Framework lecture
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This document provides an overview of theory and impact frameworks in debate. It discusses two main types: theory frameworks, which establish rules for how a debate round should proceed, and impact frameworks, which determine what types of impacts the judge should prioritize. It gives examples of common theory frameworks around interpretation of the resolution and violation/standards. It also outlines typical impact frameworks around consequentialism/utilitarianism versus deontological ethics. The document provides guidance on when and how to argue different frameworks on the affirmative or negative side.
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policy debate--the 2AR is a critical speech that tends to be a little different every round. This lecture is designed to explain what you should emphasize in the 2AR in certain situations (based on the neg 2NR choices). Capital Conference Intro to LD 
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Lincoln-Douglas debate involves one-on-one debates on value resolutions about what ought to be rather than specific policies. Debaters argue both sides of the resolution over multiple rounds of a debate tournament. Each round follows a structured format with set time limits for speeches. Debaters must prepare cases for both the affirmative and negative sides of the resolution based on selecting a value, defining criteria to achieve that value, and making contentions to support their argument. Proper use of values and criteria is an area of ongoing discussion to determine the best approach in Lincoln-Douglas debates.Fun With Arguments (Synapse Synopsis Presentation)
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際際滷s of text-only presentation for Synapse Synopsis in San Francisco about how to have fun with/against arguments.Topicality presentation
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The document provides an overview of how to run a topicality argument in a debate. It explains the key steps as: 1) proposing a counter definition, 2) proving the government definition violates the counter definition, 3) presenting reasons to prefer the counter definition through common frameworks like bright lines or context, 4) identifying how the violation results in lost ground for the opposition, and 5) concluding by emphasizing topicality as a key voting issue. It also reviews how the government may respond by arguing their definition is not abusive or that topicality does not result in meaningful lost ground.Rebuttals [A Report in Argumentation]![Rebuttals [A Report in Argumentation]](https://cdn.slidesharecdn.com/ss_thumbnails/rebuttalsreportinargu-151202143305-lva1-app6891-thumbnail.jpg?width=560&fit=bounds)
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This slideshow talks about why rebuttals are important, what to rebut in an argument, why should you rebut, how to rebut, what to rebut and how to construct a good rebuttal.Trichotomy of debate
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The document outlines a common debate argument known as a "trichotomy of debate" argument, which claims that resolutions can be interpreted as facts, values, or policies, and the government team interpreted the resolution incorrectly. This violates debate norms and prevents the opposition from adequately preparing their case. The summary argues the government team should lose because this foundational interpretive issue makes it impossible for the opposition to debate effectively.Case Construction Tactics
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The Monash Association of Debaters (MAD) Member Training Program 2010 presents:
CASE CONSTRUCTION TACTICS
by Tim Jeffrie, 2009 Australasian Intervarsity Debating Champion and Grand Finalist at the 2008 World University Debating Championships
Discusses strategies and approaches to constructing winning cases.
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The Course Topics series from Manage Train Learn and 際際滷 Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Making Your Case in Negotiations". Case construction
Case constructionhulldebating
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The document provides an overview of case construction in debates. It explains that a team's case is their overarching argument that they are trying to prove, while each team member will have their own sub-case to impress upon judges. It stresses that all of a team's arguments should support their side's case and highlight their own case as superior. An example motion and potential cases for both sides are outlined. The document advises debaters to identify their burden of proof, case line, and ensure all points support proving their case. It emphasizes building an argument in a clear, logical structure from foundations to conclusions to effectively construct a case.An explanation of the Doing Ethics Technique Graham R Seach .docx
An explanation of the Doing Ethics Technique Graham R Seach .docxnettletondevon
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An explanation of the Doing Ethics Technique
Graham R Seach
Simpson, C. R., Nevile, L., & Burmeister, O. K. (2003). Doing ethics: A universal technique in an
accessibility context. Australian Journal of Information Systems, 10(2), 127-133.
The 'Doing Ethics' technique (DET) is a process for analysing ethical issues in any scenario. It doesn't
guarantee that what you come up with will be the best solution, but it does help you to think
ethically. That said, I understand that the technique may seem a little vague and perhaps lacking
guidance. To that end, the following might help you to understand how to apply the technique in
order to better understand ethical analysis.
To gain the most from the technique, you must explore and answer all eight questions in the order
in which they are posed. Each question stands alone and you cannot take the view that because you
have given information in response to one question that you can omit the same information from
subsequent questions.
Q1. What's going on?
This is a synopsis of what the case is all about. It is written in your own words, and can be taken from
a variety of perspectives, for example, from the perspective of a person raising a complaint, in which
case, it is a synopsis of the complaint. It can be taken from the perspective of an uninvolved
observer, in which case, it is an outline of what was observed, without going into too much detail.
Where you see multiple perspectives, you should describe them here. This question should target a
reader who has no knowledge of the case at hand, and is a brief outline of the case.
Q2. What are the facts?
This is a descriptive list of all the facts of the case. It doesn't just describe the case, but lists all the
facts as they are known (from all sources and perspectives), and also what one might reasonably
consider to be possibilities. For example, if a person was raising a complaint, Question 1 would
outline their complaint, and Question 2 would provide the detailed facts and the evidence to both
support and refute the claims (facts). All facts listed here must be supported by credible evidence, of
which the case itself is one source. If you choose, you may optionally assign a credibility weighting to
each fact, to help with later analysis.
Q3. What are the ethical and non-ethical issues?
This is a list of ALL the issues that are involved in the case, whether they be ethical, legal, social or
otherwise. In Question 5 we extract only the ethical issues for further analysis, but for now, simply
list and describe every relevant issue you can think of. This is probably the most difficult and
important question to get right, because Question 5 can only include the ethical that you have raised
here in Question 3. Therefore, this question must be a complete and comprehensive list of ALL the
issues.
Q4. Who is affected?
This is a list of all the stakeholders (people and entities) invo.
Problem Solving Skill in NEGOTIATION
Problem Solving Skill in NEGOTIATIONKanaidi ken
油
Pemateri: Kanaidi, SE., M.Si., cSAP
HP. 0812 2353 284 WA. 0877 5871 1905
e-mail : kanaidi63@gmail.com
-----------------------------------------
Material for debate training and competition
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Explanation for debate competition preparationDebate 101 oktafia
Debate 101 oktafiaOktafia Rachmawati Putri
油
Combining from many sources specially the ones I get from English Debate Society of Universitas Bakrie, here's the Debate 101 presentation that I usually used in my coaching or teaching activities. Sociology 1010httpwww.youtube.comwatchv=nBvGBdIHs7sht.docx
Sociology 1010httpwww.youtube.comwatchv=nBvGBdIHs7sht.docxpoulterbarbara
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Sociology 1010
http://www.youtube.com/watch?v=nBvGBdIHs7s
http://www.youtube.com/watch?v=q1oOjKQflN0
http://sep.stanford.edu/sep/jon/family/jos/culture/index.html
The point of this assignments is so that you learn and gain insights on how both the Progressives (Liberals) and the Traditionalists (Conservatives) see and reason about public issues.油 If you end up writing both your initial post and reply from (Progressive and Conservative on say Abortion) you are doing the wrong thing.
The cultural war is being waged by 2 major camps--Traditionalist (Conservatives) and Progressives (Liberals).油油 For this assignment, I will like you to do the following:
Step 1:油 Pick an ideological standpoint (say, Progressive), and post on 1 of the topics (say abortion) from the Progressive standpoint.油 (Your title: Progressive on Abortion).油 Please complete this step before doing anything else.
Step 2:油 React to a post by a fellow student from the opposing standpoint.油 (Say the person wrote on: Felon Enfranchisement, Progressive Ideology; You then change your title to say:油 Felon Enfranchisement: Traditionalist Ideology)油 In a separate paragraph, examine and explain which camp is winning, or has won, the ideological war. (Note: Your two post must cover both the Progressive and Traditionalist ideological stances on different public issues).
Please, avoid personalizing (I believe that油. . ., it is my view that . . .)油the discussion.油 Simply say: "Progressive would argue that . . . or, From the Conservatives standpoint . . . or, According to the Liberals . . . etc.
油
Here are a list of Public Issues:
Homosexuality and Same-Sex Marriage
Women in Combat油油油油油油油油油油油油油油油油油油油油油油油 油 油油油油油油油 Three Strikes and You're Out Policy
Sex Education in Public Schools油油油油油油油油油油油油油 Stop and Frisk
Race and Ethnic Relations油油油油油油油油油油油油油油油油油油油油油油 Stem Cell Research
Gender Relations油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油 Felon Disenfranchisement
Affirmative Action 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 Anti-smoking laws 油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油
Immigration 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 School desegregation 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油
Freedom of Expression 油 油 油 油 油 油 油 油 油 油 油 油 油
Abortion油
Gun Ownership 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油Flying While Arab (profiling)
Patriot Act 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油Conceal/Open and Carry (of handguns)
Affordable Health Act 油 油 油 油 油 油 油 油 油 油 油 油 油
Public School Prayer
Social Welfare--Social Security
Social Welfare--Unemployment Insurance
Prostitution / Sex Work
Death Penalty
Employee Interviews: Guidelines & Questions
Module 2 Assignment
Interviews on Employee Empowerment and Psychological Safety
Planning and Arranging the Interviews
Identify three individuals to interview: one in healthcare and two from other fields or industries (e.g., state/local government; business). Choose family members and friends you know well that will be comfortable answering honestly. Interview each pe.Case Analysis Guide1.) Describe what is going on by notinga
Case Analysis Guide1.) Describe what is going on by notingaogglili
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Case Analysis Guide
1.) Describe what is going on by noting:
a. Who are the key actors? What do we know about each of them?
b. What are the key systems involved? What do we know about each?
c. What does the problem seem to be? What are the underlying problems/issues?
d. What are the key sources of tension? What has lead up to this decision moment? What has changed to make this particular moment such a difficult one to negotiate?
2.) Explore the key sources of tension by considering:
a. What roles do different actors play in creating/sustaining a tension?油
i. How can you make sense of these roles? How does an actors background, attributes, culture, beliefs, etc., shape his/her perceptions? His/her behaviors? It may help spur your thinking to consider: How might things be different if a male actor were female? If a Black actor were white?
b. What roles do systems play in creating/sustaining a tension (issue/problem)?
i. How can you make sense of these roles? How does a systems structure, organization, functionality, resources, location, rules, norms, expectations, etc., shape the kinds of experiences the key actors are having?
c. How do interactions among actors and systems relate to a tension?
3.) Assess how additional knowledge and/or theory could deepen your understanding of the key sources of tension, and integrate that additional knowledge:
a. What is known about people with the attributes of the key actors? (e.g. developmental stages, cultural differences, gender differences, life transitions, people experiencing particular types of stressors, etc.) look for both theories and empirical evidence!
b. What is known about systems like those at the center of this case? (e.g. bureaucratic systems, hierarchical versus flat organizational structures, segregated neighborhoods, the impact of high job stress and low resources on worker productivity, strengths-based versus deficit-based service environments, etc.) look for both theories and empirical evidence!
c. How does this additional knowledge shape your thinking about the key sources of tension?
4.) Develop a problem formulation that focuses attention on the central tension/issue that must be addressed if the decision-maker is to move things forward in a productive way, while clarifying the key individual and systems factors that are most salient to why/how this issue has come to be.
5.) Develop alternative strategies that the decision-maker could realistically use to address the central issue. Be sure that each strategy begins in the specific moment/situation in which the decision-maker finds him/herself that is, if the decision-maker is in the midst of a heated argument, do not suggest a strategy that will start tomorrow, assuming that somehow he/she has gotten through the argument. Your strategy will often extend from the current moment into the near future, but you must articulate your strategy for getting from where things are right now, to a point where the key iss ...Toolbox Talk 101
Toolbox Talk 101Trace_Lane
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This document provides guidance on conducting effective toolbox talks or safety meetings. It emphasizes the importance of being prepared, actively engaging participants through open-ended questions, and providing positive reinforcement. The facilitator should review the topic in advance, find a quiet space, and highlight key points without reading directly from the document. Questions should encourage discussion on hazards and mitigation strategies. The talk should be limited to 5 minutes while still allowing other issues to be addressed briefly.The question is Should youth 18 years and younger have a legal c.docx
The question is Should youth 18 years and younger have a legal c.docxssusera34210
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The question is : Should youth 18 years and younger have a legal curfew?
Using the information from the PowerPoint presentation you created in Module 3, write an Argument Paper that takes a position on the issue you selected. Be sure to include an explanation of the topic, possible viewpoints on the topic, your selected position on the topic, and appropriate evidence to support both your position and that of your possible opponents. Avoid the errors in reasoning that we have studied during the past five weeks by providing your argument in a logically defensible form.
Directions:
1. Provide a summary introduction that succinctly identifies and explains the chosen issue, including key terms.
2. Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.
3. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
4. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
5. Next, identify and explain one counter argument (pro or con) related to the chosen issue and related to the first argument; either summarize an existing argument or construct an original one.
6. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
7. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
8. Critically assess which of the two arguments is superior; defend the judgment by explaining how and why. Explain the value of critical-thinking analysis in reaching this final conclusion.
9. Apply current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally present the position using good grammar, spelling, and punctuation.
Submit your Argument Paper in Microsoft Word document format to the M5: Assignment 1 Dropbox by Monday, October 6, 2014.油油油
Assignment 2 Grading Criteria
Maximum Points
Summary Introduction.
16
Identified and explained one argument (pro or con) related to the chosen issue.
20
Type of evidence offered in support of the argument position.
20
Analysis and explanation of how the evidence supports or fails to support the corresponding conclusion.
24
Evaluation of the argument.
28
Identified and explained one counter argument (pro or con) related to the chosen issue and related to the first argument.
20
Type of evidence offered in support of the counter argument position.
20
Analysis and explanation of ...Debate 07 08
Debate 07 08angelavvargas
油
Here is a sample argument constructed deductively for the given motion:
Motion: That Xavier School should abolish its haircut policy
Conclusion: Xavier School should abolish its strict haircut policy.
Support 1: The haircut policy infringes on students' personal freedom of expression. By dictating hairstyles, the school is limiting students' individuality and right to self-expression through their appearance.
Support 2: Strict grooming policies do not contribute to students' academic performance or development. There is no evidence that hair length or style impacts a student's ability to learn.
Support 3: Many other schools have moved away from rigid dress codes and allow students more freedom with their personal appearance without issues.ELEC 161 QUIZ 2 All the questions carry same weight .docx
ELEC 161 QUIZ 2 All the questions carry same weight .docxjack60216
油
ELEC 161
QUIZ 2
All the questions carry same weight
1. Calculate the efficiency of a transformer-coupled Class A amplifier for a supply of 12 Volts and an
output V(p) = 9 Volts. Show your calculations.
2. With the help of sketches, explain the operation of a Class B amplifier.
3. For a Class B amplifier, an 18-Volt peak signal to a 16-ohm load (speaker) and a power supply of Vcc =
24 Volts, determine the input power, output power, and the circuit efficiency. Show your calculations.
4. For a Class B amplifier with a supply voltage Vcc = 27 Volts and driving a load of 16 ohms, determine
the maximum input power, output power, and transistor power dissipation. Show your calculations.
5. Explain the concept of harmonic distortion as it applies to an amplifier. Provide appropriate sketches
and the equations.
The Problem: The Case of Tracking the Terrorists
My role is V.P. of Marketing in the following simulated case:
A bill has just been introduced in the Legislature, with wide bi-partisan support, that would create a database for creating a "network" of information by which to track non-documented workers and potential terrorists. The information that would be accessed includes information from drivers licenses, and requests for government services. In addition, the legislation would require all manufacturers of software to embed a code in their product which would allow tracking of internet use as well as sales on the computer. No notice would be given to the consumer other than the general notice that the measure has become law.
Please complete each section of this worksheet.
Be Attentive
If we consider each of the lenses a pane in a window, which gives us a balanced view of the problem, the final process combines all four of the lenses as we balance among the four core values of our community. After working through each of the lenses individually, you can now see how to put the pieces together in a whole. The process requires that you diligently ask the core questions over and over as you analyze problems that come to you.
All four lenses are needed. In the question about what comes first, rights and justice or results and virtue, the answer is - it doesn't matter. If you prefer to start with rights and justices, your horizons can be expanded as you dream of possibilities with those who focus on results and reputation. If you start with imagining what is possible, those dreams need to be disciplined by the constraints of rights and justice. As you go through all four lenses, you can calibrate your response and assure that you have considered all facets of the problem.
For the final round, we will work through the lenses in the order in which they were presented: (1) Rights/Responsibility Lens; (2) Results Lens; (3) Relationship Lens; (4) Reputation Lens.
We begin by setting the context. Please address the following questions:
1. Who is the ethical actor? Who or what gro ...Wk 3 Lec 4 Doing Research Ethically (1).pptx
Wk 3 Lec 4 Doing Research Ethically (1).pptxaneeqshah556
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This document discusses research ethics and provides examples of informed consent procedures. It outlines the major ethical requirements in conducting research, including informed consent, beneficence, respect for anonymity and confidentiality, and respect for privacy. Examples are given of how to obtain informed consent, including providing information about the research purpose and benefits, voluntary participation, privacy protections, and contact information. Consequences of violating ethical principles are also discussed. The document concludes with hypothetical scenarios posing ethical dilemmas and asking for evaluations of different choices of action.
UC Impromptu Debate Guidelines.pptx
UC Impromptu Debate Guidelines.pptxBiboySinon1
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The document outlines guidelines for an impromptu debate competition at UC. It provides details on:
1) The format which adopts a parliamentary debate style to allow inexperienced debaters to participate.
2) General rules including participant eligibility, moderation, and prohibited conduct.
3) Specific debate elements such as team roles, resolution selection, speech order and times, questioning periods, and points of procedure.
4) Judging procedures including assessment criteria for content, manner, and audience impact. Adjudicators provide individual scores which are tallied to determine the winning team.BA 362 ch003.ppt
BA 362 ch003.pptFatimaShaikh697627
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This document provides an overview of a chapter that discusses different ethical theories and decision-making frameworks. It introduces utilitarianism, which argues that actions should be judged based on their consequences and promoting the greatest happiness for the greatest number. It also discusses deontological ethics, which focuses on following ethical principles and duties even if the consequences are not optimal. The document provides examples of how these theories apply to business decisions and discusses some of their limitations. It also introduces concepts like moral rights, duties, and the social contract as the basis for ethical principles.Conflict+Resolution+Inventory.pdf
Conflict+Resolution+Inventory.pdfgeorge77vic
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The document describes a workshop that uses the Thomas-Kilmann Conflict Mode Instrument to assess individuals' behaviors in conflict situations. Participants complete a questionnaire to identify their primary conflict resolution style and assess how effective that style is in different situations. They can then choose to continue using that style or adopt alternative styles as needed. The workshop aims to provide a framework for analyzing conflicts and developing constructive resolution strategies.Mediation.ppt
Mediation.pptAdeyemiAgbelusi1
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This document provides an overview of mediation and discusses what it takes to be a mediator. It begins with definitions of mediation from different countries. It then discusses the benefits of mediation training, such as becoming better at resolving conflicts, negotiating, and preventing disputes. The document outlines several models of mediation, including the stages of mediation and techniques mediators can use. It also discusses different mediation styles like facilitative and evaluative. Finally, it considers psychological factors that can impact negotiations and decision-making. In summary, the document outlines mediation processes and styles, reviews models of mediation, and discusses what skills and qualities are important for mediators.General Quiz at ChakraView 2025 | Amlan Sarkar | Ashoka Univeristy | Prelims ...
General Quiz at ChakraView 2025 | Amlan Sarkar | Ashoka Univeristy | Prelims ...Amlan Sarkar
油
Prelims (with answers) + Finals of a general quiz originally conducted on 9th February, 2025.
This was the closing quiz of the 2025 edition of ChakraView - the annual quiz fest of Ashoka University.
Feedback welcome at amlansarkr@gmail.com 
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Model debate adj camp
Model debate adj campFardeen Ameen
油
The document analyzes a debate about establishing a black secessionist state within US territory. The opening government speaker effectively established the context and reasons for the motion. The closing opposition provided the strongest rebuttal by prioritizing the opening government arguments and offering alternative solutions. Overall, the debate followed the expected roles for each speaker type, with the opening opposition critiqued for only mechanistic refutation without disproving the opening government's core principle or offering a stronger defense of the status quo.Making Your Case in Negotiations
Making Your Case in NegotiationsManage Train Learn
油
The Course Topics series from Manage Train Learn and 際際滷 Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Making Your Case in Negotiations". Case construction
Case constructionhulldebating
油
The document provides an overview of case construction in debates. It explains that a team's case is their overarching argument that they are trying to prove, while each team member will have their own sub-case to impress upon judges. It stresses that all of a team's arguments should support their side's case and highlight their own case as superior. An example motion and potential cases for both sides are outlined. The document advises debaters to identify their burden of proof, case line, and ensure all points support proving their case. It emphasizes building an argument in a clear, logical structure from foundations to conclusions to effectively construct a case.An explanation of the Doing Ethics Technique Graham R Seach .docx
An explanation of the Doing Ethics Technique Graham R Seach .docxnettletondevon
油
An explanation of the Doing Ethics Technique
Graham R Seach
Simpson, C. R., Nevile, L., & Burmeister, O. K. (2003). Doing ethics: A universal technique in an
accessibility context. Australian Journal of Information Systems, 10(2), 127-133.
The 'Doing Ethics' technique (DET) is a process for analysing ethical issues in any scenario. It doesn't
guarantee that what you come up with will be the best solution, but it does help you to think
ethically. That said, I understand that the technique may seem a little vague and perhaps lacking
guidance. To that end, the following might help you to understand how to apply the technique in
order to better understand ethical analysis.
To gain the most from the technique, you must explore and answer all eight questions in the order
in which they are posed. Each question stands alone and you cannot take the view that because you
have given information in response to one question that you can omit the same information from
subsequent questions.
Q1. What's going on?
This is a synopsis of what the case is all about. It is written in your own words, and can be taken from
a variety of perspectives, for example, from the perspective of a person raising a complaint, in which
case, it is a synopsis of the complaint. It can be taken from the perspective of an uninvolved
observer, in which case, it is an outline of what was observed, without going into too much detail.
Where you see multiple perspectives, you should describe them here. This question should target a
reader who has no knowledge of the case at hand, and is a brief outline of the case.
Q2. What are the facts?
This is a descriptive list of all the facts of the case. It doesn't just describe the case, but lists all the
facts as they are known (from all sources and perspectives), and also what one might reasonably
consider to be possibilities. For example, if a person was raising a complaint, Question 1 would
outline their complaint, and Question 2 would provide the detailed facts and the evidence to both
support and refute the claims (facts). All facts listed here must be supported by credible evidence, of
which the case itself is one source. If you choose, you may optionally assign a credibility weighting to
each fact, to help with later analysis.
Q3. What are the ethical and non-ethical issues?
This is a list of ALL the issues that are involved in the case, whether they be ethical, legal, social or
otherwise. In Question 5 we extract only the ethical issues for further analysis, but for now, simply
list and describe every relevant issue you can think of. This is probably the most difficult and
important question to get right, because Question 5 can only include the ethical that you have raised
here in Question 3. Therefore, this question must be a complete and comprehensive list of ALL the
issues.
Q4. Who is affected?
This is a list of all the stakeholders (people and entities) invo.Problem Solving Skill in NEGOTIATION
Problem Solving Skill in NEGOTIATIONKanaidi ken
油
Pemateri: Kanaidi, SE., M.Si., cSAP
HP. 0812 2353 284 WA. 0877 5871 1905
e-mail : kanaidi63@gmail.com
-----------------------------------------
Material for debate training and competition
Material for debate training and competitionDinarDipta2
油
Explanation for debate competition preparationDebate 101 oktafia
Debate 101 oktafiaOktafia Rachmawati Putri
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Combining from many sources specially the ones I get from English Debate Society of Universitas Bakrie, here's the Debate 101 presentation that I usually used in my coaching or teaching activities. Sociology 1010httpwww.youtube.comwatchv=nBvGBdIHs7sht.docx
Sociology 1010httpwww.youtube.comwatchv=nBvGBdIHs7sht.docxpoulterbarbara
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Sociology 1010
http://www.youtube.com/watch?v=nBvGBdIHs7s
http://www.youtube.com/watch?v=q1oOjKQflN0
http://sep.stanford.edu/sep/jon/family/jos/culture/index.html
The point of this assignments is so that you learn and gain insights on how both the Progressives (Liberals) and the Traditionalists (Conservatives) see and reason about public issues.油 If you end up writing both your initial post and reply from (Progressive and Conservative on say Abortion) you are doing the wrong thing.
The cultural war is being waged by 2 major camps--Traditionalist (Conservatives) and Progressives (Liberals).油油 For this assignment, I will like you to do the following:
Step 1:油 Pick an ideological standpoint (say, Progressive), and post on 1 of the topics (say abortion) from the Progressive standpoint.油 (Your title: Progressive on Abortion).油 Please complete this step before doing anything else.
Step 2:油 React to a post by a fellow student from the opposing standpoint.油 (Say the person wrote on: Felon Enfranchisement, Progressive Ideology; You then change your title to say:油 Felon Enfranchisement: Traditionalist Ideology)油 In a separate paragraph, examine and explain which camp is winning, or has won, the ideological war. (Note: Your two post must cover both the Progressive and Traditionalist ideological stances on different public issues).
Please, avoid personalizing (I believe that油. . ., it is my view that . . .)油the discussion.油 Simply say: "Progressive would argue that . . . or, From the Conservatives standpoint . . . or, According to the Liberals . . . etc.
油
Here are a list of Public Issues:
Homosexuality and Same-Sex Marriage
Women in Combat油油油油油油油油油油油油油油油油油油油油油油油 油 油油油油油油油 Three Strikes and You're Out Policy
Sex Education in Public Schools油油油油油油油油油油油油油 Stop and Frisk
Race and Ethnic Relations油油油油油油油油油油油油油油油油油油油油油油 Stem Cell Research
Gender Relations油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油 Felon Disenfranchisement
Affirmative Action 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 Anti-smoking laws 油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油油
Immigration 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 School desegregation 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油
Freedom of Expression 油 油 油 油 油 油 油 油 油 油 油 油 油
Abortion油
Gun Ownership 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油Flying While Arab (profiling)
Patriot Act 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油Conceal/Open and Carry (of handguns)
Affordable Health Act 油 油 油 油 油 油 油 油 油 油 油 油 油
Public School Prayer
Social Welfare--Social Security
Social Welfare--Unemployment Insurance
Prostitution / Sex Work
Death Penalty
Employee Interviews: Guidelines & Questions
Module 2 Assignment
Interviews on Employee Empowerment and Psychological Safety
Planning and Arranging the Interviews
Identify three individuals to interview: one in healthcare and two from other fields or industries (e.g., state/local government; business). Choose family members and friends you know well that will be comfortable answering honestly. Interview each pe.Case Analysis Guide1.) Describe what is going on by notinga
Case Analysis Guide1.) Describe what is going on by notingaogglili
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Case Analysis Guide
1.) Describe what is going on by noting:
a. Who are the key actors? What do we know about each of them?
b. What are the key systems involved? What do we know about each?
c. What does the problem seem to be? What are the underlying problems/issues?
d. What are the key sources of tension? What has lead up to this decision moment? What has changed to make this particular moment such a difficult one to negotiate?
2.) Explore the key sources of tension by considering:
a. What roles do different actors play in creating/sustaining a tension?油
i. How can you make sense of these roles? How does an actors background, attributes, culture, beliefs, etc., shape his/her perceptions? His/her behaviors? It may help spur your thinking to consider: How might things be different if a male actor were female? If a Black actor were white?
b. What roles do systems play in creating/sustaining a tension (issue/problem)?
i. How can you make sense of these roles? How does a systems structure, organization, functionality, resources, location, rules, norms, expectations, etc., shape the kinds of experiences the key actors are having?
c. How do interactions among actors and systems relate to a tension?
3.) Assess how additional knowledge and/or theory could deepen your understanding of the key sources of tension, and integrate that additional knowledge:
a. What is known about people with the attributes of the key actors? (e.g. developmental stages, cultural differences, gender differences, life transitions, people experiencing particular types of stressors, etc.) look for both theories and empirical evidence!
b. What is known about systems like those at the center of this case? (e.g. bureaucratic systems, hierarchical versus flat organizational structures, segregated neighborhoods, the impact of high job stress and low resources on worker productivity, strengths-based versus deficit-based service environments, etc.) look for both theories and empirical evidence!
c. How does this additional knowledge shape your thinking about the key sources of tension?
4.) Develop a problem formulation that focuses attention on the central tension/issue that must be addressed if the decision-maker is to move things forward in a productive way, while clarifying the key individual and systems factors that are most salient to why/how this issue has come to be.
5.) Develop alternative strategies that the decision-maker could realistically use to address the central issue. Be sure that each strategy begins in the specific moment/situation in which the decision-maker finds him/herself that is, if the decision-maker is in the midst of a heated argument, do not suggest a strategy that will start tomorrow, assuming that somehow he/she has gotten through the argument. Your strategy will often extend from the current moment into the near future, but you must articulate your strategy for getting from where things are right now, to a point where the key iss ...Toolbox Talk 101
Toolbox Talk 101Trace_Lane
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This document provides guidance on conducting effective toolbox talks or safety meetings. It emphasizes the importance of being prepared, actively engaging participants through open-ended questions, and providing positive reinforcement. The facilitator should review the topic in advance, find a quiet space, and highlight key points without reading directly from the document. Questions should encourage discussion on hazards and mitigation strategies. The talk should be limited to 5 minutes while still allowing other issues to be addressed briefly.The question is Should youth 18 years and younger have a legal c.docx
The question is Should youth 18 years and younger have a legal c.docxssusera34210
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The question is : Should youth 18 years and younger have a legal curfew?
Using the information from the PowerPoint presentation you created in Module 3, write an Argument Paper that takes a position on the issue you selected. Be sure to include an explanation of the topic, possible viewpoints on the topic, your selected position on the topic, and appropriate evidence to support both your position and that of your possible opponents. Avoid the errors in reasoning that we have studied during the past five weeks by providing your argument in a logically defensible form.
Directions:
1. Provide a summary introduction that succinctly identifies and explains the chosen issue, including key terms.
2. Identify and explain one argument (pro or con) related to the chosen issue; either summarize an existing argument or construct an original one.
3. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
4. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
5. Next, identify and explain one counter argument (pro or con) related to the chosen issue and related to the first argument; either summarize an existing argument or construct an original one.
6. Identify and assess the type of evidence offered in support of the argument position. This will include identifying premises and conclusions.
7. Analyze the evidence by explaining how the evidence logically supports or fails to support the argument's conclusion, and critically evaluate the argument for any reasoning errors, accurately align the argument with the selected topic, and describe the source of the argument.
8. Critically assess which of the two arguments is superior; defend the judgment by explaining how and why. Explain the value of critical-thinking analysis in reaching this final conclusion.
9. Apply current APA standards for editorial style, expression of ideas, and format of text, citations, and references. Professionally present the position using good grammar, spelling, and punctuation.
Submit your Argument Paper in Microsoft Word document format to the M5: Assignment 1 Dropbox by Monday, October 6, 2014.油油油
Assignment 2 Grading Criteria
Maximum Points
Summary Introduction.
16
Identified and explained one argument (pro or con) related to the chosen issue.
20
Type of evidence offered in support of the argument position.
20
Analysis and explanation of how the evidence supports or fails to support the corresponding conclusion.
24
Evaluation of the argument.
28
Identified and explained one counter argument (pro or con) related to the chosen issue and related to the first argument.
20
Type of evidence offered in support of the counter argument position.
20
Analysis and explanation of ...Debate 07 08
Debate 07 08angelavvargas
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Here is a sample argument constructed deductively for the given motion:
Motion: That Xavier School should abolish its haircut policy
Conclusion: Xavier School should abolish its strict haircut policy.
Support 1: The haircut policy infringes on students' personal freedom of expression. By dictating hairstyles, the school is limiting students' individuality and right to self-expression through their appearance.
Support 2: Strict grooming policies do not contribute to students' academic performance or development. There is no evidence that hair length or style impacts a student's ability to learn.
Support 3: Many other schools have moved away from rigid dress codes and allow students more freedom with their personal appearance without issues.ELEC 161 QUIZ 2 All the questions carry same weight .docx
ELEC 161 QUIZ 2 All the questions carry same weight .docxjack60216
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ELEC 161
QUIZ 2
All the questions carry same weight
1. Calculate the efficiency of a transformer-coupled Class A amplifier for a supply of 12 Volts and an
output V(p) = 9 Volts. Show your calculations.
2. With the help of sketches, explain the operation of a Class B amplifier.
3. For a Class B amplifier, an 18-Volt peak signal to a 16-ohm load (speaker) and a power supply of Vcc =
24 Volts, determine the input power, output power, and the circuit efficiency. Show your calculations.
4. For a Class B amplifier with a supply voltage Vcc = 27 Volts and driving a load of 16 ohms, determine
the maximum input power, output power, and transistor power dissipation. Show your calculations.
5. Explain the concept of harmonic distortion as it applies to an amplifier. Provide appropriate sketches
and the equations.
The Problem: The Case of Tracking the Terrorists
My role is V.P. of Marketing in the following simulated case:
A bill has just been introduced in the Legislature, with wide bi-partisan support, that would create a database for creating a "network" of information by which to track non-documented workers and potential terrorists. The information that would be accessed includes information from drivers licenses, and requests for government services. In addition, the legislation would require all manufacturers of software to embed a code in their product which would allow tracking of internet use as well as sales on the computer. No notice would be given to the consumer other than the general notice that the measure has become law.
Please complete each section of this worksheet.
Be Attentive
If we consider each of the lenses a pane in a window, which gives us a balanced view of the problem, the final process combines all four of the lenses as we balance among the four core values of our community. After working through each of the lenses individually, you can now see how to put the pieces together in a whole. The process requires that you diligently ask the core questions over and over as you analyze problems that come to you.
All four lenses are needed. In the question about what comes first, rights and justice or results and virtue, the answer is - it doesn't matter. If you prefer to start with rights and justices, your horizons can be expanded as you dream of possibilities with those who focus on results and reputation. If you start with imagining what is possible, those dreams need to be disciplined by the constraints of rights and justice. As you go through all four lenses, you can calibrate your response and assure that you have considered all facets of the problem.
For the final round, we will work through the lenses in the order in which they were presented: (1) Rights/Responsibility Lens; (2) Results Lens; (3) Relationship Lens; (4) Reputation Lens.
We begin by setting the context. Please address the following questions:
1. Who is the ethical actor? Who or what gro ...Wk 3 Lec 4 Doing Research Ethically (1).pptx
Wk 3 Lec 4 Doing Research Ethically (1).pptxaneeqshah556
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This document discusses research ethics and provides examples of informed consent procedures. It outlines the major ethical requirements in conducting research, including informed consent, beneficence, respect for anonymity and confidentiality, and respect for privacy. Examples are given of how to obtain informed consent, including providing information about the research purpose and benefits, voluntary participation, privacy protections, and contact information. Consequences of violating ethical principles are also discussed. The document concludes with hypothetical scenarios posing ethical dilemmas and asking for evaluations of different choices of action.UC Impromptu Debate Guidelines.pptx
UC Impromptu Debate Guidelines.pptxBiboySinon1
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The document outlines guidelines for an impromptu debate competition at UC. It provides details on:
1) The format which adopts a parliamentary debate style to allow inexperienced debaters to participate.
2) General rules including participant eligibility, moderation, and prohibited conduct.
3) Specific debate elements such as team roles, resolution selection, speech order and times, questioning periods, and points of procedure.
4) Judging procedures including assessment criteria for content, manner, and audience impact. Adjudicators provide individual scores which are tallied to determine the winning team.BA 362 ch003.ppt
BA 362 ch003.pptFatimaShaikh697627
油
This document provides an overview of a chapter that discusses different ethical theories and decision-making frameworks. It introduces utilitarianism, which argues that actions should be judged based on their consequences and promoting the greatest happiness for the greatest number. It also discusses deontological ethics, which focuses on following ethical principles and duties even if the consequences are not optimal. The document provides examples of how these theories apply to business decisions and discusses some of their limitations. It also introduces concepts like moral rights, duties, and the social contract as the basis for ethical principles.Conflict+Resolution+Inventory.pdf
Conflict+Resolution+Inventory.pdfgeorge77vic
油
The document describes a workshop that uses the Thomas-Kilmann Conflict Mode Instrument to assess individuals' behaviors in conflict situations. Participants complete a questionnaire to identify their primary conflict resolution style and assess how effective that style is in different situations. They can then choose to continue using that style or adopt alternative styles as needed. The workshop aims to provide a framework for analyzing conflicts and developing constructive resolution strategies.Mediation.ppt
Mediation.pptAdeyemiAgbelusi1
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This document provides an overview of mediation and discusses what it takes to be a mediator. It begins with definitions of mediation from different countries. It then discusses the benefits of mediation training, such as becoming better at resolving conflicts, negotiating, and preventing disputes. The document outlines several models of mediation, including the stages of mediation and techniques mediators can use. It also discusses different mediation styles like facilitative and evaluative. Finally, it considers psychological factors that can impact negotiations and decision-making. In summary, the document outlines mediation processes and styles, reviews models of mediation, and discusses what skills and qualities are important for mediators.Recently uploaded (20)
General Quiz at ChakraView 2025 | Amlan Sarkar | Ashoka Univeristy | Prelims ...
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油
Prelims (with answers) + Finals of a general quiz originally conducted on 9th February, 2025.
This was the closing quiz of the 2025 edition of ChakraView - the annual quiz fest of Ashoka University.
Feedback welcome at amlansarkr@gmail.com Chapter 6. Business and Corporate Strategy Formulation.pdf
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This integrative course examines the strategic decision-making processes of top management,
focusing on the formulation, implementation, and evaluation of corporate strategies and policies.
Students will develop critical thinking and analytical skills by applying strategic frameworks,
conducting industry and environmental analyses, and exploring competitive positioning. Key
topics include corporate governance, business ethics, competitive advantage, and strategy
execution. Through case studies and real-world applications, students will gain a holistic
understanding of strategic management and its role in organizational success, preparing them to
navigate complex business environments and drive strategic initiatives effectively. Different perspectives on dugout canoe heritage of Soomaa.pdf
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Sharing the story of haabjas to 1st-year students of the University of Tartu MA programme "Folkloristics and Applied Heritage Studies" and 1st-year students of the Erasmus Mundus Joint Master programme "Education in Museums & Heritage". U.S. Department of Education certification
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Pass SAP C_C4H47_2503 with expert-designed practice tests & real questions. Start preparing today with ERPPrep.com and boost your SAP Sales Cloud career! 
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speed, Abnormal combustion, Influence of engine design and operating
variables on detonation, Fuel rating, Octane number, Fuel additives, HUCR,
Requirements of combustion chambers of S.I. Engines and its types.YSPH VMOC Special Report - Measles Outbreak Southwest US 4-6-2025 ver 5.pptx
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A measles outbreak originating in West Texas has been linked to confirmed cases in New Mexico, with additional cases reported in Oklahoma and Kansas. 58 individuals have required hospitalization, and 3 deaths, 2 children in Texas and 1 adult in New Mexico. These fatalities mark the first measles-related deaths in the United States since 2015 and the first pediatric measles death since 2003. The YSPH The Virtual Medical Operations Center Briefs (VMOC) were created as a service-learning project by faculty and graduate students at the Yale School of Public Health in response to the 2010 Haiti Earthquake. Each year, the VMOC Briefs are produced by students enrolled in Environmental Health Science Course 581 - Public Health Emergencies: Disaster Planning and Response. These briefs compile diverse information sources including status reports, maps, news articles, and web content into a single, easily digestible document that can be widely shared and used interactively.Key features of this report include:
- Comprehensive Overview: Provides situation updates, maps, relevant news, and web resources.
- Accessibility: Designed for easy reading, wide distribution, and interactive use.
- Collaboration: The unlocked" format enables other responders to share, copy, and adapt it seamlessly.
The students learn by doing, quickly discovering how and where to find critical油information and presenting油it in an easily understood manner.油油Knownsense 2025 prelims- U-25 General Quiz.pdf
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General College Quiz conducted by Pragya the Official Quiz Club of the University of Engineering and Management Kolkata in collaboration with Ecstasia the official cultural fest of the University of Engineering and Management Kolkata.URINE SPECIMEN COLLECTION AND HANDLING CLASS 1 FOR ALL PARAMEDICAL OR CLINICA...
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1. Urine analysis provides important information about renal and metabolic function through physical, chemical, and microscopic examination of urine samples.
2. Proper collection, preservation and timely testing of urine samples is necessary to obtain accurate results and detect abnormalities that can indicate underlying diseases.
3. Introduction to Systematic Reviews - Prof Ejaz Khan
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油
A Systematic Review:
Provides a clear and transparent process
Facilitates efficient integration of information for rational decision
making
Demonstrates where the effects of health care are consistent and
where they do vary
Minimizes bias (systematic errors) and reduce chance effects
Can be readily updated, as needed.
Meta-analysis can provide more precise estimates than individual
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Allows decisions based on evidence , whole of it and not partial
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Team Science in the AI Era: Talk for the Association of Cancer Center Administrators (ACCA) Team Science Network (April 2, 2025, 3pm ET)
Host: Jill Slack-Davis (https://www.linkedin.com/in/jill-slack-davis-56024514/)
20250402 Team Science in the AI Era
These slides: TBD
Jim Twin V1 (English video - Heygen) - https://youtu.be/T4S0uZp1SHw
Jim Twin V1 (French video - Heygen) - https://youtu.be/02hCGRJnCoc
Jim Twin (Chat) Tmpt.me Platform https://tmpt.app/@jimtwin
Jim Twin (English video OpenSource) https://youtu.be/mwnZjTNegXE
Jim Blog Post - https://service-science.info/archives/6612
Jim EIT Article (Real Jim) - https://www.eitdigital.eu/newsroom/grow-digital-insights/personal-ai-digital-twins-the-future-of-human-interaction/
Jim EIT Talk (Real Jim) - https://youtu.be/_1X6bRfOqc4
Reid Hoffman (English video) - https://youtu.be/rgD2gmwCS10How to Install Odoo 18 with Pycharm - Odoo 18 際際滷s
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All India Council of Vocational Skills (AICSVS) and National Council of Open Schooling Research and Training (NCOSRT), Global International University, Asia Book of World Records (ABWRECORDS), International a joint Accreditation Commission of Higher Education (IACOHE)The prospectus is going to be published in the year 2025Anti-Viral Agents.pptx Medicinal Chemistry III, B Pharm SEM VI
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Antiviral agents are crucial in combating viral infections, causing a variety of diseases from mild to life-threatening. Developed through medicinal chemistry, these drugs target viral structures and processes while minimizing harm to host cells. Viruses are classified into DNA and RNA viruses, with each replicating through distinct mechanisms. Treatments for herpesviruses involve nucleoside analogs like acyclovir and valacyclovir, which inhibit the viral DNA polymerase. Influenza is managed with neuraminidase inhibitors like oseltamivir and zanamivir, which prevent the release of new viral particles. HIV is treated with a combination of antiretroviral drugs targeting various stages of the viral life cycle. Hepatitis B and C are treated with different strategies, with nucleoside analogs like lamivudine inhibiting viral replication and direct-acting antivirals targeting the viral RNA polymerase and other key proteins.
Antiviral agents are designed based on their mechanisms of action, with several categories including nucleoside and nucleotide analogs, protease inhibitors, neuraminidase inhibitors, reverse transcriptase inhibitors, and integrase inhibitors. The design of these agents often relies on understanding the structure-activity relationship (SAR), which involves modifying the chemical structure of compounds to enhance efficacy, selectivity, and bioavailability while reducing side effects. Despite their success, challenges such as drug resistance, viral mutation, and the need for long-term therapy remain.Anti-Fungal Agents.pptx Medicinal Chemistry III B. Pharm Sem VI
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UNIT IV
Antifungal agents:
Antifungal antibiotics: Amphotericin-B, Nystatin, Natamycin, Griseofulvin.
Synthetic Antifungal agents: Clotrimazole, Econazole, Butoconazole,
Oxiconazole Tioconozole, Miconazole*, Ketoconazole, Terconazole,
Itraconazole, Fluconazole, Naftifine hydrochloride, Tolnaftate*YSPH VMOC Special Report - Measles Outbreak Southwest US 4-6-2025 ver 5.pptx
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All India Council of Skills and Vocational Studies (AICSVS) PROSPECTUS 2025
All India Council of Skills and Vocational Studies (AICSVS) PROSPECTUS 2025National Council of Open Schooling Research and Training
油
Framework lecture
- 1. Framework in Debate Smokey this is not Nam...There are rules. --Walter Sobchak
- 2. Intro-to-Framework Two Types--Theory Framework: made up by debaters to argue that all rounds should follow this rule-whats ok to do and whats not Impact Framework: what type of argument should the judge prioritize--what type of impact should win the ballot They are not the same THING!
- 3. Theory Framework-its simply Off vs Def Interp---(how should debate be--example--aff must defend topical USFG action) Violation---how does the Aff not meet this interp Impacts/Standards---why is this interp best for debate. This typically includes: Predictability, Fairness, Ground, Education, Utopian thinking, Switch-Side debate, Competition voters (debate is a game) vs Education voters (debate trains us to succeed) The key arg to win (if possible) is that the Aff or Neg could access their argument in your framework--it solves all their offense and makes debate more fair for you.
- 4. Theory F/W--can be Aff or Neg When to use it if your Neg? When they dont run a plan, demand, they say debate is bad and should change or claim they dont defend USFG action. It will answer most crazy Affs What advantage to you get if you force them to defend that USFG action should happen? Judges will be sympathetic to your situation but you must defend and block out possible answers to FW. When to use it if your Aff? You may use a theory FW that excludes Ks----not the best strategy.
- 5. Typical Answers to Theory FW If you are Aff---the team running a K will say you decrease education, they are predictable, and you have Aff advantages. If you are Neg against the K aff---they will say you decrease education, silence their voice, increase bio-power, FIAT and role-playing is bad, switch side debate bad, they are fair and predictable and dont decrease your ground. They are most likely wrong except in certain circumstances.
- 6. Why is policy debate good? Write at least 2 things down for each question, you have 3 min then we will discuss---Why is policy debate (roll playing the USFG should implement a policy) good? Why do you debate? Is debate fun and why?
- 7. Impact FW--What Matters Not whats allowed but whats important--types of impacts--what is the ethical framework how do we determine if something is good/bad-quest of ethics. Utilitarianism (Util) and/or Consequentialism Deontological ethics--duty based Which system should be our guide to make decisions? Does the actor change which system we should use? Example USFG or individuals
- 8. When is it used? If both Aff/Neg operate in a world of Util---there is no need for a FW debate. Its about access to the most devistating impact (nuke war, global warming, whatever) and why that impact jeopardizes survival. If one side operates in a util/calc based FW and the other side argues that value to life, respect for the other, or some ethical choice should be prioritized then their may be a need for an impact FW debate What if the Aff says global warming or systemic impacts should be prioritized and major/nuke war is not likley---should you read a FW arg against that? Are they using deontology?
- 9. How to argue You just read cards on Util/Conseq case to support your impact claims---no interp or theory needed Read offense util/calc: good card, inevitable card, Read defense of util/calc: ethical card, necessary for VTL card, make args that prove their impacts are inevitable if your util/calc based impact happens. Have extensions ready---that include a defense of util, war reps, survival rhetoric, nuke war=ext, AT: typical turns like security or VTL claims, At: nuke reps
- 10. How to argue Deont/ethics bad and not inevitable You must win calc/util is Win there is no value to life under util/calc Win security or nuke reps bad to K their impacts Win your form of ethics solves the impacts of their args Its very dangerous to concede that you operate under a Util/Calc framework----and bank on your case otw because these args usually lack specificity and have weak time frames
- 11. How to argue systemic mpx If your aff argues environmental impacts, genocide, torture, or other systemic impacts you have to win a few key args. Its all about probability debate--you must win their impact is unlikely and yours will happen You can still win offense to their impacts that dont link to you---threat con, security reps, nuke reps Your Defense of their impacts must be GOOD