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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]. -
Lehigh University's Project Impact: an Environmental Management Case Study
The Higher Education Center for Alcohol and Other Drug Prevention Funded by the U.S. Department of Education, with supplemental funding from The Robert Wood Johnson Foundation Reprinted from Journal of Drug Education and Awareness, 2003, Vol. 1, pp. 59-75, with permission of Nova Science Publishers, Inc., 400 Oser Avenue, Suite 1600, Hauppauge, NY 11788. Tel: 631- 231-7269; Fax: 631-231-8175; e-mail: [email protected], [email protected]; Web: www.novapublishers.com. Reprinted by the Higher Education Center for Alcohol and Other Drug Prevention • (800) 676-1730 • www.higheredcenter.org 60 John W. Smeaton, Madalyn C. Eadline, Brenda Egolf and William DeJong LEHIGH UNIVERSITY'S PROJECT IMPACT: AN ENVIRONMENTAL MANAGEMENT CASE STUDY High-risk drinking has been a long-standing problem on U.S. college campuses. According to national surveys of college students conducted by the Harvard School of Public Health, approximately 44% of college students engage in heavy, episodic drinking, which is defined for males as five or more drinks in a row within a two-week period, and as four or more drinks for females. 1, 2 About half of these heavy drinkers, or about one in five students overall, can be classified as frequent heavy drinkers, meaning that they drink at this level three or more times during a two-week period. These drinkers account for approximately 68% of all alcohol consumption by U.S. college students. 3 Progress in reducing heavy, episodic drinking among college students has been slow. One positive note is an increase in the percentage of students who abstain from drinking. -
Why Do Parties Cooperate in Presidentialism?
WHY DO PARTIES COOPERATE IN PRESIDENTIALISM? ELECTORAL AND GOVERNMENT COALITION FORMATION IN LATIN AMERICA ¿Por qué los partidos cooperan en sistemas presidenciales? Formación de coaliciones electorales y de gobierno en América Latina KENNETH BUNKER Universitá degli Studi di Milano [email protected] Cómo citar/Citation Bunker, K. (2019). Why do parties cooperate in presidentialism? Electoral and government coalition formation in Latin America. Revista de Estudios Políticos, 186, 171-199. doi: https://doi.org/10.18042/cepc/rep.186.06 Abstract The purpose of this article is to explore coalition formation in presidential sys- tems using evidence from Latin America. It puts forward three hypotheses based on formateur power, electoral structures and party systems to explore when and why electoral and government coalition formation occurs. It uses evidence stemming from eighteen democratic presidential regimes in Latin America from 1980 to 2010. It looks at 100 elections and 407 aggregate years of democratic government. It anal- yses data organized in a cross-sectional time-series fashion through a logit function with random effects and robust standard errors. It finds that in democracies with weak presidents, restrictive electoral rules and highly fragmented party systems, the president will seek the support of multiple parties. While the effective number of par- ties is the most important determinant, rules related to legislative elections are more important predictors of electoral coalitions, and those related to presidential elections are more important predictors of government coalitions. The findings in this article are important insofar as yielding critical insight into partisan strategies in both the run-up to elections and the maintenance of governments, as well as contributing to a general theory of coalition formation. -
Urban Debate Newsblast March 2007 Vol
Urban Debate NewsBlast March 2007 Vol. II, No. 1 You are receiving this NewsBlast because you are a believer in and backer of urban debate and the National Association for Urban Debate Leagues. We thank you very much for that support. Through our NewsBlasts, we intend to keep you aware of the highlights of the work of the NAUDL, and of the state of urban debate in the U.S. The NAUDL upholds and advances the urban debate mission by building, institutionalizing, expanding, and connecting Urban Debate Leagues. Your support helps make it possible for us to serve thousands of urban youth across the country. We also would welcome and look forward to your feedback. Please email us at [email protected] or call (312-427-8101) with your views. The NAUDL Launches Three Year Expansion Plan with New UDLs and a National Championship Among Objectives Over the past several years the NAUDL has focused hard on its mission of increasing the number of urban students participating in debate programs. Its reach has effectively been restricted, however, by the organization’s limited “bandwith” – the fact that Executive Director Les Lynn, with some modest assistance from the board, part-time staff and volunteers, has essentially been working alone. The NAUDL has embraced an ambitious Expansion Plan that seeks dramatically to expand the organization’s bandwith over the next several years. Its goals include establishing seven new Leagues in seven major cities, institutionalizing an additional four existing leagues, developing debate-related curricula, and, beginning in May 2008, hosting a National Urban Debate Championship. -
Download File
BIG LEARNING IN SMALL COMMUNITIES: EXPLORING WITH YPAR IN INTERNATIONAL SCHOOLS Lora Elaine Hawkins Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2021 © 2021 Lora Hawkins All Rights Reserved ABSTRACT BIG LEARNING IN SMALL COMMUNITIES: EXPLORING WITH YPAR IN INTERNATIONAL SCHOOLS Lora Hawkins This study is a critical evaluation conducted by a Youth-led Participatory Action research team that has, over the course of five years, sought to investigate culturally responsive pedagogies in international schools populated with Third Culture Kids. Previous to this work, the youth researchers and I developed an interdisciplinary, choice and project-based honors program which we called the Small Learning Community. As such, this program became the object of and context for this review. We were guided by the question, What are, if any, the perceived learning benefits for students in the Small Learning Community?, and we sought to critically evaluate the program’s perceived impact on meaningful learning experiences, student agency, and transference of skills. We leveraged constructivist-oriented Grounded Theory—in part because of the value this approach assigns to emic knowledge—to examine interview transcripts of SLC participants. I then developed case studies and argue for pedagogical shifts in the international classroom that center more deliberately on (1) active participation, (2) the perception of new, (3) choice, (4) attention to process, (5) personal interest, and (6) social emotional learning, while addressing the need for more intentional and systematic practitioner research. TABLE OF CONTENTS LIST OF TABLES…………………………………………………………………………. -
2015 Starter Packet SSRA Aff and Terrorism Disadvantage
2015 Atlanta Urban Debate League Starter Evidence Packet (SSRA Affirmative and Terrorism Disadvantage) 2015 Starter Packet SSRA Aff and Terrorism Disadvantage Topic – Resolved: The United States federal government should substantially curtail its domestic surveillance. More resources at 1 2015 Atlanta Urban Debate League Starter Evidence Packet (SSRA Affirmative and Terrorism Disadvantage) Table of Contents ***How To***............................................................................................................................................. 4 What Is Policy Debate? ............................................................................................................................. 5 Speeches and Speech Order ..................................................................................................................... 6 The Constructive Speeches ....................................................................................................................... 7 The Rebuttal Speeches .............................................................................................................................. 9 How to write a block and why? .............................................................................................................. 12 Judge Adaptation ...................................................................................................................................... 14 Cutting Cards ......................................................................................................................................... -
Participating in a Policy Debate Program and Academic Achievement Among At-Risk Adolescents in an Urban Public School District: 1997–2007
Journal of Adolescence xxx (2012) 1–11 Contents lists available at SciVerse ScienceDirect Journal of Adolescence journal homepage: www.elsevier.com/locate/jado Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997–2007 Susannah Anderson a, Briana Mezuk b,* a Department of Global Community Health and Behavioral Sciences, Tulane University School of Public Health and Tropical Medicine, USA b Department of Epidemiology and Community Health, Virginia Commonwealth University, USA abstract Keywords: This study investigates the relationship between participating in a high school debate Adolescent program on college-readiness in the Chicago Public School district over a 10-year period. Education At-risk school students were identified using an index including 8th grade achievement, Debate poverty status, and enrollment in special education. Regression analyses were used to Graduation assess the association between debate participation and graduation and ACT performance. At-risk Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7–3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. Ó 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved. Introduction There are substantial disparities in educational attainment according to race, income, geography and ethnicity. -
Subsystem Interconnectedness As Part of Coalition Strategies for Policy Change: Mining and Water Management in Ecuador Between 1991 and 2010
Subsystem interconnectedness as part of coalition strategies for policy change: mining and water management in Ecuador between 1991 and 2010. Paúl Cisneros*† 1. Introduction The policy subsystem is the main unit of analysis in several theoretical frameworks that study policy processes including Punctuated Equilibrium, Social Construction and Policy Design and the Advocacy Coalition Framework (Jochim & May, 2009) . For over a decade, scholars refining these frameworks have focused on the emergence, change, and destruction of subsystems, paying little attention to interactions between subsystems as a potential avenue for policy change (Jones & Jenkins-Smith, 2009). More recently, scholars working within the research program of the ACF have expressed interest in exploring "subsystem interconnectedness and how exogenous drivers intervene with internal subsystem factors in producing policy change" Douglas, Ingold, Nohrstedt, and Weible (2014, p. 306). These studies show how coalitions use interactions between levels of governance to maintain their preferred policies in specific subsystems (Montefrio, 2014) and how opportunity structures impact coalition strategies in different types of subsystems (Gupta, 2014). Our study is inscribed in this emerging literature and explores subsystem interconnectedness as part of coalition strategies to attempt policy change. In this paper we show that studying subsystem interconnectedness could be of particular importance to understand policy change in nascent subsystems in unstable political environments. Drawing from social movements literature (Meyer, 2005; Tarrow, 2011), we argue that regime instability opens opportunities for revisionist coalitions to strategize the interactions between new or existing subsystems and the macro system in order to advance their policy objectives. These strategies should be more prevalent where subsystems do not enjoy great autonomy and complex policy communities have not yet developed. -
United States of America Before the Federal Energy Regulatory Commission
UNITED STATES OF AMERICA BEFORE THE FEDERAL ENERGY REGULATORY COMMISSION ) Tennessee Gas Pipeline Company, L.L.C. ) Docket No. CP-11-161-000 ) REQUEST FOR REHEARING SUBMITTED BY DELAWARE RIVERKEEPER NETWORK, NEW JERSEY HIGHLANDS COALITION, and THE NEW JERSEY CHAPTER OF THE SIERRA CLUB Pursuant to Rule 713 of the Rules of Practice and Procedure of the Federal Energy Regulatory Commission (“Commission”), 18 C.F.R. § 385.713 (2010), Delaware Riverkeeper Network, New Jersey Highlands Coalition, and the New Jersey Chapter of the Sierra Club (collectively “Intervenors”) hereby request rehearing and rescission of the Commission’s May 29, 2012 Order (“Order”) granting a Certificate of Public Necessity and Convenience (“Certificate”) to Tennessee Gas Pipeline Company, L.L.C. (“Tennessee”) to construct the Northeast Upgrade Project (“NEUP” or “Project”). Intervenors seek rehearing and rescission of the Commission’s Order because the environmental review underlying the conclusions in the Order fails to meet the requirements of the National Environmental Policy Act (“NEPA”), 42 U.S.C. § 4321 et seq. (2006), and its implementing regulations, 40 C.F.R. Pts. 1500-08. Based on this flawed environmental review, the Commission improperly determined that the public benefits of the NEUP outweigh its adverse impacts, thus violating the Natural Gas Act (“NGA”), 15 U.S.C. §§ 717f (2006) and its implementing regulations, 18 C.F.R. Part 157 (2011). I. Statement of Relevant Facts Tennessee filed an application on March 31, 2011, for a Certificate authorizing the company to construct, install, modify, operate, and maintain the components of the NEUP in 1 Pennsylvania and New Jersey. -
State Asset Building Coalitions: Perspectives from the Field
state asset building coalitions Perspectives from the Field Financial Security College Completion Thriving Communities Equity Increased Savings Business Growth Wealth Building Economic Development Security Economic Stability Expanded Home Ownership Family Well-Being The Institute on Assets and Social Policy | The Heller School for Social Policy and Management | Brandeis University | 2013 What happens when people in states collaborate to advance new policies, innovations, and investments to create economic opportunity and build a more stable financial future for all? The Institute on Assets and Social Policy conducts strategically framed research, evaluations, and analysis to inform policy and institutional change, enabling vulnerable populations to build resources and access opportunities to live securely, and participate fully in all aspects of social and economic life. This report was prepared by Janet Boguslaw, Martha Cronin, and Elizabeth Paulhus of the Institute on Assets and Social Policy (IASP), The Heller School for Social Policy and Management, Brandeis University. Acknowledgements The authors would like to acknowledge the many people who contributed to this peer learning process over the years through their participation in the Mott Learning Initiative, more than we can note here. We want to especially thank the following whose work and commitment is reflected here through their many contributions over the years, and who aided the development of this report: Don Baylor, Center for Public Policy Priorities Stephanie Bowman, Washington -
Piecing Together Coalition War: Threat, Politics, and Coalition Structure
University of Kentucky UKnowledge Theses and Dissertations--Political Science Political Science 2020 Piecing Together Coalition War: Threat, Politics, and Coalition Structure Stephen Joiner University of Kentucky, [email protected] Digital Object Identifier: https://doi.org/10.13023/etd.2020.246 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Joiner, Stephen, "Piecing Together Coalition War: Threat, Politics, and Coalition Structure" (2020). Theses and Dissertations--Political Science. 31. https://uknowledge.uky.edu/polysci_etds/31 This Doctoral Dissertation is brought to you for free and open access by the Political Science at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Political Science by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. -
Metro Memphis Urban Debate League Policies for 2015-16 Season
Metro Memphis Urban Debate League Policies for 2015-16 Season 9/13/2015 This handbook contains all rules and regulations governing tournaments for the Metro Memphis Urban Debate League for the 2015-16 season. Contents 1. League Principles 1.1 Origins 1.2 Overall Governance 1.3 Coach-Directed Policy-Making 1.4 Foundational Objective: Participation 1.5 Guiding Principle: Lay Judges 2. League Structure 2.1 Memphis Style 2.2 Divisions 2.3 Student Participation 2.4 Coach Participation 2.5 School Participation 2.6 Roster 2.7 Transitioning Students or Schools 3. Tournament Entry 3.1 Tournament Registration Procedure 3.2 Judge Obligation 3.3 College Student Judges 3.4 Maverick Teams 3.5 Hybrid Teams 3.6 Combining Divisions 3.7 City Championship Awards 4. Tournament Round Procedure 4.1 Punctuality 4.2 Observers 4.3 Use of Electronic Devices 4.4 In-Round Evidence Sharing 4.5 Unethical Use of Evidence 4.6 Closed Out Elimination Rounds 1 4.7 Tag Team Cross Examination 4.8 Prompting 5. Judging Procedure 5.1 Interruption of a Debate Round 5.2 Independent Decisions 5.3 Judge Evidence Reading 5.4 Judge Disclosure and Critique 5.5 Debater-Judge Colloquy 5.6 Speaker Points 6. Argument Limits 6.1 Specific Argument Limits and Core Files 6.2 Argument Limit Enforcement 7. Amending These Rules 8. Rule changes for 2015-16 Note: * denotes a rule that was changed or added at the Debate Centers during the 2009 – 2010 season. Note:** denotes a rule that was changed or added during the 2010 – 2011 season.