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  • Caselist.RoundClass[9]
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1		-2017-01-14 21:25:33.803
	1	+2017-01-14 21:25:33.0

Caselist.CitesClass[10]

Cites

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	1	+Protests drive down endowments
	2	+Anemona Hartocollis, 8-4-2016, "College Students Protest, Alumni’s Fondness Fades and Checks Shrink," New York Times, http://www.nytimes.com/2016/08/05/us/college-protests-alumni-donations.html?_r=1
	3	+Scott MacConnell cherishes the memory of his years at Amherst College, where he discovered his future métier as a theatrical designer. But protests on campus over cultural and racial sensitivities last year soured his feelings. Now Mr. MacConnell, who graduated in 1960, is expressing his discontent through his wallet. In June, he cut the college out of his will. “As an alumnus of the college, I feel that I have been lied to, patronized and basically dismissed as an old, white bigot who is insensitive to the needs and feelings of the current college community,” Mr. MacConnell, 77, wrote in a letter to the college’s alumni fund in December, when he first warned that he was reducing his support to the college to a token $5. A backlash from alumni is an unexpected aftershock of the campus disruptions of the last academic year. Although fund-raisers are still gauging the extent of the effect on philanthropy, some colleges — particularly small, elite liberal arts institutions — have reported a decline in donations, accompanied by a laundry list of complaints. Alumni from a range of generations say they are baffled by today’s college culture. Among their laments: Students are too wrapped up in racial and identity politics. They are allowed to take too many frivolous courses. They have repudiated the heroes and traditions of the past by judging them by today’s standards rather than in the context of their times. Fraternities are being unfairly maligned, and men are being demonized by sexual assault investigations. And university administrations have been too meek in addressing protesters whose messages have seemed to fly in the face of free speech. Continue reading the main story RELATED COVERAGE Racial Tension and Protests on Campuses Across the Country NOV. 10, 2015 With Diversity Comes Intensity in Amherst Free Speech Debate NOV. 28, 2015 Yale Professor and Wife, Targets of Protests, Resign as College Heads MAY 26, 2016 At Princeton, Woodrow Wilson, a Heralded Alum, Is Recast as an Intolerant One NOV. 22, 2015 Fighting for Free Speech on America’s Campuses AUG. 1, 2016 RECENT COMMENTS Michael Green August 8, 2016 New lyrics to Amherst College songOh, the Trustees of Amherst told that soldier of the kingTo go back to across the sea.And to the Frenchies... globalnomad August 8, 2016 My first master's degree was a formal study of the intellectual development of college students. The key to intellectual advancement is... Clinton August 5, 2016 So incredibly privileged folks (many of whom have careers in the less than savory field of finance) are mad about college students doing... SEE ALL COMMENTS Scott C. Johnston, who graduated from Yale in 1982, said he was on campus last fall when activists tried to shut down a free speech conference, “because apparently they missed irony class that day.” He recalled the Yale student who was videotaped screaming at a professor, Nicholas Christakis, that he had failed “to create a place of comfort and home” for students in his capacity as the head of a residential college. “I don’t think anything has damaged Yale’s brand quite like that,” said Mr. Johnston, a founder of an internet start-up and a former hedge fund manager. “This is not your daddy’s liberalism.” “The worst part,” he continued, “is that campus administrators are wilting before the activists like flowers.” Yale College’s alumni fund was flat between this year and last, according to Karen Peart, a university spokeswoman. Among about 35 small, selective liberal arts colleges belonging to the fund-raising organization Staff, or Sharing the Annual Fund Fundamentals, that recently reported their initial annual fund results for the 2016 fiscal year, 29 percent were behind 2015 in dollars, and 64 percent were behind in donors, according to a steering committee member, Scott Kleinheksel of Claremont McKenna College in California. His school, which was also the site of protests, had a decline in donor participation but a rise in giving. At Amherst, the amount of money given by alumni dropped 6.5 percent for the fiscal year that ended June 30, and participation in the alumni fund dropped 1.9 percentage points, to 50.6 percent, the lowest participation rate since 1975, when the college began admitting women, according to the college. The amount raised from big donors decreased significantly. Some of the decline was because of a falloff after two large reunion gifts last year, according to Pete Mackey, a spokesman for Amherst. At Princeton, where protesters unsuccessfully demanded the removal of Woodrow Wilson’s name from university buildings and programs, undergraduate alumni donations dropped 6.6 percent from a record high the year before, and participation dropped 1.9 percentage points, according to the university’s website. A Princeton spokesman, John Cramer, said there was no evidence the drop was connected to campus protests. Carolyn A. Martin, Amherst’s president, said she was not surprised that student protests had contributed to the decline in fund-raising. “I think colleges are places where complicated society wide issues are always thrashed out, sometimes across generations,” Dr. Martin, known as Biddy, said in an interview. Dr. Martin defended Amherst as a place where free speech and high standards still held sway, and said she had pushed back against protesters when necessary. Much of the alumni unrest at Amherst crystallized around the college’s decision to renounce its unofficial mascot, Lord Jeffery Amherst, known as Lord Jeff, an 18th-century British commander in the French and Indian War who gave his name to the town and, by extension, the college. A new generation of students has criticized his attitude toward Native Americans; he endorsed the idea of spreading smallpox among enemy tribes by giving them infected blankets. “He hated the Indians, because any general in his position would have,” said Gordon Hall III, class of ’52, a commercial real estate investor. He and Don MacNaughton, class of ’65, a retired lawyer and a history buff, wrote a booklet concluding that Lord Jeff had been unfairly maligned. Mr. MacNaughton paid for his share of its publication and promotion online with thousands of dollars he would have otherwise given to the college. “I feel that money is going to the benefit of Amherst College, in any event,” Mr. MacNaughton said. The older generation remembers Lord Amherst not as a genocidal warmonger, but as the inspiration for a beloved college fight song, written by a member of the class of 1906. The song, which Mr. Hall, 86, can still sing by heart, winks knowingly at Lord Amherst’s misdeeds with the line, “To the Frenchman and the Indians, he didn’t do a thing.” Mr. Hall, whose grandfather, father, uncles and son went to Amherst, archly calls himself “a powerhouse of nepotism.” But he has endowed a scholarship and says he welcomes students whose backgrounds are different from his. “I get letters every year about the recipient of my scholarship fund,” he said. “The name will always be a name that is ethnically or racially — you can tell — not like Hall. And so be it. You’ve got to go with the flow to some degree.” But, he wonders, “where did this supercorrectness thing come from?” In the category of supercorrectness, some alumni note that in March, a new director of the Women’s and Gender Center asked to be addressed as “they,” rather than “he” or “she.” “This is not a joke,” Paul Ruxin, who identified himself as “Old Curmudgeon class of ’65,” wrote to his classmates shortly before he died in April. David Pennock, class of ’60, one of four generations of his family to have gone to Amherst, is so invested in the college that he bridles at incorrect pronunciations of the name. “Our Amherst is pronounced without the H,” he said. His Amherst was tough but paternalistic, he said. When he fell behind in classes, the admissions dean, Eugene Wilson, class of ’29 and his father’s fraternity roommate, took him trout fishing on the Deerfield River and warned that he was headed for the “underachiever program,” a forced leave of absence. As class agent, Mr. Pennock did not reduce his giving, but he is one of a group of alumni pushing for the return of a core curriculum. Robert Longsworth, class of ’99, the seventh in his family to have attended Amherst, has been the president of the New York City alumni association and a class agent. But he has withdrawn, he said, because of his sense that the college has become “so wrapped up in this politically charged mission rather than staying in its lane and being an institution of higher education.” Mr. Longsworth, 39, who works in the financial industry, said he thought erasing history only made people more vulnerable to racism. “When the administration and faculty and ultimately a lot of the student body spends a great deal of time on witch hunts, I think that a lot of that intellectual rigor is forgone,” he said. Mr. Longsworth said he had heard from “friends who went to Hamilton, Trinity, Williams, Bates, Middlebury, Hobart, who are not pleased at what’s happened on campus, and they’ve kind of stepped away.” For these alumni, he said, refusing to write a check “seems to be the only lever that can make a difference.”
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	5	+Endowments are key to U.S. competitiveness and innovation
	6	+Steven R. Leigh, March 14 2014, "Endowments and the future of higher education," No Publication, http://www.colorado.edu/artsandsciences/news-events/message-dean/endowments-and-future-higher-education
	7	+Prominent universities rely heavily on endowments to support their many academic missions. Yale University, often cited as an exemplar in terms of success in endowments, operates with an endowment of approximately $20 billion, which probably produces enough annual income to pay tuition for every enrolled student. Income from Yale’s endowment funds a huge spectrum of academic pursuits, ranging from funding for women students in science, to professorships, to outreach programs for local teachers. A significant endowment makes the university better, allowing the institution to recruit top faculty and students, while funding research and outreach more generally. Endowments help reduce the costs of education in many ways. Most importantly, endowments allow universities to support professors, graduate students and undergraduate students in undertaking visionary, high-risk, high-reward research. Endowed professorships are reserved for only the most talented professors, and income from endowments helps the university support faculty, students and direct costs of research. Endowments also support student scholarships and programming. In general, endowments help universities offset educational costs while placing the university on the cutting edge of scholarly discovery, research and creative work. There is a new urgency in seeking better endowment funding across the United States. In 2013, student loan debt for current students and graduates topped $1.08 trillion (http://rt.com/usa/student-loan-debts-top-trillion-957/). This number has been driven by declines in state funding for universities and resultant increases in tuition across the United States since 2002. CU-Boulder’s story is among the most stark: Colorado decreased state funding from 2002 to 2012 by 48 percent, a larger percentage decline than any other state (http://www.nsf.gov/news/news_summ.jsp?cntn_id=125542). Almost all public universities have raised tuition steadily in the last dozen years, and many premiere public institutions have reached the $18,000-$20,000 range in tuition per year for in-state students (CU’s in-state tuition remains relatively low, about $8,700 per year). The three main sources of tuition revenue are student wages, loans and family savings: All are hard-earned, requiring sacrifices and trade-offs. One of the most important and difficult trade-offs is time. Students who work, like many at CU-Boulder, must balance careful attention to school work with competing commitments to employers and businesses. These broad trends point directly to the need for CU-Boulder’s College of Arts and Sciences to increase endowment funding across the college. Endowments drive improvements in the quality of an institution and reflect alums, donors and supporters who recognize the importance of research universities in the 21st century. Endowed professorships are the first and most important component of increasing our academic quality. Named chairs recognize significant faculty achievements and help the university support faculty salary and research. CU-Boulder professors are among the most productive in the nation and are heavily recruited by competitors, including Harvard, Yale, Stanford, Cornell, Berkeley, Illinois, UC Irvine and many others. Often, these competitors offer our faculty endowed professorships, conferring prestige and research support. CU must provide its faculty with comparable support to be competitive. A second major area for endowments is student scholarships and, for graduate students, fellowships. A stable source of income that helps pay tuition is the most direct and effective way to offset the costs of education. Endowed scholarships are also effective recruiting tools for admitting the nation’s best to CU. Our dynamic programs, departments and majors are attracting more and more applicants, including the best in the nation. Like faculty support, endowed scholarships and fellowships confer prestige and, most importantly, allow students to focus entirely on academics without balancing jobs and worrying about future loan repayments. Finally, endowment funding for programs greatly enriches the institution, providing capabilities that are difficult to attain when tuition revenue provides the majority of funding. Institutions funded mainly by tuition must make sure that expenditures directly benefit students, which sometimes limits options for innovation and risk-taking. Programmatic funding enables faculty and students to take risks in their research and creative work. For example, in my own field, this might involve traveling to an unexplored region to prospect for human fossils or archaeological sites. Support for high-risk projects allows our faculty and students to develop new areas of knowledge, benefitting society by broadening the capacity of the institution to innovate. The future of higher education, including CU’s future, depends to a large degree on how successfully we can build major endowments. Ultimately, U.S. competitiveness and leadership in the global knowledge economy depends on this as well. For alums, donors and supporters, endowments indelibly affirm the importance of higher education and enduringly preserve its viability and vitality.
	8	+Innovation solves great power war
	9	+
	10	+Taylor 4 – Professor of Political Science, Massachusetts Institute of Technology (Mark, “The Politics of Technological Change: International Relations versus Domestic Institutions,” Massachusetts Institute of Technology, 4/1/2004, http://www.scribd.com/doc/46554792/Taylor) RGP
	11	+I. Introduction Technological innovation is of central importance to the study of international relations (IR), affecting almost every aspect of the sub-field. First and foremost, a nation’s technological capability has a significant effect on its economic growth, industrial might, and military prowess; therefore relative national technological capabilities necessarily influence the balance of power between states, and hence have a role in calculations of war and alliance formation. Second, technology and innovative capacity also determine a nation’s trade profile, affecting which products it will import and export, as well as where multinational corporations will base their production facilities. Third, insofar as innovation-driven economic growth both attracts investment and produces surplus capital, a nation’s technological ability will also affect international financial flows and who has power over them. Thus, in broad theoretical terms, technological change is important to the study of IR because of its overall implications for both the relative and absolute power of states. And if theory alone does not convince, then history also tells us that nations on the technological ascent generally experience a corresponding and dramatic change in their global stature and influence, such as Britain during the first industrial revolution, the United States and Germany during the second industrial revolution, and Japan during the twentieth century. Conversely, great powers which fail to maintain their place at the technological frontier generally drift and fade from influence on international scene. This is not to suggest that technological innovation alone determines international politics, but rather that shifts in both relative and absolute technological capability have a major impact on international relations, and therefore need to be better understood by IR scholars. Indeed, the importance of technological innovation to international relations is seldom disputed by IR theorists. Technology is rarely the sole or overriding causal variable in any given IR theory, but a broad overview of the major theoretical debates reveals the ubiquity of technological causality. For example, from Waltz to Posen, almost all Realists have a place for technology in their explanations of international politics. At the very least, they describe it as an essential part of the distribution of material capabilities across nations, or an indirect source of military doctrine. And for some, like Gilpin quoted above, technology is the very cornerstone of great power domination, and its transfer the main vehicle by which war and change occur in world politics. Jervis tells us that the balance of offensive and defensive military technology affects the incentives for war. Walt agrees, arguing that technological change can alter a state’s aggregate power, and thereby affect both alliance formation and the international balance of threats. Liberals are less directly concerned with technological change, but they must admit that by raising or lowering the costs of using force, technological progress affects the rational attractiveness of international cooperation and regimes. Technology also lowers information and transactions costs and thus increases the applicability of international institutions, a cornerstone of Liberal IR theory. And in fostering flows of trade, finance, and information, technological change can lead to Keohane’s interdependence or Thomas Friedman et al’s globalization. Meanwhile, over at the “third debate”, Constructivists cover the causal spectrum on the issue, from Katzenstein’s “cultural norms” which shape security concerns and thereby affect technological innovation; to Wendt’s “stripped down technological determinism” in which technology inevitably drives nations to form a world state. However most Constructivists seem to favor Wendt, arguing that new technology changes people’s identities within society, and sometimes even creates new cross-national constituencies, thereby affecting international politics. Of course, Marxists tend to see technology as determining all social relations and the entire course of history, though they describe mankind’s major fault lines as running between economic classes rather than nation-states. Finally, Buzan and Little remind us that without advances in the technologies of transportation, communication, production, and war, international systems would not exist in the first place.

EntryDate

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	1	+2017-01-14 21:25:39.413

Judge

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	1	+Kathy Bond

Opponent

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	1	+Katy Taylor

ParentRound

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	1	+9

Round

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	1	+2

Team

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	1	+Polytechnic Liu Neg

Title

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	1	+Endowments DA

Tournament

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	1	+harvard westlake