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0- Suit K
Tournament: Loyola | Round: Semis | Opponent: La Cnada AZ | Judge: Panel They decided to dress formally. This means they lose: Differences in clothing create cognitive biases; the richer you are, the better you dress and the smarter you seem to judges. Fletcher 13 What Your Clothes Might Be Saying About You Ben C. Fletcher D.Phil., Oxon https://www.psychologytoday.com/blog/do-something-different/201304/what-your-clothes-might-be-saying-about-you April 20, 2013 Psychology Today Accessed 4/27/16 Two published1 studies by our team in the UK and Turkey shows some of the very subtle ways in which clothing influences all kinds of impressions about us. Our clothes make a huge difference to what people think about us – and without us knowing or in ways we couldn’t even imagine. People make their assessments in the first few seconds of seeing another; assessments that go way beyond how well you are dressed and how neat and tidy you might look. We carried out the research with over 300 adults (men and women). They looked at images of a man and a woman for just 3 seconds before making 'snap judgements' about them. In some of the pictures the man wore a made-to-measure suit. In others he wore a very similar off-the-peg suit bought on the high street. The differences in the suits were very minor – we controlled for all the big differences such as color and fabric, as well as making sure the face of the model was pixillated so that there could be no hidden messages in the facial expressions. After just a 3-second exposure people judged the man more favourably in the bespoke suit. And the judgements were not about how well dressed he was. They rated him as more confident, successful, flexible and a higher earner in a tailor-made suit than when he wore a high street equivalent. Since the model’s face in the pictures was blanked out these impressions must have been formed after quickly eyeing what he was wearing. So, our clothes say a great deal about who we are and can signal a great deal of socially important things to others, even if the impression is actually unfounded. Research suggests that these impressions about us can start inchildhood - one study found that teachers made assumptions about children's academic ability based on their clothing. This creates classist biases. McDermott 11 The Influence of Clothing Fashion and Race on the Perceived Socioeconomic Status and Person Perception of College Students LAUREN A. MCDERMOTT Walden University TERRY F. PETTIJOHN II Coastal Carolina University Psychology and Society, 2011, Vol. 4 (2), 64 - 75 http://www.psychologyandsociety.org/__assets/__original/2012/01/McDermott_Pettijohn.pdf Choice in clothing can communicate responsibility, status, power, and the ability to be successful (Turner-Bowker, 2001). When teachers dress more formally, such as when they wore suits and dress shoes, they are rated as more competent, but when instructors dressed more casually, wearing jeans and a t-shirt, they were rated higher on sociability, extraversion, and having an interesting presentation (Morris et al., 1996). Similarly, college teaching assistants wearing formal clothing were rated as more intellectual and credible than teaching assistants wearing semiformal or informal clothing (Workman, Johnson, and Hadeler, 1993). In another study, college women in Brazil rated men who were dressed in a socially formal, socially informal, or sportively fashion. The socially formal dressed individual was rated as less extraverted, sympathetic, charming, and attractive than the other models as well as having a more rightist political ideology (Satrapa et al., 1992). These past studies show how clothing style is related to person perceptions related to competence, status, and power, however, the race of the models and their perceived socioeconomic background were not included as integral parts of the research design as in the current research. Formal clothing creates racist double standards. McDermott 2 The Influence of Clothing Fashion and Race on the Perceived Socioeconomic Status and Person Perception of College Students LAUREN A. MCDERMOTT Walden University TERRY F. PETTIJOHN II Coastal Carolina University Psychology and Society, 2011, Vol. 4 (2), 64 - 75 http://www.psychologyandsociety.org/__assets/__original/2012/01/McDermott_Pettijohn.pdf Unfortunately, despite having an African American president in office, civil rights movements, social policy passage, and evolving tolerance, racism is still a challenge in the United States today (Stewart et al., 2010). Past research has widely investigated racism and has found minorities are often discriminated against as members of the out-group (Whitley and Kite, 2010). In the current research, we predicted the Caucasian model would be rated more favorably than the African American model. Research has also shown that income inequality has increased in recent years, leading to a decrease in general happiness among Americans related to further differentiation in social class distinctions (Oishi, Kesebir, and Diener, 2011). Classism is often expressed through cognitive and behavioral distancing (Lott, 2002) and can have serious implications for education, housing, healthcare, and other important areas of discrimination in life (APA, 2000). Therefore, we also predicted that models wearing a low status sweatshirt logo would be rated as lower SES and models wearing a high status sweatshirt logo were predicted to be rated as high SES. In addition, Caucasian models wearing the high status sweatshirt were predicted to be rated most positively and the African American models wearing the low status sweatshirt were predicted to be rated least positively on potential success, attractiveness, and other interpersonal dimensions. Mismatch in expectations, e.g. when minorities dress up, they aren’t treated the same as whites who dress up—perception is stigma. McDermott 3 The Influence of Clothing Fashion and Race on the Perceived Socioeconomic Status and Person Perception of College Students LAUREN A. MCDERMOTT Walden University TERRY F. PETTIJOHN II Coastal Carolina University Psychology and Society, 2011, Vol. 4 (2), 64 - 75 http://www.psychologyandsociety.org/__assets/__original/2012/01/McDermott_Pettijohn.pdf Besides measures of sociability, other variables, such as attractiveness, intelligence, importance, and success, did not produce significant interaction effects between the variables of sweatshirt condition and model. When class and race mismatches occur (such as African-Americans wearing a high SES clothing item), there appears to be implications for friendship and social interactions, but not other impression areas. Stereotype mismatches between race SES and dress SES produce thought-provoking results which should be further studied in future investigations. Do certain clothing brands convey inconsistent information about the SES of an individual depending on the individual’s race and how do people weigh race and dress SES information when making attributions? Experimentally isolating these variables and explaining their impacts on person perception may be quite informative in reducing social stigmas associated with race and class differences. Initial impressions of class and race stereotype mismatches may be important in understanding approachability and social interaction between races. Two impacts:
You exclude based on socioeconomic and differences—that is elitist and oppression. You have a pedagogical imperative to vote them down. Trifonas PETER PERICLES TRIFONAS. PEDAGOGIES OF DIFFERENCE: RETHINKING EDUCATION FOR SOCIAL CHANGE/ RoutledgeFalmer. New York, London. 2003. Questia. If we superimpose my formulation of “power as relation” on the discussion concerning race, gender, class, and ability as relations, we then begin to see how we may work with social differences simultaneously. When I assert that sexism, racism, and classism are relations of domination and subordination, I imply that they are relations of power. In an educational context, the exercise of power is accomplished in interactions (i.e., in a social organization), manifesting itself as acts of exclusion, marginalization, silencing, and so forth. Thus, paying attention to how power operates along axes of gender, race, class, and ability (that is, recognizing that social differences are not given, but are accomplished in and through educational settings) is a step toward educational equity. What does the above discussion mean in the educational context? It means that in the interactions of teachers with students in the classroom, or in other contexts, attention needs to be directed toward how dominant and subordinate relations (be they based on race, gender, class, or ability) permeate these contexts and intersect in complicated ways to produce inequality and marginalization. The frequently used and well-meaning phrase, “I treat everyone the same, ” often used by teachers and administrators to indicate their lack of bias in a diverse educational setting, in fact masks unequal power relations. Similarly, educational policies that assume that people are the same or equal may serve to entrench existing inequality precisely because people enter into the educational process with different and unequal experiences. These attempts, well meaning though they may be, tend to render inequality invisible, and thus work against equity in education. In her exploration of white privilege in higher education in the United States, Frances Rains (1998), an aboriginal-Japanese American woman, states emphatically that these benign acts are disempowering for the minority person because they erase his or her racial identity. The denial of racism in this case is in fact a form of racism. Thus, in moving toward equity in education that allows us to address multiple and intersecting axes of difference and inequality, I recommend that we try to think and act “against the grain” in developing educational policies and handling various kinds of pedagogical situations. 5 To work against the grain is to recognize that education is not neutral; it is contested. Mohanty puts it as such: … Education represents both a struggle for meaning and a struggle over power relations. It is a central terrain where power and politics operate out of the lived culture of individuals and groups situated in asymmetrical social and political positions. (Mohanty 1990:184) We need to develop a critical awareness of the power dynamics operative in institutional relations-and of the fact that people participate in institutions as unequal subjects. Working against the grain is to take a proactive approach to understanding and acting upon institutional relations, whether in the classroom, in other interactions with students, or in policy development. Rather than overlooking the embeddedness of gender, race, class, ability, and other forms of inequality that shape our interactions, working against the grain makes explicit the political nature of education and how power operates to privilege, silence, and marginalize individuals who are differently located in the educational process. In her exploration of feminist pedagogy, Linda Briskin (1990) makes a clear distinction between nonsexist and antisexist education critical to our understanding here. She asserts that nonsexism is an approach that attempts to neutralize sexual inequality by pretending that gender can be made irrelevant in the classroom. Thus, for instance, merely asserting that male and female students should have equal time to speak-and indeed giving them equal time-cannot adequately rectify the endemic problem of sexism in the classroom. One of Briskin's students reported that in her political science tutorials that when the male students spoke, everyone paid attention. When a female student spoke, however, the class acted as if no one was speaking (13). Neutrality is an attempt to conceal the unequal distribution of power. An against the grain approach would acknowledge explicitly that we are all gendered, racialized, and differently constructed subjects who do not participate in interactional relations as equals. This goes beyond formulating sexism, racism, abilism, and class privilege in individualist terms and treating them as if they were personal attitudes. Terry Wolverton (1983) discovered the difference between nonracism and antiracism in her consciousness-raising attempt: I had confused the act of trying to appear not to be racist with actively working to eliminate racism. Trying to appear not racist had made me deny my racism, and therefore exclude the possibility of change. (191) Being against the grain means seeing inequality as systemic and interpersonal (rather than individual), and combatting oppression as a collective responsibility, not just as a personal attribute (so that somehow a person can cleanse herself or himself of sexism, racism, abilism, or class bias). It is to pay attention to oppression as an interactional property that can be altered (see Manners 1998). Roger Simon (1993) suggests, in his development of a philosophical basis for teaching against the grain, which shares many commonalities in how I think about an integrative approach to equity in education, that teaching against the grain is fundamentally a moral practice. By this he does not mean that teachers simply fulfill the mandate and guidelines of school authorities. He believes that teachers must expose the partial and imperfect nature of existing knowledge, which is constructed on the basis of asymmetrical power relations (for instance, who has the power to speak and whose voices are suppressed?). It is the responsibility of the teacher or educator to show how dominant forms of knowledge and ways of knowing constrict human capacities. In exposing the power relations integral to the knowledge construction process, the educator, by extension, must treat teaching and learning as a mutual and collaborative act between teachers and students. What may this ideal look like in practice? Marilyn Cochran-Smith (1991) also explores the notion of teaching against the grain in her research on how teachers and students worked together in a preservice program in the Philadelphia area. Borrowing from Gramsci's formulation that action is everyone's responsibility, she asserts that teaching is fundamentally a political activity. In practical terms, she outlines what it may mean to teach against the grain in an actual teaching and learning situation. Her succinct articulation is worth quoting at length: To teach against the grain, teachers have to understand and work both within and around the culture of teaching and the politics of schooling at their particular schools and within their larger school system and communities. They cannot simply announce better ways of doing things, as outsiders are likely to do. They have to teach differently without judging the ways other teach or dismissing the ideas others espouse…. They are not at liberty to publicly announce brilliant but excoriating critiques of their colleagues and the bureaucracies in which they labor. Their ultimate commitment is to the school lives and futures of the children with whom they live and work. Without condescension or defensiveness, they have to work with parents and other teachers on different ways of seeing and measuring development, connecting and dividing knowledge, and knowing about teaching and schooling. They have to be astute observers of individual learners with the ability to pose and explore questions that transcend cultural attribution, institutional habit, and the alleged certainty of outside experts. They have to see beyond and through the conventional labels and practices that sustain the status quo by raising unanswerable and often uncomfortable questions. Perhaps most importantly, teachers who work against the grain must name and wrestle with their own doubts, must fend off the fatigue of reform and depend on the strength of their individual and collaborative convictions that their work ultimately makes a difference in the fabric of social responsibility. (Cochran-Smith 1991:284-85) For me, to be against the grain is therefore to recognize that the routinized courses of action and interactions in all educational contexts are imbued with unequal distribution of power that produce and reinforce various forms of marginalization and exclusion. Thus, a commitment to redress these power relations (i.e., equity in education) involves interventions and actions that may appear “counter-intuitive.” 6 Undoing inequality and achieving equity in education is a risky and uncomfortable act because we need to disrupt the ways things are “normally” done. This involves a serious (and frequently threatening) effort to interrogate our privilege as well as our powerlessness. It obliges us to examine our own privilege relative though it may be, to move out of our internalized positions as victims, to take control over our lives, and to take responsibilities for change. It requires us to question what we take for granted, and a commitment to a vision of society built on reflection, reform, mutuality, and respect in theory and in practice. Teaching and learning against the grain is not easy, comfortable, or safe. It is protracted, difficult, uncomfortable, painful, and risky. It involves struggles with our colleagues, our students, as well as struggles within ourselves against our internalized beliefs and normalized behaviors. In other words, it is a lifelong challenge. However, as Simon (1993) puts it, teaching against the grain is also a project of hope. We engage in it with the knowledge and conviction that we are in a long-term collaborative project with like-minded people whose goal is to make the world a better place for us and for our children. 2. Skews fairness—alters how the judge perceives our arguments, which outweighs: no amount of strat can counteract how judges evaluate our argument. Fairness is a voter since it’s the judge’s obligation to pick the right winner, which is impossible with skews. Dropping them is key—there’s no other way to rectify the abuse in-round. The alt is to vote down debaters wearing formal clothing. McDermott 4 The Influence of Clothing Fashion and Race on the Perceived Socioeconomic Status and Person Perception of College Students LAUREN A. MCDERMOTT Walden University TERRY F. PETTIJOHN II Coastal Carolina University Psychology and Society, 2011, Vol. 4 (2), 64 - 75 http://www.psychologyandsociety.org/__assets/__original/2012/01/McDermott_Pettijohn.pdf In order to fix a social problem the source of that problem must be found. Racism and classism are prevalent in today’s society. People continue to judge each other on first impressions of sex, race, and socioeconomic indicators like clothing. Once an initial judgment is made, the line between stereotypes and individual differences is blurred. The results of the current study demonstrate how initial judgments about other individuals can lead to more negative impressions. Discrimination may then occur after these negative impressions are formed. Given these results, individuals may be more careful in their clothing choices, especially when interacting with others who make important decisions about life outcomes, especially in areas related to education, finances, health, and policy. A simple logo on a sweatshirt has the power to significantly alter the impressions of others. In sum, the current findings suggest the combination of race and fashion is important in understanding social class and person impressions.
9/21/16
1- EM Plans Bad
Tournament: Loyola | Round: Quarters | Opponent: Mountain View DZ | Judge: Panel A is the Interpretation: If the aff defends an epistemically modest paradigm of framework debate, then they must defend the whole resolution. To clarify, either epistemic modesty or a plan is permissible but the combination isn’t.
9/21/16
1- MPA Bad
Tournament: Loyola | Round: Semis | Opponent: La Cnada AZ | Judge: Panel A is the Interpretation: debaters reading causal link chains must either defend all links with pure analytics or read a link chain advocate who claims a causal connection from the initial link, e.g. the point of divergence between the aff and neg worlds, to the terminal impact. To clarify, they cannot have one author saying that X will lead to Y and another author saying Y will lead to Z.
9/21/16
1- Must Read Fwk
Tournament: Loyola | Round: 2 | Opponent: Polytechnic JL | Judge: Adam Bistagne A is the Interpretation: the affirmative debater must link all offense to a comprehensive normative theory that entails the truth or falsity of all normative propositions, rather than a) linking to some narrow principle without explaining what broader theory justifies it or b) linking to a broad theory they don’t justify. Their moral framework cannot just appeal to a feature they purport to be demanded or appealed to by all moral theories; rather, it must be derived from a single theory.
9/21/16
SO Crap K
Tournament: Loyola | Round: 4 | Opponent: Harvard-Westlake CE | Judge: Kris Kaya A is the Link: Affirming necessarily pushes energy into the private sector. The privatization of services expands neoliberal forms of biopower via capitalism – even if nuclear power is biopolitical, the aff is way worse. Hamann in 2k9 (Trent, St. John’s University, Foucault Studes no 6, Neoliberalism, Governmentality, and Ethics, http://rauli.cbs.dk/index.php/foucault-studies/article/view/2471/2469) Within this formerly public ... onto individuals has succeeded. Countries require reliable energy to meet base-load capacity – a nuclear energy ban only leads to reliance on coal - other fuels aren’t viable. Bosselman 7, Fred. (Professor of Law Emeritus, Chicago-Kent College of Law. Professor Bosselman is not affiliated with any company or agency that promotes nuclear power.) THE ECOLOGICAL ADVANTAGES OF NUCLEAR POWER. 3/15/2007. NP 8/24/16. in substitution DA The coal industry is horribly exploitative and unsafe—it’s corrupt to lower prices to meet international energy markets. Clark 14 Poor Working Conditions Continue To Plague Coal-Producing Developing Countries BY MEAGAN CLARK(staff reporter) 05/14/14 AT 3:21 PM http://www.ibtimes.com/poor-working-conditions-continue-plague-coal-producing-developing-countries-1584359 IB Times NS 8/27 Coal miners around ... Non-Traditional Security Studies report concluded. Coal is worse: horrible for minority communities and lower-income areas. Israel 12 Coal plants smothering communities of color, report finds By Brett Israel (Scientific American Environmental Health Contributor) The Daily Climate http://www.dailyclimate.org/tdc-newsroom/2012/11/coal-power-injustice Nov 26, 2012 NS 8/26/12 Coal plants place a disproportionate ... according to the report. B is the Impact: No value to life under capitalism—it reduces everything to consumerist decision calculus. Cerni 07 Cerni, cultural logic electronic collection of Marxist Theory and Practice independent writer, 07 (Paula, “The Age of Consumer Capitalism”, http://clogic.eserver.org/2007/Cerni.pdf, accessed 7/8/09, JD) Thus the powerlessness ... intangible flows of information and knowledge. This also outweighs their impacts since even if they solve, we have no value to life to enjoy them in the first place. Class focus and capitalism come before all impacts and is the root cause of all oppression. Kovel 07 Kovel, Prof. of Social Studies @ Bard, 2007 Joel, “The Enemy of Nature”, p. 140- If, however, we ask the ... discuss in the next section. Part C: the alt is to empower nuclear workers to socialize nuclear power. A rejection of nuclear power is impractical and doesn’t solve—it pushed power back into the hands of new government agencies and corporations. Only an empowerment movement solves. King ‘11 FUKUSHIMA, THE LEFT, AND NUCLEAR POWER by Stuart King on Socialist Arguments for Nuclear Power June 14, 2011. http://climateandcapitalism.com/2011/06/14/socialist-arguments-for-nuclear-power/ Climate and Capitalism Cut 9/3 NS The whole of the nuclear ... technicians to be able to do so.
9/11/16
SO Environmental Apocalypticism K
Tournament: Loyola | Round: 2 | Opponent: Polytechnic JL | Judge: Adam Bistagne Claims of catastrophe claims don’t motivate – they alienate and force reactionary policies that result in eco-fascism. Turning away form apocalyptic rhetoric is key to addressing environmental problems in a meaningful way. Davidson, 2000 BioScience 50(5):433-440. 2000 Economic Growth and the Environment:Alternatives to the Limits Paradigm CARLOS DAVIDSON Carlos Davidson is a conservation biologist with a background in economics. He is currently studying landscape-scale patterns of amphibian decline in California in the Section of Evolution and Ecology, University of California, Davis Is the limits metaphor ... and might support change? Eco-fascism decimates the human population and accelerates degradation. Lewis, 94 Martin Lewis, 1994. Lecturer in history and director of the International Relations program at Stanford. Green Delusions, p. 8, Google Books. Finally, the radical green movement ... in an already industrialized society. The alternative is to reject the affirmative in order to oppose their representations of the environment and replace them with the metaphor of the tapestry of nature. Representing environmental degradation in terms of passing limits that risk catastrophic collapse is a political manipulation that is not based in science. Degradation is more akin to the slow unraveling of the tapestry of nature—that is a better way to craft and understand environmental policy. Davidson, 2000 BioScience 50(5):433-440. 2000 Economic Growth and the Environment:Alternatives to the Limits Paradigm CARLOS DAVIDSON Carlos Davidson is a conservation biologist with a background in economics. He is currently studying landscape-scale patterns of amphibian decline in California in the Section of Evolution and Ecology, University of California, Davis The relationship between ... option, and amenity considerations. Political method is a prior question to the aff—the impact is serial policy failure. Dillon and Reid 2K (Michael and Julian, “Global Governance, Liberal Peace, and Complex Emergency,” Alternatives: Social Transformation and Humane Governance, Jan-Mar 2000, Vol. 25, Issue 1, Ebsco) As a precursor to global ... as Foucauldian "biopower" ways.
9/10/16
SO HW Interp
Tournament: Loyola | Round: Octas | Opponent: HW IP | Judge: Panel Affirmative debaters may not defend a phase-out. They must defend that nuclear power plants are immediately dismantled, not phased out.
