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About olddirtyclaire

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  • Birthday 09/20/1982

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  • Name
    Claire McKinney
  • School
    Kinkaid/Thomas Kelly HS
  1. UTNIF and most 3 week camps are probably out of your price range, though there is financial aid available. You should email the director, JV Reed, if you are interested to see what financial options are available if you are interested in the camp. UTNIF Skills Intensive is very focused on developing fundamentals of debate (flowing, line by line, argument mechanics) through engagement with the current resolution, so it might be able to serve your needs.
  2. Skills does indeed have lectures, research, and topic-specific focus. Everyone at the camp attends the same topic lecture on the second day of camp, and you will be able to choose what negative position to work on as a researcher. There are a series of elective and theory discussions that you will be able to utilize for whatever circuit you compete on. Skills uses a variety of affirmatives produced prior to camp to begin topic-focused debating from Day 1; you can choose which affirmative to run at the tournament. Typically, there are two policy affirmatives and one critical affirmative as part of the starter pack. Topic intensive focuses on the development of a comprehensive affirmative, so the first few days of camp are more research focused than skills focused. Topic does involve practice debates, lectures, etc., but you are assumed to have mastered the basics of debate (how different positions work, writing blocks, basic theory arguments, etc.). I don't know anything about WNDI, so I can't compare the two.
  3. Yes, in topic intensive, the evidence production and file construction is done in lab, so you will get practice in cutting cards and putting together a comprehensive aff and case negative. The Topic Intensive lab paritcipates in the camp-wide tournament at the end of the session, though there are regular intra-lab pracice debates throughout.
  4. At the UTNIF, you will definitely be able to pick the negative research group that focuses on policy arguments, including topic specific disadvantages. If there is interest in producing a policy-focused aff for Topic Intensive, then the lab leaders will direct that research as well.
  5. The skills intensive camp is structured to maximize the amount of practice debates and rebutal redos you get. The first week, the morning is spent in lab, the afternoon in rotating argument-based pods, and the evening in practice debates and rebuttal redos. That week, you work with already-produced files, so you can focus on skills development. The end of the week, you participate in the first of two tournaments. The second week is spent researching and developing a negative position, which you choose within a set of options. During this time, the lab leaders strive to maximize your ability to deploy whatever argument you choose as successfully as possible while teaching you research skills. During this time, you also are given a choice of unique electives, some skill-oriented, some argument-oriented, to attend, given by various lab leaders. In the third week, you prepare for the camp-wide tournament with your original labs and all the arguments developed during camp. The last 3 days are the camp-wide tournament. The skills intensive track is great if you are looking to develop as a speaker, while the topic intensive is more focused on developing topic knowledge and research skills. Obviously, whatever track you choose will try to give you a well-rounded experience. Hopefully, some pevious attendees can give you a better sense of the social side of it. The lab leaders are all dedicated and available both in and outside of lab for help. If you haven't looked over the website, it's utdebatecamp.com.
  6. As another biased party, the UTNIF session 1 does fit into the dates you specified above. Skills intensive focuses primarily on your skills in both making coherent and persuasive arguments in a debate round and the acumen of delivery. I think it is one of the best program designs for those who are looking for major improvement in speaking. There is a research component as well, but the majority of your time is spent debating. All the labs are usually under 15 people with a minimum of 2 lab leaders, so individual attention is high. The lab leaders skew older than most other camps, but that's because there is a premium placed on the ability to teach debate, not just knowledge how to debate. Topic intensive is more research oriented, so there are fewer practice debates, but you are still highly encouraged in the development of skills. You learn how to put together an aff from beginning to end and are in, again, an extremely small lab setting. This is a camp with an extremely strong kritikal component. You also learn all the nuances of policy debate, but you can also get a lot of practice both debating innovative kritiks and learning how to answer critical arguments with much more finesse.
  7. If you can be in Houston this Friday (9/25) at 3:30 pm and all day Saturday (9/26), and are interested in judging at Houston Memorial, email eric.emerson@kinkaid.org as soon as possible and let the tournament know.
  8. Skarb writes: "Third, I have been accused of using a pseudonym to hide my bias in order for Damien to be able to read the evidence in debates against the SBSP AFF. It is important to note that no team from Damien ever read evidence from this essay in any debate. Regardless, there was a non-debate reason for the use of a pseudonym. When I wrote the essay and submitted it to The Space Review for consideration and posted it on the Space Frontier Foundation’s SBSP blog I was concerned that the publication and/or posting of the essay under my name could be viewed by some as being in conflict with the non-compete clause of my current employment agreement. As such I chose to submit the essay using a pseudonym." So this is tangential to the actual issue at hand (on the actual issue, I agree with Tim Alderete and David Heidt and the numerous other educators who have argued that at best, publishing a useful-for-debate article under a psuedonym is extremely poor judgment, and at worst, constitutes cheating.), but I was confused about non-compete clauses and I thought someone might be able to clarify this. After a quick wikipedia look at the term, I found a couple things out. I concede wikipedia isn't the paragon of research sources, so if someone knows something that contradicts this, please let me know. 1) Non-compete clauses enjoin employees from pursuing a similar trade or profession to the one currently engaged in, as motivated by fear of proprietary information being used for a competing firm or company. 2) Non-compete clauses are null and void in California, except in cases of a dissolution of a company (http://caselaw.lp.findlaw.com/cacodes/bpc/16600-16607.html) Seeing as non-compete clauses are unenforceable in California, I doubt Damien High School made the non-compete provision. It must have been the Fortune 500 company (which is engaged in making Space-Based solar power?). In which case, wouldn't working for Damien violate the non-compete clause? Of course, even if another company enjoined you by a non-compete clause, it seems that it would not be upheld in a California court of law. I don't know how these contracts function in the circumstance of producing non-copyrighted intellectual property on the Internet. Is non-compensatory work publishing on a blog engaging in a similar trade or profession? Accoridng to the submission quidelines of the Space Review: (http://www.thespacereview.com/submissions.html) "Please note that currently we cannot pay authors for any articles we publish. However, all authors retain copyright on their articles and are free to publish them elsewhere either before or after submitting them to The Space Review." So bracketing the enforceability question, wouldn't contributing research that was proprietary to someone else's blog post still be a violation of the non-compete clause? It seems the inclusion of Skarb's name as a research assistant makes him just as liable for violation of the non-compete clause as if he authored the article. And do non-compete clauses not apply to pseudonyms? Can I violate my work contract as long as I do it anonymously? If California state law doesn't save Skarb, this post on cross-x might land him in hot water with his Fortune 500 company... At the least, I hope others in California see a legal expert about non-compete clauses because it seems like you should be able to post to blogs under your own name without fear.
  9. Hello, Some folks have expressed reticence at answering my survey, either because they don't know the answer to some questions or they feel uncomfortable answering others. If that's the case, don't worry about it. Feel free to skip any questions on the survey. incomplete data is better than no data at all. Thanks to all who have participated thus far. Claire McKinney
  10. Hi, My name is Claire McKinney and I'm currently a grad student in Political science at the University of Chicago. I am completing a course project on high school debate coaches which includes a survey. The more folks who take it, the better. So, if you have any association with a high school debate team and don't mind helping me out, please take the following survey and email it to cmckinney@uchicago.edu. You can email it in the text of the email or as a .rtf document. Thanks! Claire Short Survey for Network Analysis of High School Policy Debate The purpose of this survey is to gather data on the social and professional networks that exist amongst high school debate coaches. This study is only being performed for use in a course. Since the research will not be disseminated in any way, I have not applied for research approval by the Institutional Review Board at the University of Chicago. All personal information will be kept anonymous, including personal names, school names, and names of debate institutes. If you have any questions concerning the survey, please email me at cmckinney@uchicago.edu. 1) Name ____________________________________________________________ 2) School by which you are employed: ___________________________________ 3) How long have you worked there? _________________ 4) What is your position? (eg, head coach, assistant coach) ________________________ 5) How many coaches does your program employ in a given season? Coaches should include anyone who is hired by the school, the team, or individual debaters, to interact with students. This could include people who are hired for only a single tournament to a permanent position. _________________________ Please list the names of the people who are currently employed as coaches by your program. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6) How much is your programs’ travel budget for the regular debate season? Please Check One None or less than $2,999 ___ $3,000 -$4,999 ___ $5,000 -$6,999 ___ $7,000 -$8,999 ___ $9,000 -$10,999 ___ $11,000-$12,999 ___ $13,000-$14,999 ___ $15,000-$16,999 ___ $17,000-$19,999 ___ $20,000-$21,999 ___ $22,000-$24,999 ___ $25,000-$29,999 ___ $30,000-$34,999 ___ $35,000-$39,999 ___ $40,000-$44,999 ___ $45,000-$49,999 ___ $50,000-$59,999 ___ $60,000-$69,999 ___ $70,000-$79,999 ___ $80,000-$89,999 ___ $90,000-$104,999 ___ $105,000-$119,000 ___ $120,000 and over ___ Don’t Know ___ 7) Do students have to pay for any travel costs? If so, which ones? Check all that apply Squad membership fee NFL membership Supplies (including copies) Entry fees Lodging at tournaments Airfare Other transportation costs Other (please specify below) Other: ___________________________________________________________________ 8) Are you or your institution a member of any debate organizations (NDCA, NFL, an urban debate league, TFA or other state organization, etc)? ______________ If so, which ones? ______________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 9) Where and when did you attend high school?_________________________________ 10) Did you debate in high school? _________________ 11) Where and when did you attend college? ____________________________________ 12) Did you debate in college? ___________________ 13) In high school, did you attend any debate camps? _________________ If so, which ones? ________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 14) Have you worked at any summer debate institutes over the past 5 years? ________ If so, which ones? ________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 15) Please list the high school debate coaches who you consider to be close friends. Name as few or as many as you desire. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
  11. The UTNIF does offer lectures and lots of lab time. Everyone is also responsible for researching a negative position during the camp, so you do get experience with cutting cards, though this isn't the focus of the marathon--skill development and familiarity with the topic are. The staff includes many successful ex-college debaters and current high school and college coaches, including Blake Johnson, Teddy Albiniak, and Kate Richey. Hope this helps.
  12. The debate marathon gives a ton of practice rounds and you will definitely understand the in's and out's of the topic. Everyday, you get a lot of interaction with the lab leaders and you get to pick what negative argument you want to work on halfway through the camp. I've taught at the marathon for three years, and I can tell you any student who is engaged improves in skills and understanding by leaps and bounds. Plus, the starter packs are all written by some of the debate minds in the country, so you can't go wrong with the first arguments you'll read on the topic.
  13. I've created a wikispace for the creation of a caselist for NY states. This is the same idea as the wake caselist and the TOC caselist elsewhere, so let's see if we can also make it work for our state tournament. I'll post information from teams previously posted in other casebooks, but people should feel free to add for themselves. http://nystates.wikispaces.com/ Claire
  14. Hey yall-- Could one of you send me an outline of the 1AC you read in Quarters of Lexington, including the disease security preempts? Thanks. Send to olddirtyclaire@gmail.com
  15. olddirtyclaire


    Contact Will Baker to let him know you have applied (when you apply) and what your debate experience is like. If you want to debate in college for NYU, debate can help you in the admissions process. This also pretty much goes for all colleges-- if you plan to debate for a school, contact the director of debate, and they might have some pull with the admissions folk.
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