Hello ladies and gentlemen, esteemed global citizens, have you ever heard of the northeast project? Northeast project is a short term for Northeast Borderland History and Current Situation Series Research Project and it’s a policy of china aimed for distorting history that tries to steal ancient korean history such as 고구려 and 발해.

This distortion is not just a matter of concern for only one nation, it’s a serious act of historical manipulation and cultural identity infringement with global implications. How would you feel like if someone tries to distort and claim your cherished history as their own? I stand here today to shed light on the shameless truths and dangers of the northeast project and to urge the world to pay attention to this critical issue.

(민서)

In 2003, China’s Northeast Project claimed that Goguryeo was a local Chinese ethnic state, sparking strong criticism from Korea, which saw it as an attempt to distort history and claim Baekdu Mountain and the Gando region. Although Korean and Chinese officials verbally agreed in 2004 to address the issue fairly, China continued publishing materials supporting the project’s views.

Historically, Baekdu Mountain was part of Goguryeo and Balhae, symbolizing Korean origins and culture, with no connection to Chinese history. The Joseon Dynasty marked it as a border with the Qing Dynasty, and today it is divided between China and North Korea, with 54.5% of Heaven Lake controlled by North Korea.

China promotes the idea that all history within its current borders belongs to China, but this is historically incorrect as ancient China was not unified like the modern state. Despite criticism, China continues spreading these narratives through museums and publications, while Korea opposes them and has established research initiatives to counteract these distortions.

(예진)

The Northeast Project claims that the history of Gojoseon, Goguryeo, and Balhae took place within Chinese territory, arguing that these kingdoms are part of China’s history. To back this up, the Chinese government launched the Northeast Project as a large-scale effort.

The main goal of the Northeast Project is to tie the history of Goguryeo and Balhae, which are closely connected to the Korean Peninsula, to China’s narrative. This seems to be a move to prevent any potential territorial disputes that might arise if Korea ever becomes reunified in the future.

But the fact is, Gojoseon, Goguryeo, and Balhae are undoubtedly part of Korean history. Goguryeo and Balhae were nations that spanned both Manchuria and the Korean Peninsula. Korea views Goguryeo’s history as a key part of the development of Korean identity, based on shared geography and culture. From this perspective, Goguryeo wasn’t just a regional state—it was a powerful, independent nation with its own unique worldview. This clearly contrasts with the Chinese view, which frames Goguryeo as just another regional government under Chinese control.

(나윤)

In response to China’s Northeast Project, South Korea set up the Goguryeo Research Foundation under the Ministry of Education in March 2004 to systematically address these historical distortions. In September 2006, the foundation was expanded and became the Northeast Asian History Foundation.

To sum up, our goal is to clearly state that China’s claims through the Northeast Project distort history. We want people around the world to understand the accurate history and not be misled by China’s version of events.

Today, I would like to talk about the challenges faced by developing countries. Developing countries are defined as nations where economic development and modernization are not yet fully achieved. One characteristic of these countries is a low level of income per capita. Moreover, many of them have fragile economies that rely heavily on agriculture and raw material extraction. Poor social infrastructure and political instability further exacerbate their difficulties.

Today, I will focus on the issues of education and healthcare in developing countries.

According to the World Bank's report, in developing countries, accessibility to schools has improved, resulting in an increase in the number of children attending school. However, the quality of education remains low and learning effectiveness has not increased, leading to low academic achievement among students in developing countries. It showed that it was less than 95% of the average of students in developed countries.

For example, it is said that 75% of elementary school students in several African countries do not understand basic sentences.

Brazil also revealed that it would take 75 years to achieve the OECD average level of math skills and that it would take 260 years to improve reading skills.

To solve the education problems in developing countries, the following actions are necessary.

First, it is important to expand educational infrastructure by building schools and classrooms, providing restrooms and water facilities, and creating customized teaching materials.

Additionally, improving the quality of education through well-trained teachers is essential.

However, developing countries and their students often lack the financial resources to afford these necessities.

Therefore, programs that provide free education or supply necessary materials should be implemented.

The second issue is healthcare.

Developing countries often lack adequate medical facilities. For instance, regions like Africa suffer significantly from infectious diseases such as AIDS and malaria. However, due to insufficient medical infrastructure, many individuals in these countries are unable to receive proper treatment.

For example, South Africa has the highest AIDS infection rate in the world, yet many people die without treatment due to a lack of medical facilities. Even when hospitals are available, many cannot access healthcare services due to economic constraints.

Additionally, there is a lack of health education. Insufficient knowledge about personal hygiene and disease prevention increases the likelihood of preventable diseases.

There are solutions to address the healthcare challenges in developing countries. One approach is to build more hospitals and replace outdated medical equipment. However, expanding medical facilities and upgrading equipment requires significant financial resources.

A practical solution to complement these efforts is telemedicine. Telemedicine services, such as remote healthcare, allow people in developing countries with limited access to hospitals to receive medical consultations and treatment.

We cannot solve these problems overnight. However, if we all pay attention to these issues and strive to address them, we can contribute to individual peace, national peace, and global peace. Do not think of these problems as issues that belong to other countries alone. Remember that any of us could someday become a country in need of support.

Think about the lives that could be made happier through our aid. We must move forward with a sense of global citizenship to resolve these challenges. I hope that one day, everyone on this planet can smile together.

Thank you.

지시약의 색 변화 및 중화 반응에서 발생하는 열 변화 관찰

실험 목적

• 목적 1: 지시약이 pH 7 전후에서만 색이 변하는지 확인하기.

• 목적 2: 중화 반응이 실제로 열을 발생시키는지 조사하기.

실험 이론

• 지시약: pH 변화에 따라 색이 변하는 물질로, 이를 통해 용액의 pH를 시각적으로 알 수 있다. 대표적인 지시약으로는 BTB, 페놀프탈레인, 메틸오렌지가 있다. 각 지시약은 pH 범위에 따라 색상이 달라지며, 주로 산성, 중성, 염기성 용액에서 색 변화가 발생한다.

• 중화 반응: 산과 염기가 반응하여 물과 염이 생성되는 반응으로, 이 과정에서 종종 열이 발생한다. 이는 화학 반응의 열화학적 성질 때문이다.

실험 준비물

• 스포이드, 비커, 종이, 염산, 수산화나트륨, 눈금실린더, 디지털 온도계, 삼각 플라스크, pH별 용액, 지시약 3종(BTB, 페놀프탈레인, 메틸오렌지), 홈판, 종이 등

실험 방법

1. 지시약을 이용한 pH 색 변화 관찰

• 각 pH 용액에 BTB, 페놀프탈레인, 메틸오렌지 지시약을 각각 한 방울씩 떨어뜨린다.

• 용액의 색 변화를 관찰하여, 각 지시약이 어떤 pH 범위에서 색이 변하는지 확인한다.

2. 중화 반응에서의 열 발생 실험

• 염산과 수산화나트륨을 각각 삼각 플라스크에 준비한다.

• 각각 염산과 수산화나트륨을 정확한 비율로 섞어 중화 반응을 일으킨다.

• 이때, 반응 전후의 온도를 디지털 온도계로 측정하여 온도의 변화를 관찰한다.

실험 결과

1. 지시약의 색 변화

• BTB: pH 6 이하에서는 노란색을 띠고, pH 7 이상에서는 파란색으로 변한다.

• 페놀프탈레인: pH 7 이하에서는 무색을 띠며, pH 8 이상에서는 분홍색으로 변한다.

• 메틸오렌지: pH 4.4 이하에서는 빨간색을 띠며, pH 6.2 이상에서는 노란색으로 변한다.

2. 중화 반응에서의 열 발생

• 염산과 수산화나트륨을 반응시키자 온도가 상승하는 것을 확인할 수 있었다. 이로써 중화 반응이 열을 발생시키는 반응임을 입증할 수 있었다.

결과2

• 지시약의 색 변화: 각 지시약은 특정 pH 범위에서 색이 변하며, 이는 지시약이 pH에 민감하게 반응하는 특성 덕분이다. BTB는 중성에서 색이 변하지 않으며, 페놀프탈레인과 메틸오렌지는 염기성 용액에서 색 변화를 보인다. 이러한 특성을 이용해 정확한 pH를 추론할 수 있었다.

• 중화 반응에서 발생하는 열: 염산과 수산화나트륨을 혼합한 후 온도 상승을 확인할 수 있었고, 이는 중화 반응이 발열 반응임을 의미한다. 실제로 중화 반응에서 발생하는 열은 실험적으로 증명되었으며, 이는 화학 반응에서 자주 나타나는 현상이다.

결론

이번 실험을 통해 다음과 같은 결론을 얻을 수 있었다.

1. 지시약은 특정 pH 범위에서 색이 변하며, 이를 통해 pH를 확인할 수 있다.

2. 중화 반응은 실제로 열을 발생시키는 반응으로, 온도의 변화를 통해 이를 확인할 수 있었다.