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020			_a9681605438
040			_aGAMADERO2 _bspa _cGAMADERO2
041			_aeng
050	0	0	_aLCC
100			_aGeorges Duby
245			_aAdvanced debate. Readings in theory, practice & teaching /
250			_a1
260			_bFondo de Cultura Economico de Mexico _aUSA _c1992
300			_a579 _c16cm de ancho X 23.5cm de largo
490	0		_aSerie
505			_aContents DE Part One Overview of the Discipline 1 Why Should We Support Debate? 1 2 Kent Colbert and Thompson Biggers 2 Women in High School Debate J. Cinder Griffin and Holly Jane Raider 3 Ethics in Academic Debate: A Gaming Perspective Alfred C. Snider Part Two Advanced Debate Practices 4 Affirmative Case Approaches Allan J. Lichtman, Daniel M. Rohrer, and Jerome Corsi 5 A Systematic Approach to Opposing Policy Change Michael Pfau 8 15 31 33 42 6 A Reevaluation of Negative Division of Duties 50 Dwaine R. Hemphill 7 Cross-Examination Reexamined 61 George Ziegelmueller 8 Prep Time: Maximizing a Valuable Resource 71 Gloria Cabada 9 A Theory of the Turnaround Walter Ulrich 81 10 Value Analysis in Lincoln-Douglas Debate: The Need for Substance over Form 87 Diana Prentice Impact and Implications of Parliamentary Format on 94 11 American Debate E. Sam Cox and Kendall R. Phillips 12 The Use of Empirical Studies in Debate Tim Lee, Dave Harris, and Craig Dudczak 105 Advanced Debate 40 Towards a Strategic Focus in Nonpolicy Debate David J. Shipley 501 41 The Indivisibility of Value Claims from Policy Positions: An Argument for Policy in Value Debate 517 Dale Herbeck and Kimball Wong 42 Value Implications Kent Colbert and David A. Thomas 43 Hasty Generalization Revisited David M. Berube 528 535 44 When the Whole Is Greater Than the Sum of the Parts: The Implications of Holistic Resolutional Focus Jeffrey T. Bile 549 45 Debating Impacts: Intrinsicness Argumentation in 560 Nonpolicy Debating David M. Berube Appendix A Author Directory Appendix B Source Notes 577 579
520			_aPart One Overview of the Discipline In what sense can debate be called a discipline? There are several senses that come to mind. First, debate can be considered an academic discipline, studied in the curriculum of such courses as argumentation and debate. In this sense, scholars and theorists conduct research and publicize their findings in the latest advances in debate theory and research. Second, debate can be considered an extracurricular discipline in the form of a student activity. Like band, athletics, or the student yearbook, debate furnishes an organization and a set of educational goals for students beyond the classroom. In this sense, students and their activities are the focal point for our interest. Third, as an activity, debate itself incorporates critical thinking and analytical approaches to current issues in society. Debate's routines are disciplined. In the section that follows, three articles explore the discipline of debate. "Why Should We Support Debate?" is a question Colbert and Biggers ask. Their curiosity echoes that of many school administrators, teachers, parents, and students today. Their answer is optimistic and positive, and their findings should find their way into the rationale of many debate directors as they petition their school administrators for budgetary support. Griffin and Raider address the issue of white, male dominance of debate, an issue being raised increasingly in the consciousness of edu-cators and directors of many other activities as well. The low partici-pation rates of women and minorities in debate are unsettling. To the extent that the activity discriminates against groups, a flaw in the system exists that must be remedied. This article provides a useful starting point for discussion. Finally, Snider presents a paradigm for addressing ethical questions in the format of the formal academic debate context.
526			_aIngeniería Industrial
700			_aRobert Mandrou
942			_cLIB _2ddc
945			_a1 _badmin _dJenny Viridiana Quiroz Linares _c1261
999			_c3369 _d3369