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LA Coach

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About LA Coach

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  • Birthday 11/05/1986

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  1. Wunderbar. Once we have a time for you and for Felipe, you can figure out who will be the swift 1A and who will be the decisive 2A.

  2. Hey Coach, I finally figured out how to message you. I am working on getting you the reading time ASAP.

  3. Despite the concerns about time frame and spending, I like the Space Exploration/Development topic. To my way of thinking, it will require debaters to step further outside their comfort zone of international relations and critical domestic advantages and focus on something new. Obviously, the concerns about balance are important, but requiring more creativity in Affirmative strategy outside case writing isn't a bad thing. I like the IMF wording, specifically because it requires another actor. There's some great, serious writing out there about the nature of conditionality in IMF loans which could easily be cut as evidence. It's probably worth noting that HIPC debt is the topic of an LD resolution that might be used in the fall. That's not a reason to reject, but it's a curious cross-over to keep in mind. Urban renewal (which no one has really talked about so far) sounds like it may be fairly similar to Social Services. I'd be curious to read more about it, but I suspect we'd be covering reasonably similar ground. The same can be said for this China and SEA, when compared to this year's topic and the Japan/Korea debates. Obviously, they're different, but they're still going to feel similar. WMDs to Mental Health to Ocean Policy felt different every time, which was valuable to students who went through all three resolutions. Cyber-warfare, while still being a military policy topic, will probably have a different feel to it than military deployment does. So I would say that space, cybersecurity and HIPC debt are the best topics so far.
  4. I'm glad someone is sharing their camp experience fleshing out the potential topics, but it's stories like that which turn me off some of the more "relevant" resolutions (like drug treatment, PMCs, juvenile justice and net neutrality). I just can't see them debated in traditional/no-plan LD. Any value to you bring to those debates will be a bit of a stretch, and I don't see the variety of arguments that you might get out of, say, Progressive Taxation. I'm okay with simple resolutions. I love the phrasing of the Animal Rights topic because it asks students to really define justice, and to figure out if it derives from the social contract or from some universal idea of fairness. At the same time, the Secular ethics topic is growing on me because it's complicated and demands something different from debaters. What I'm not looking forward to is resolutions that devolve into purely utilitarian arguments. That's why there are other forms of debate. Net Neutrality is already framed as a utilitarian debate, which means it's closer to Public Forum than Lincoln-Douglas. Private Military Firms is only interesting in that context, and that means it's not really that interesting at all. With that in mind, my top four are: 1) Progressive Taxation 2) Animal Rights 3) Universal Human Rights vs National Interest 4) Secular/Religious Ethics
  5. I've been judging CX rounds for the past two years, so I'm familiar with the local novice circuit and I've been regularly reminded of how embarrassing novices can be. I'm not worried that my students will be just like everyone else, I'm concerned that they will be actively less prepared because they're less engaged than their opponents may be. I can't organize the team around a class, and my students regularly get a little arrogant since they attend a selective high school, which is why I'm looking for a model/curriculum that starts with low buy-in and gets them engaged over time. And, sadly, I'm in small town Louisiana rather than Los Angeles. We don't have access the the UDL, and we have to travel at least an hour to the nearest school with a team. The local coaches have been very supportive (and there are local college debaters that I could call on for general help), but I think I need a teaching strategy to start things off and build engagement before I tell anyone else that my students want to meet them. Perhaps the appropriate thing to do is just take our time getting everyone up to speed on the format, and start officially debating later on. Next year they can start faster, when we have some experienced and committed students to act as the core of the CX side.
  6. Congratulations to everyone that worked on the Animal Rights resolution wording. It appears (assuming I'm not jumping the gun) that "Resolved: Justice requires the recognition of animal rights." will be on the ballot next year. At least, that's what Jim Menick's most recent post suggests. If you'd like to see the rest of the list, and weigh in, the thread is here: http://www.cross-x.com/vb/showthread.php?t=997555
  7. Jim Menick has posted a list of resolutions which appears to be the NFL ballot for 2010-2011. I've reposted the list below, but you can head over to his blog (http://coachean.blogspot.com/2010/06/ld-festivus.html) to see his analysis. We'll have confirmation later. In the mean time, what do you think? Anything strike you right off the bat? Resolved: When forced to choose, a just government ought to prioritize universal human rights over its national interest. Resolved: The abuse of illegal drugs ought to be treated as a matter of public health, not of criminal justice. Resolved: In political campaigns within the United States, corporations ought to be afforded the same First Amendment free speech protections as individuals. Resolved: The United States is justified in using private military firms abroad to pursue its military objectives. Resolved: On balance, internet neutrality is desirable. Resolved: Progressive income taxes are just. Resolved: Justice requires the recognition of animal rights. Resolved: In the United States, juveniles charged with violent felonies ought to be treated as adults in the criminal justice system. Resolved: The constitutions of democratic governments ought to include procedures for secession. Resolved: Secular ethics ought to be prioritized over religious ethics in the legislative process.
  8. Thanks for the insight. I'm looking through the NDCA stuff (it's all in the Curriculum sub-menu, if you hover over Curriculum and look to the right), and the blog sounds like a good idea. I'm a bit skeptical about the Emory files, though. I read through the Aff packet, and noticed that there is a lot of underlining in the 1AC. What I read looked completely legitimate, but I'd rather use complete cards when students start out. I'll see what WNDI, SDI and GDI produce in the way of starter packets. I had been thinking about teaching them a basic Politics DA, which they can expand with new scenarios and internal link packages. Now that I think about it, Heg Good/Bad might be a better way to help my students keep learning about the topic. I remember the Deterrence DA from the WMD topic, and I imagine that Heg Good might fill the same role.
  9. Will 5C students be allowed to participate?
  10. @Ankur: I suspect that our new directive about academic teams isn't meant as a minimum standard of success, but as a standard of preparation. Our students, having rarely been intellectually challenged before coming here, have a tendency to under-prepare for some of these competitions and then embarrass the school when they get blown away. In the same year that we took home the NLD state championship, I had a varsity debater who refused to read any of the in-house or professional files I gave her. She didn't break at State, but was elected captain of the team the following year (at which point she didn't even attend State). I'm less concerned with my students being the best novices at the end of a tournament, and more concerned with them being equally capable when their rounds start. @nathan_debate: I was looking at using the Open Evidence Project to develop some core files for the year and keep things simple, but I wasn't sure how to best handle that. If I were just assembling a set of files for some novice debaters, it would be easy. Instead, since I'm a staff member and the team is a student organization, I need to focus on education even more than some of our faculty do. I know the Open Ev Project (and professional research services) will save me some time and energy, but I'm not really sure how to incorporate them into my quasi-curriculum. @Kunzelman: If their reactions to LD and Speech failures are any indication, a few bad loses won't break them down too terribly. I'm more concerned that, when confronted with other debaters and the utter uncertainty of novice CX debate, they will get frustrated and quit before they're really prepared to engage the activity. That's part of why I'm interested in a low-commitment curriculum to ease them into competition and help them get more excited as they scale the learning curve.
  11. I'm a staff member at a public residential high school for gifted students (like IMSA, or three other schools that made Newsweek's "Public Elites" list this year), and I found myself coaching the debate team. For the past two years, we've only done LD (top ranked NLD debater in the state, two years ago). Now I have some students who are interested in doing Policy debate. I was a CXer in high school, so I know the format, but there's a snag. We run the team as a student organization and, while we have some of the smartest students in the state, they have a hard time committing to things outside their school work. The administration has (rightly, in my opinion) reached the conclusion that the school shouldn't have any academic teams unless they're really ready to represent us, which might make it hard for students to pick up Policy debate. I want to give them a chance to explore it, if they're still interested in the fall, but I'll need a framework that fits their commitment level. My memory of Policy debate was that it required a lot of work, and I don't think my students will go for that. I've been trying to develop a curriculum that lets them decide how involved to be, but I'm not coming up with much. Does anyone have a model for teaching Novices that might account for a low commitment level, and might be adapted to remove grades? That's one easy answer that I don't have access to.
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