7 ways oil and gas drilling is bad for the environment”, retrieved on December 8th 2020 on link

https://www.wilderness.org/articles/blog/7-ways-oil-and-gas-drilling-bad-environment#

 
 
  • Published in Senior

CLUB FILOSÓFICO - LAS DESPEDIDAS

Es difícil decir adiós. Por eso tal vez hemos construido rituales, ceremonias, liturgias, actos simbólicos que nos permiten despedirnos de una etapa dignamente y pasar a otra. Sin embargo, en este año marcado por una pandemia global todas nuestras vidas se han afectado, incluyendo estos actos de pasaje de año, como puede ser una ceremonia de graduación.

En este contexto nos reunimos por última vez en 2020, y en forma virtual. El Club Filosófico tuvo siete encuentros este año y filosofamos sobre variados temas, como la identidad, el aburrimiento, los encuentros y posteos digitales llamados “vivos”, la marginalidad, y en esta instancia sentimos la necesidad de conversar sobre los cierres de ciclos, titulando el encuentro, “las despedidas: esos dolores dulces” haciendo referencia a la canción “Gualicho” de “Patricio Rey y sus redonditos de ricota”. 

Fue un encuentro muy sentido, de mucha reflexión personal. Siempre buscamos que nuestros encuentros tengan sintonía en las vivencias de nuestros alumnos, y que el Club Filosófico cumpla un rol extracurricular sincero, ameno, intelectual y relevante. Y luego del encuentro del lunes 7 de diciembre, 2020 seguimos pensando que cumple este rol.  

Fueron principalmente alumnos de sexto que asistieron por lo cual fue natural que conversemos sobre falta de ceremonia de graduación del colegio por causas mayores. La primera reflexión fue que se extrañó el acto protocolar, los discursos, usar el uniforme escolar por última vez. Se extrañó el calor del gimnasio, los premios, las alusiones al pasaje a la adultez a las que siempre se hacen referencia. Se extrañó la despedida. 

Es comprensible dado que muchos alumnos han estado juntos catorce años desde kinder. Pero, ¿qué es un acto de cierre? ¿Por qué precisamos estas ceremonias? Pensamos que es más que un acto protocolar. Desde un punto de vista antropológico, se puede decir que estos rituales son una forma de marcar ciclos naturales. Como seres naturales que somos, una ceremonia de graduación es una formalidad que marca un pasaje, cerrando una puerta y abriendo una nueva. Se celebran en grupos y convenimos que es una forma de ordenar la experiencia. 

Sin embargo, ¿qué pasa cuando no pasa? Una alumna reflexionó que se sintió como en un “limbo”. Y lo vinculó a esa extraña sensación producto de no tener que guardar el uniforme u ordenar los apuntes en su escritorio. Los puede llegar a precisar todavía. La puerta permanece abierta. Otra alumna comentó sobre una prima que se graduó hace varios años del colegio pero sigue como en “luto”, extrañando el espacio y propósito que brinda nuestro colegio.  

Esta reflexión nos llevó a pensar que en un plano psicológico los cierres cumplen una función importante, dando “closure” a lo vivido. Vimos que entonces cada uno puede hacer su propio ritual de despedida. Como en un divorcio o mudanza que se pasa de cuarto en cuarto agradeciendo los buenos momentos, o como hicieron unas amigas caminando por el colegio, desde el Teatro “PS Schor” hasta Old Boys Club memorizando el lugar. Pensamos que los cierres formales, estos actos protocolares, no garantizan este ordenamiento a lo vivido. Requiere una contemplación personal, un acto de “mindfulness” y concientización acerca de la experiencia.

Concluimos que el ritual personal o la ceremonia colectiva tienen algo en común. Para sentir que algo está cerrado, debe haber una movilización, un autoconocimiento como decía Socrates, que muchas veces va por el lado del agradecimiento. Tenemos que poder significar estas experiencias porque son cuestiones de nuestra historia. Una compañera nos dijo que así vivió el proceso de IB Arts. No darle un “pienso” a estas instancias y significar su importancia deja la puerta abierta a que vuelva en forma desorganizada, como la prima que sigue viviendo en “luto”, extrañando sus años del colegio. Se citó a Jung, cuando dijo, “lo que niegas, te somete; lo que aceptas, te transforma; lo que resiste, persiste.” 

Los cierres son “dolores dulces” y necesarios. Sirven para no normalizar la experiencia y poder seguir adelante. En un mundo donde hemos prescindido de referencias morales, es el individuo quien decide hacia dónde va su vida, haciéndose cargo de su historia, como pensaba Nietzsche. Hay que ser conscientes para poder hacerlo, sobre todo cuando las ceremonias faltan, y lo hacemos por voluntad propia. 

 
  • Published in Senior

ICMUN - Online MUN

The International College of Punta Del Este held an online conference (ICMUN) last Friday, 27th November. This was the second online Model United Nations conference of the year, after the Craighouse conference (CRAIGMUN). The School had nineteen students participating in the conference, six of which passed their resolutions in their corresponding committees and three of which were involved as chairs of the Security Council, General Assembly 3 and ECOSOC committees. 

 

Regarding the General Assembly 1, the question of territorial disputes in the South China Sea was being discussed. The delegations of France (Franco Malde) and Australia (Francisco Sojo) merged their resolutions and passed them. In the General Assembly 3, the delegation of Peru (Fiorella Rossi) passed their resolution which discussed the protection of human rights while combating the ongoing pandemic, Covid-19. Through the General Assembly 4 committee, the issue regarding human rights of the citizens of Hong Kong was being discussed and the French member state (Santiago Souto) passed their resolution. Along the ECOSOC committee, the delegation of France (Francisco Bustillo) passed its resolution while discussing the controlling effect of Brexit on global trade. Finally, the delegation of Belgium (Luciana Bunt) passed its resolution in the Security Council which argued the issue of managing the instability caused by the situation in Lebanon. 

 

It was quite surprising to see how even during a pandemic, the club received new members who debuted at last Friday’s conference. The new delegates include ten students from 1YL, one from 2YL and two from 4YL. The conference was organised by the ongoing presidents of the club: Carmen Gomensoro, Agustin López & Bautista Martinez.

 
  • Published in Senior

IB GEOGRAPHY

Fieldwork is an integral part of the IB Geography course and with great enthusiasm and dedication the IB 1 Geography students carried out an investigation into the beach morphology in El Pinar. This was a tremendous opportunity for the students to put into practice geographic skills and gain first hand understanding of coastal processes. 

  • Published in Senior

“Managing the Global Supplies Chain” UM Competition

Augusto Leborgne (4YL) and Matías Danten (5YL) participated in an Engineering Competition organized by Universidad de Montevideo and ended up in 2nd. The Industrial Innovation Center at the Universidad de Montevideo organised the “Managing the Global Supplies Chain” Competition to allow secondary school students to learn more about this specific area of the School of Engineering that aims to foster bonds between universities and companies.

This innovation center offers training, courses, seminars, and innovation and research projects.  Augusto and Manuel successfully completed the simulation activities acting as Supply Chain Managers of a global telecommunications company, having to make key decisions and analyse their impact in a four year period.

On October 7th they defended their project orally and were delighted to find out their performance was recognised.

Congratulations!

  • Published in Senior

CENTENARIO IDEA VILARIÑO - MARIO BENEDETTI

Desde el 23 de octubre hasta el 4 de diciembre se está llevando a cabo una exposición itinerante a cargo del Departamento de Español (Senior) con motivo de la celebración del Centenario de los escritores nacionales Idea Vilariño y Mario Benedetti, ambos nacidos en 1920.

Los estudiantes de 3YL preparan semanalmente carteleras que recorren la vida de ambos escritores, collages artísticos que plasman simbólicamente sus poemas. Al mismo tiempo, son expuestas intervenciones audiovisuales que muestran desafíos que implican a los estudiantes, docentes o integrantes de nuestra institución recitando poesía de ambos autores.

  • Published in Senior

ART EXHIBITION 2020

During the two year IBDPVA course we found ways of questioning and deconstructing ideas that are given as unquestionable “truths”.

We made visible our thought processes and became capable of surrendering to the unexpected possibilities and gained the necessary flexibility to change direction with opportunity. This course gave us the opportunity to insightfully reflect about  our past and our contemporaneity through the investigation and creation of artworks. We learned that initial ideas if worked and further developed often lead to unexpected interesting outcomes.

This year was particularly special and we couldn´t host the Vernissage, in which we invite parents and the community to the School to walk through the art pieces and talk with the students about their creative process and outcomes. 

We have recorded the Exhibition and hope you enjoy it.

Here is the video of a summary of the Exhibition: https://youtu.be/KL_EvTcr3F4 

Here are the videos of the different students:

We hope you enjoy the videos.

 

  • Published in Senior

CRAIGMUN

El viernes y sábado pasados, alumnos de Y2L, Y3L & Y4L, participaron, junto a varios colegios de Sudamérica, de una conferencia virtual de MUN, organizada por el colegio chileno de Craighouse. Fue un gran desafío debido a la nueva experiencia que implicó llevar a cabo la conferencia en formato virtual, pero aun así, fueron capaces de adaptarse y superar los nuevos desafíos propuestos, obteniendo muy buenos resultados. Tres alumnos, dos de los cuales participaron por primera vez, lograron que sus resolutions fueran consideradas para el debate, lo cual significa que el resto de los participantes valoraron que cumplían con los requisitos esperados. Estos alumnos fueron; Milagros Beyhaut, Victoria Coiran y Bautista Martinez. Se debe destacar también, la participación de Carmen Gomensoro, Agustín López, Valentina Guelfi, Skye Atkins y Francisco Fulquet. Todos estuvieron a la altura de las circunstancias, tanto en la instancia de research como el día de la conferencia. Si algo nos ha enseñado este año, es que debemos estar preparados para adaptarnos a situaciones novedosas, y nuevamente nuestros alumnos, mostraron que a pesar de las adversidades, sus genuinos intereses por problemáticas de asuntos globales, en materia social, política y ambiental, pudieron más. Ahora, el Club MUN se prepara para la próxima conferencia virtual, la cual será llevada a cabo por el International College a finales de noviembre.  

  • Published in Senior

"TODOS SOMOS MARGINALES" - CLUB FILOSÓFICO

El título “Todos somos marginales” puede sonar fuerte. Sin embargo, en este encuentro del Club de Filosofía de TBS, celebrado en forma virtual el miércoles 9 de septiembre, nos pareció interesante pensar acerca de la marginalidad para tratar de darle un sentido más honesto a este concepto. Durante la hora y cuarto que duró la charla, llegamos a pensar que hay momentos en la vida en la cual uno es ‘marginado’ y no necesariamente se refiere a lo material. 

Comenzamos viendo un video acerca de la familia Guerra, un padre, madre y dos hijas de España que están viajando por el mundo en una casa rodante y ahora están pasando por Uruguay. “Es una casa chica, pero un jardín inmenso,” explicaba la madre aludiendo a la experiencia global y multicultural que están viviendo al dejar todo y adoptar una vida de nómades. Reflexionamos que, a pesar de lo dinámico y variado que puede resultar esta experiencia, las chicas no tienen vida escolar, clave en su socialización. En cierto modo, los padres optan por marginar a sus hijas para ofrecer una educación más libre y heterodoxa.

Con esta introducción planteada, deliberamos acerca de qué es la marginalidad. Entendimos que por su etimología implica que los marginales están por fuera del discurso hegemónico, al margen de la sociedad. Hay un grupo social dominante y el marginal está aislado. Sin embargo, pensamos que también puede ser una sensación perceptible en un grupo reducido, como en una familia o cuando uno no cumple con las normas o expectativas.

Ergo, llevado a un plano personal, se puede decir que “todos somos marginales” cuando uno no piensa igual que los demás. Por ejemplo, el vegetariano o el hincha de un cuadro chico son marginales al discurso de la mayoría, sobre todo si uno se anima a discrepar. A veces, “being true to yourself” lleva a una cierta marginalidad.

Pensamos que este proceso puede doler. Como seres sociales que somos, según Aristoteles, al sentirse aislado debemos afrontar el precio de ser auténticos, de elegir nuestras prioridades, negociando la personalidad. En “Así habló Zaratustra”, en las enseñanzas Nietzsche describe que el profeta a veces se sintió solo en la montaña. Sin embargo, estar marginado puede ser parte del proceso de ser auténticos. O sea, si nos auto-marginamos puede ser parte de una búsqueda de identidad. Es más complejo cuando las causas de la marginación son externas o fuera de nuestro control, como la pobreza, trastornos mentales o alimenticios.

En esto de estar marginado, por voluntad o por causas sistémicas, pensamos que existen mecanismos que nos hacen sentir menos solos, que nos pueden ‘desmarginalizar’. En las redes sociales, por ejemplo, abundan grupos de muchas miradas creativas y gustos compartidos. ¿Quién determina lo ´marginal´? Uno siempre es marginal cuando sale fuera de su contexto. Para una cultura occidental centrada en la mirada europea o norteamericana, lo latinoamericano puede ser marginal. Se puede decir que el reconocerse marginal es parte de reclamar la propia identidad.

Ejemplificamos con la serie en Netflix “Poco Ortodoxa”. En cuatro capítulos narra la autobiografía de una mujer judía de 19 años que huye de su matrimonio arreglado por la comunidad ultraortodoxa Satmar en Williamsburg, un barrio de New York, y se muda a Berlín. El precio de su autoliberación es que termina siendo marginada tanto por su comunidad de origen y por los universitarios donde intenta integrarse. A veces pensar en “la otredad” tiene más que ver con uno de lo que se cree.

Al final, si vivir es como bailar, como pensaba Nietzsche, seguir en tiempo, la sincronización, escuchar la música dentro de ti, es un proceso que puede resultar difícil o llevarnos al margen de lo esperado. Hay que rescatar la marginalidad, como durante el proceso de filosofar que a veces implica desnaturalizar y pensar las cosas de otra manera.

  • Published in Senior

WORKVIEWS PANEL 2020

A live panel on Entrepreneurship was organised within the framework of activities designed to accompany 4YL, 5YL and 6YL students in their transition from School to University and later into the world of work. The aim is to build bridges between these different stages.

The British Schools community is grateful to Joaquín Morixe, Francisco Ravecca, and Ana Lockhart for sharing their experience and knowhow,   to the Parents Committee for the organization of the event and the 5YL Prefects for their contribution in the articulation of the audience and presenters.

 

  • Published in Senior
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