Hegemony Advantage
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Debate Tips & Tricks
Debate Tips & Tricks – Rhode Island Urban Debate League 2019/02/14 623 Home About Us ∠ For Debaters & Coaches ∠ News & Events ∠ Join the Movement Debate Tips & Tricks Partners & Partner Supporters: Schools: Alvarez Central Click Here to download Debate 101: This is a helpful guide to Policy Debate written by Bill & Will Smelko detailing everything 3 you need to know from Rudiments of Rhetoric to Debate Theory. E 5 tips to help you win Juanita every debate round: Sanchez 1. Think as if you were your judge, not yourself. Remember, the only person whose opinion matters at Mount the end of the round is the judge’s, not yours! A Pleasant common mistake everyone in public speaking makes is assuming that because you understand the argument that your audience does as well. Take into account the Paul Cuffee judge’s debate experience before using a lot of debate http://www.riudl.org/debate-tips-tricks/ Page 1 of 4 Debate Tips & Tricks – Rhode Island Urban Debate League 2019/02/14 623 lingo, and make sure you look up at your judge while making a key point. This will both reinforce your argument because of the eye contact you will make, and it will allow you to look for signals from the judge (ie, Woonsocket shaking her head) that she understands you. 2. Always think comparatively. Every argument that you make, at the end of the round, will be compared against something the other team said. If you’re affirmative, for example, you should always be thinking in the mindset of “how does my plan compare to the status quo?” [i.e., doing nothing, what the negative frequently advocates]. -
A Dystopian Booklist* Norwell High School Library Media Center
The Worst is Yet to Come: a Dystopian Booklist* Norwell High School Library Media Center Dystopia: 1. a society characterized by human misery, squalor, oppression, disease, and overcrowding; 2. an imaginary place where everything is as bad as it can be Anthony, Joelle. Restoring Harmony - Ten years after the Great Collapse of 2031, Molly McClure leaves the safety of her family's island home to travel through a dangerous and desolate wasteland to find her grandparents and persuade them to return with her to Canada. Atwood, Margaret. Handmaid’s Tale - It is the world of the near future, and Offred is a Handmaid in the home of the Commander and his wife. She is allowed out once a day to the food market, she is not permitted to read, and she is hoping the Commander makes her pregnant, because she is only valued if her ovaries are viable. Offred can remember the years before, when she was an independent woman, had a job of her own, a husband and child. But all of that is gone now...everything has changed. (summary description from OCLN Library Catalog) Bacigalupi, Paolo. Ship Breaker - In a futuristic world, teenaged Nailer scavenges copper wiring from grounded oil tankers for a living, but when he finds a beached ship with a girl in the wreckage, he has to decide if he should strip the ship or rescue the girl. The Drowned Cities - In a future America that has devolved into unending civil wars, Mahlia and Mouse barely escape the war-torn lands of the Drowned Cities, but their safety is soon threatened and Mahlia will have to risk everything if she is to save Mouse. -
Reducing Nuclear Risks in Europe a FRAMEWORK for ACTION
Reducing A FrAmework For Action Nuclear Risks e dited by Steve AndreASen in Europe And iSAbelle williAmS Featured essay: “the race between Cooperation and catastrophe” by sam NuNN Reducing Nuclear Risks in Europe a FrameWork For acTIoN Edit eD by STeve aNDreaSeN aND ISabelle WIllIamS Featured essay: “The race between Cooperation and catastrophe” by sam NuNN Nuclear ThreaT INITIaTIve Washington, D.c. t he Nuclear threat INItIatIve NTI is a nonprofit, nonpartisan organization with a mission to strengthen global security by reducing the risk of use and preventing the spread of nuclear, biological, and chemical weapons, and to work to build the trust, transparency, and security that are preconditions to the ultimate fulfillment of the Non-Proliferation Treaty’s goals and ambitions. www.nti.org The views expressed in this publication are the authors’ own and do not reflect those of NTI, its Board of Directors, or other institutions with which the authors are associated. © 2011 the Nuclear Threat Initiative All rights reserved. No part of this publication may be reproduced, stored in a retrieval sys- tem, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher and copyright holder. c over phoTo oF a u.S. aIr Force F-16 FIghTINg FalcoN aIrcraFT courTeSy oF The u.S. aIr Force. phoTo by maSTer SgT. WIllIam greer/releaSeD. ii T able oF coNTeNTS Acknowledgments v Authors and Reviewers vii summary coNteNt executive summary: Reassembling a More Credible NATO Nuclear Policy and Posture 1 Joan Rohlfing, Isabelle Williams, and Steve Andreasen featured essay: The Race Between Cooperation and Catastrophe 8 Sam Nunn chaPters 1. -
Page Sub-Page Type Title Learning Goals (Students Will Be Able To...) Attachment One Attachment Two Attachment Three
Page Sub-page Type Title Learning Goals (Students will be able to...) Attachment One Attachment Two Attachment Three Coaching Coaching 10-Minute Speaker Short Activities Resources Resources Roles Practice Coaching Before, Coaching Coaching Best Practice During, and After Resources Resources Document Tournaments Coaching Coaching Best Practice Coaching Resources Resources Document Fundamentals Coaching Coaching Best Practice Coaching the Resources Resources Document Affirmative Coaching Coaching Best Practice Coaching the Resources Resources Document Negative Coaching Coaching Glossary-of-Debate- Document Resources Resources Terms Coaching Coaching Best Practice Ideas for Culture and Resources Resources Document Norm Building Coaching Coaching Quick Speech Short Activities Resources Resources Activities Short Speaking Coaching Coaching Short Activities Games for the First Resources Resources Few Practices Coaching Student 1NC Block Template Note Sheet Resources Resources for Topicality Coaching Student Template 8.5 11 Flowsheet Resources Resources Coaching Student Template 8.5 14 Flowsheet Resources Resources Coaching Student Debate Observer Note Sheet Resources Resources Debrief Worksheet Coaching Student Debate Terms Document Resources Resources Glossary Coaching Student Guide for Novice Document Resources Resources Policy Debaters Coaching Student Topicality Note Sheet Resources Resources Worksheet Tournament 1 Coaching Student Checklist Checklist for Resources Resources Students Coaching Coach IT Video Edit Student Records Resources Introduction to Coaching Coach IT Video Speechwire for Resources Coaches Coaching Registering for Coach IT Video Resources Tournaments Coaching Coach IT Video Roster Management Resources Team Reporting Coaching Coach IT Video from Tabroom to Resources Your UDL - directly respond to specific arguments. - generate arguments under time constraints. Debate Lesson Argumentation Lesson Chain Debates Library ▪ Respond to oral arguments with direct refutation. -
Hayles Program in Literature, Duke University, North Carolina
Response Essay After shocks: Posthuman ambivalence N. Katherine Hayles Program in Literature, Duke University, North Carolina. postmedieval: a journal of medieval cultural studies (2010) 1, 262–271. doi:10.1057/pmed.2010.28 When I began writing How We Became Posthuman (1999), I was drawn to the topic in part because of the intense ambivalence I felt toward the idea of the posthuman. I thought, no doubt naively, that writing would help me resolve it. Far from overcoming mixed feelings, the writing intensified my emotions by bringing the issues into sharper focus. As David Gary Shaw rightly observes, the book is drenched in feelings – feelings of dread, possibility and hope. More than a decade later, my ambivalence remains unresolved. I do not doubt that coming decades will see us plunging deeper into what I have elsewhere called the regime of computation, creating more intelligent machines and more pervasive data systems that, having already transformed the meaning of ‘human,’ will continue to do so with increasing urgency and momentum. What are we to make of this trajectory, and what are the possibilities for constructive interventions? While I have not escaped dread in contemplating these questions, I want to focus in this inaugural issue of postmedieval on what posthumanism can offer to premodern studies, and what premodern studies can offer to posthumanism. In my view, we cannot prevent the regime of computation from continuing to expand, but we have an opportunity to interpret it in ways that may help to maximize its positive potential and minimize its risks. With this objective in mind, I want to focus on three areas that seem to me particularly promising, richly explored in the essays in this collection: futurity, non-human others and distributed cognition. -
Beg. CX Robertson-Markham
Jonathan Robertson, Sudan H.S. and James Markham, Anton H.S. An Introduction to UIL CX Debate UIL WTAMU SAC - September 23rd, 2017 Beatriz Melendez and Jose Luis Melendez, 2-A UIL CX Debate State Champions 2016 “You can do it!” -The Waterboy Introduction - Brief video as students and coaches enter: (Debate class video) What is CX Debate? Policy debate. Policy = evidence. Lots of evidence. This event will change your life. One student’s story that ends submerged. So, are you ready to “Suit Up”? The Resolution: Resolved: The United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States. “Debate is blood sport, only your weapons are words.” 2 - Denzel Washington in The Great Debaters The Speeches and their Times: 1st Affirmative Constructive (1AC=8 min) CX (3 min by the 2NC) (never use prep time before CX periods) 1st Negative Constructive (1NC=8 min) CX (3 min by the 1AC) 2nd Affirmative Constructive (2AC=8 min) CX (3 min by the 1NC) 2nd Negative Constructive (2NC=8 min) (2NC + 1NR = Negative Block) CX (3 min by the 2AC) 1st Negative Rebuttal(1NR=5 min) 1st Affirmative Rebuttal (1AR=5 min) 2nd Negative Rebuttal (2NR=5 min) 2nd Affirmative Rebuttal (2AR=5 min) Each team receives 8 minutes of prep time that may be used according to their strategy. Citation of evidence Evidence must be contiguous. And, citations done correctly, i.e.: Frank, 2015 [Walter M. Frank (legal scholar, attorney), “Individual Rights and citation → the Political Process: A Proposed Framework for Democracy Defining Cases,” 3 Southern University Law Review 35:47, Fall, 2015, p. -
16401729.Pdf
............. C/86-1 Neither MAD nor Starstruck -- and Doubts, Too, About Arms Control by George W. Rathjens and Laura Reed Defense and Arms Control Studies Program Massachusetts Institute of Technology Center for International Studies Cambridge, Massachusetts 02139 March 1986 2/26/86 Neither MAD nor Starstruck -- and Doubts, Too, About Arms Control* George W. Rathjens Laura Reed Throughout the whole of the post-World War II period there have been strong differences over aspects of American nuclear policy; notably, about the sizing of nuclear forces, about particular weapons systems (e.g. the B-1 bomber and the MX missile), and most significantly about the role of nuclear weapons in dealing with threats other than that of a direct attack on the United States (i.e., about "extended deterrence" and "nuclear war fighting"). But there were also broad elements of consensus, at least from the Kennedy through the Carter Administrations, on several fundamental points: 1.) There could be no effective defense of the American population and social infrastructure against Soviet nuclear weapons. Cities and most other works of humanity were seen to be so fragile and nuclear weapons so powerful that the offense would likely always have the advantage over the defense. Any effort to defend the whole country could be negated by improvements, at less cost, in Soviet offensive capabilities, and likely would be, leaving the U.S. vulnerable to total destruction. 2.) This meant that the only real hope of dealing with a possible direct Soviet attack against the United States lay in deterrence through the threat of inflicting punitive damage on the Soviet Union. -
Finding Your Voice
FINDING YOUR VOICE FINDING YOUR VOICE A Comprehensive Guide to Collegiate Policy Debate Allison Hahn Taylor Ward Hahn Marie-Odile N. Hobeika International Debate Education Association New York, London & Amsterdam Published by: International Debate Education Association 105 East 22nd Street New York, NY 10010 Copyright © 2013 by Allison Hahn, Taylor Ward Hahn, and Marie-Odile N. Hobeika This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/by-nc-nd/3.0/ Library of Congress Cataloging-in-Publication Data Hahn, Allison. Finding your voice : a comprehensive guide to collegiate policy debate / Allison Hahn, Taylor Ward Hahn, Marie-Odile N. Hobeika. pages cm ISBN 978-1-61770-051-4 1. Debates and debating. I. Hahn, Taylor Ward. II. Hobeika, Marie-Odile N. III. Title. PN4181.H24 2013 808.53--dc23 2012042433 Design by Kathleen Hayes Printed in the USA CONTENTS Preface ............................................... vii Chapter 1: Basics of Policy Debate ...................... 1 Chapter 2: The Policy Debate Squad .................... 11 Chapter 3: The Topic Process ........................... 16 Chapter 4: Arguments ................................. 22 Chapter 5: Evidence ................................... 35 Chapter 6: Responsibilities of the Affirmative and Negative .............................................. 59 Chapter 7: Speaking and Flowing ....................... 67 Chapter 8: Speeches ................................... 76 Chapter 9: Cross-Examination ......................... 97 Chapter -
Nuclear Weapons: Frequently Asked Questions
Nuclear Weapons: Frequently Asked Questions 1. Hasn’t the UK already got rid of most of its nuclear weapons? What’s all the fuss? Since the end of the Cold War, the UK has unilaterally disarmed as many as 300 of its nuclear warheads. That leaves a current stockpile of 215 nuclear warheads, of which 120 are ‘operationally deployed’ on (3) Trident submarines, 40 are on the fourth submarine which is on stand-by and the rest are ‘spares’. The current government have said they will cut the total number to 180 by the mid-2020s.1 Each of the 215 warheads currently held by the UK has a maximum destructive capacity equivalent to 100,000 tonnes of TNT. By comparison, the bomb dropped on Hiroshima, which killed many tens of thousands of people in a single instant and tens of thousands more through radiation sickness and fatal injuries,2 had a destructive capacity equivalent to 15,000 tonnes of TNT.3 Each UK warhead is therefore more than 6 times as destructive as the Hiroshima bomb. One Trident submarine carries 8 missiles with 5 nuclear warheads each, for a total of 40 warheads, or roughly 250 times the explosive power as was dropped on Hiroshima in 1945. The UK has four Trident submarines and one is always at sea, ready to launch its missiles at a moment’s notice. Recent studies by the scientific community4 have suggested that major climatic effects for the whole northern hemisphere could result 1 Official UK submission to the NPT PrepCom Conference at the UN in New York, April 2014. -
Unprecedented Technological Risks
Policy Brief: Unprecedented Technological Risks Future of Humanit y Institute UNIVERSITY OF OXFORD Unprecedented Technological Risks Over the next few decades, the continued development of dual-use technologies will provide major benefits to society. They will also pose significant and unprecedented global risks, including risks of new weapons of mass destruction, arms races, or the accidental deaths of billions of people. Synthetic biology, if more widely accessible, would give terrorist groups the ability to synthesise pathogens more dangerous than smallpox; geoengineering technologies would give single countries the power to dramatically alter the earth’s climate; distributed manufacturing could lead to nuclear proliferation on a much wider scale; and rapid advances in artificial intelligence could give a single country a decisive strategic advantage. These scenarios might seem extreme or outlandish. But they are widely recognised as significant risks by experts in the relevant fields. To safely navigate these risks, and harness the potentially great benefits of these new technologies, we must proactively provide research, assessment, monitoring, and guidance, on a global level. This report gives an overview of these risks and their importance, focusing on risks of extreme catastrophe, which we believe to be particularly neglected. The report explains why market and political circumstances have led to a deficit of regulation on these issues, and offers some policy proposals as starting points for how these risks could be addressed. September 2014 1 Policy Brief: Unprecedented Technological Risks Executive Summary The development of nuclear weapons was, at the than nuclear weapons, because they are more time, an unprecedented technological risk. The difficult to control. -
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Decodjng Nuclear Winter; Has War Lost Its Name? Pertti Joennierni Tampere Peace Research Institute Finland Working Paper No. 11 First Annual Conference on Discourse, Peace, Security and International Society Ballyvaughn, Ireland August 9-16, 1987 Universtty of California Institute on Global Conflict and Cooperation University of California, San Diego La Jolla, CA 92093-0068 1988 The conference held at Ballyvaughn, Ireland, in August 1987 was the beginning of an on-going international intellectual interchange on topics related to the discourse of peace and security and international society. It will include annual meetings, the second to be held in summer 1988, again in Ballyvaughn. Sponsored by the University of California Institute on Global Conflict and Cooperation, the conferences are intended to foster general inquiry into these scholarly topics and to stimulate research and teaching that incorporates these perspectives at University of Californiacampuses. This year's seriesof workingpapers comprises the writings which seventeen authors submitted to their colleague-participants in preparation for the 1987 conference. Some have been updatedsomewhat before publication here. Some have been published elsewhere and are reissued here by permission. The Institute on Global Conflict and Cooperation hopes that these working papers will help to interest even more scholars in pursuing these lines of thought. James M. Skelly Series Editor These papersare available at the IGCC printing andmailing costof $2.50 each. For air mail delivery to an address outside North America, add $2. California orders add 6.5%. The Institute on Global Conflict and Cooperation is an interdisciplinaryMulticampus Research Unit of the Universityof California, established by the Regentsin June 1983. -
The First Real World War and the Emerging Nuclear Holocaust
HAOL, Núm. 13 (Primavera, 2007), 19-41 ISSN 1696-2060 THE FIRST REAL WORLD WAR AND THE EMERGING NUCLEAR HOLOCAUST Petri Minkkinen University of Helsinki, Finland. E-mail: [email protected] Recibido: 14 Diciembre 2006 / Revisado: 24 Enero 2007 / Aceptado: 31 Enero 2007 / Publicación Online: 15 Junio 2007 Abstract: In this article the problematic of the (FRWW) de facto declared by the first Bush First Real World War (FRWW) is discussed in administration after the S-11-2001 atrocities. It the light of Emerging Nuclear Holocaust. This is possible to suggest that the combination of discussion begins with an overview of Warren development of nuclear power for military W. Wagars science-faction novel A Short utilization represented by the Bush-Blair History of Future and related some fifty years coalition and the development of civilian- transition period conceived within world- commercial nuclear power represented by the systems analysis and as that of a major civilian-commercial nuclear power promotion bifurcation by Immanuel Wallerstein. It may by Lipponen open up possibilities for direct or thus be possible to pass into the future sooner indirect annihilation of the human kind in the than anticipated and reconstruct the passage of context of a Nuclear Holocaust in the history, actuality and future in actuality and foreseeable future. nearer than anticipated future, possibly without a Nuclear Holocaust and it may be possible to end On the other hand, as has been the case in the the FRWW without further negative regressions course of human history, though it is possible to into the past and without a Second Real World identify certain cyclical and repetitive War.