Debate Style Research Articles

Parliamentary debate and the construction of the national characteristics of Swedish parliamentarism

ABSTRACT This article examines how the characteristics of parliamentary debate were discussed in Sweden between the late nineteenth century and the Second World War, covering the period of parliamentary democratization and the interwar crisis of democracy. Focusing on the comments on the nature of parliamentary rebates in the printed press, as well as the ways in which MPs comment on debate while they speak in parliament, this article shows that there is a remarkable continuity in the ways in which Swedish parliamentary debate was viewed, as a compromising negotiation in parliamentary committees was elevated to a national characteristic of Swedish parliamentary culture both by the conservative critics of parliamentary democracy and the social democratic and liberal defenders of democracy. What was in the late nineteenth century and the early twentieth centuries characteristically a conservative argument in favour of safeguarding the quality and independence of the working procedures of parliament against the consequences of democratization was in the 1930s turned into an argument against the threats that political extremism and totalitarian ideas posed to parliamentary democracy. The study shows that the Swedish style of parliamentary debate was continuously contrasted with the pro et contra style of debate in the British Parliament, which was deemed unsuitable to the Swedish constitutional tradition even if it sometimes gained support as an ideal type. The main examples of debates on parliamentary procedures discussed in the study deal with the question of open voting and the rights of the Speaker to regulate debates.

MR-contrast enhanced mammography (CEM) for follow-up of breast cancer patients: a "pros and cons" debate.

Women with a personal history of breast cancer (PHBC) are at an increased risk of either a local recurrence or a new primary breast cancer. Thus, surveillance is essential for the detection of recurrent disease at the earliest possible stage, allowing for prompt treatment, and potentially improving overall survival. Nowadays, mammography follow-up is the only surveillance imaging technique recommended by international guidelines. Nevertheless, sensitivity of mammography is lower after breast cancer treatment, particularly during the first 5 years, due to increased density or post-treatment changes. Contrast-enhanced breast imaging techniques, such as MRI or contrast-enhanced mammography (CEM), are very sensitive to detect malignant enhancement, especially in dense breasts. This Special Report will provide arguments in favor of and against breast cancer follow-up with MRI or CEM, in a debate style between experts in Breast Imaging. Finally, the scientific points of pros and cons arguments will be summarized to help objectively decide the best follow-up strategy for women with a personal history of breast cancer. CLINICAL RELEVANCE STATEMENT: A personalized approach to follow-up imaging after conservative breast cancer treatment could optimize patient outcomes, using mammography as a baseline for most patients, and MRI or CEM selectively in patients with higher risks for a recurrence. KEY POINTS: • Women with a personal history of breast cancer are at an increased risk of either a local recurrence or a new primary breast cancer. • Breast cancer survivors may benefit from additional imaging with MRI/CEM, in case of increased risk of a second breast cancer, with dense breasts or a cancer diagnosis before age 50 years. • As survival after local recurrence seems to depend on the initial stage at diagnosis, imaging should be more focused on detecting tumors in the earliest stages.

Learning from the outside: parliament's response to public meetings in Germany and the Netherlands, 1870–1914

ABSTRACT In this article, we study the changing position of parliament regarding public meetings in Germany and the Netherlands between 1870 and 1914. In the second half of the nineteenth century, parliaments in both countries were confronted with the challenge of how to justify their position, and whether and how to integrate the claims and longings of new groups into political decision-making. Public meetings offered a unique place to get in touch with voters and get direct knowledge of the constituents' needs and wishes. Based on the minutes of the Reichstag and Tweede Kamer, we argue that public meetings were increasingly conceived as a legitimate source of public opinion. Although parliamentary traditions and legal frameworks were different in Germany and the Netherlands, we demonstrate that there are interesting parallels in argumentation. In both countries, the question of freedom of expression, access to the meeting hall and an orderly style of debate were central. Public opinion was no longer considered the intellectual affair of an elite and taking ‘the voice of the people’ seriously could now also provide legitimacy to parliamentary politics.

THE INFLUENCE OF THE BRITISH STYLE DEBATE LEARNING MODEL BASED ON LOGICAL INFERENCE IN ENHANCING STUDENTS' SCIENTIFIC THINKING ABILITIES

Science education should be able to help students acquire scientific thinking skills. However, the reality in the field shows that the average value of students' scientific thinking is only 65.35%, which is classified as moderate. to overcome this problem, the implementation of the English Style Debate Learning model based on logical reasoning was introduced to students. The purpose of this study is to determine the impact of the implementation of this model on students at SMPN 1 Sambit, Ponorogo. the research method used is quantitative with experimental type. The research design used was quasi-experimental design. the sampling technique used was cluster random sampling. The one-tailed t-test results showed that students' scientific thinking skills when using the logical inference-based English Style Debate Learning model were superior to their skills when using the Generative Learning model. Overall, students who were treated with the logical inference-based English-style debate learning model obtained an average score of 86.1. The results of this study are expected to be able to elaborate scientific thinking problems and become a reference for the application of innovative and fun learning models.

Building an ICCN Multimodal Classifier of Aggressive Political Debate Style: Towards a Computational Understanding of Candidate Performance Over Time

ABSTRACT Understanding the implications of aggressive political debate style amid corrosive modes of campaign politics requires fine-grained analyses of political performance, attending to multiple communication modalities. Politicians’ facial expressions, emotional tone, and speech content can all independently convey aggression and dominance, and often work in combination for purposes of emphasis. Yet micro-coding individual visual, tonal, and verbal features across more than a handful of debate segments becomes extremely labor intensive, hampering research, especially historical, longitudinal, and cross-cultural work. To address this limitation, we develop a novel multimodal classifier using an Interaction Canonical Correlation Network (ICCN) that incorporates video and audio features with speech coding of candidate debate performance, trained on a 20% sample of 10-second segments from each of the first televised U.S presidential debates between 1980 and 2020. In the analysis, we demonstrate this classifier can accurately detect aggression by political candidates in U.S. debates. We sharpen its performance by distinguishing between debate eras characterized by lower and higher levels of aggression and validate the approach by comparing the performance of unimodal with multimodal classification. This classifier opens new avenues for computational social science research, including explaining candidate behavior within debates at a larger scale and across different eras.

ILLUMINATING THE DISSIMILLARITIES IN AL-SHAFI'IS WORK

this is a brief research and a concise innovative allusion that collects and documents a number of jurisprudential and fundamental dissimilarities from what Imam Al-Shafi’i mentioned - may Allah have mercy on him - in his book Al-Risalah, which was characterized by the style of dialogue and debate in its entirety, and Al-Shafi’i established many of the principles of inference in it.

The Tone Debate: Knowledge, Self, and Social Order

In the replication crisis in psychology, a “tone debate” has developed. It concerns the question of how to conduct scientific debate effectively and ethically. How should scientists give critique without unnecessarily damaging relations? The increasing use of Facebook and Twitter by researchers has made this issue especially pressing, as these social technologies have greatly expanded the possibilities for conversation between academics, but there is little formal control over the debate. In this article, we show that psychologists have tried to solve this issue with various codes of conduct, with an appeal to virtues such as humility, and with practices of self-transformation. We also show that the polemical style of debate, popular in many scientific communities, is itself being questioned by psychologists. Following Shapin and Schaffer’s analysis of the ethics of Robert Boyle’s experimental philosophy in the 17th century, we trace the connections between knowledge, social order, and subjectivity as they are debated and revised by present-day psychologists.

The Use of British Parliamentary Debate Style in Teaching Speaking Skill

This research attempts to discover the Efficiency of using British parliamentary debate style in teaching speaking skill. The problem statement of this research is: is the British Parliamentary debate style effective in teaching Speaking skill at the second and fourth Semester Students of English Study Program IAIN Palopo?, The population of this research is the Second and fourth semester students of English Department of IAIN Palopo who joined the IPEDS( IAIN Palopo English Debate Society).The sample Was taken by using purposive sampling, Based on the students’ interest and allocated time for this research. The number of sample were 15 students. This research used pre-experimental method with pretest and posttest design. The pretest given to know the basic ability of the students in speaking skill and the posttest given to know the students’ improvement in speaking skill after given the treatment, and the researcher used British parliamentary debate style. The result of this research shows that there are significant improvements on students’ speaking skill after conducting the treatments. The result of data analysis shows that ttest (7,829) was higher than ttable (2.093). It indicated that British parliamentary debate style is effective to improve students’ speaking skill at the second and forth Semester of English Study Program IAIN Palopo.

Redressing Historical Responsibility for the Unjust Precarities of Climate Change in the Present

This chapter is part of a volume on debating the law of climate change and thus assumes the style of legal debate. We argue that industrialized countries of the Global North are responsible for historical emissions that contribute to the unjust precarities of climate change in the present for states in the Global South, people living in poverty, and Black, Indigenous and other marginalized peoples in settler colonial states. First, relying on international legal doctrine, we show how the 'no harm' rule of customary international law provides one avenue of recourse. Nevertheless, we also argue that this avenue is limited because international law reflects social reality and states, companies and institutions of the Global North have power to shape the law to the detriment of others. We therefore undertake an immanent critique of international legal doctrines drawing on critical traditions, including critical race theories and Third World Approaches to International Law (TWAIL). We expose the internal contradictions in the law that preclude full repair for historical injustices. We also expose that international law's inability to redress the problem at hand stems from climate change's imbrication with broader histories of dispossession, including colonialism, slavery and their reincarnations in the global political economy. We therefore argue for alternatives to obtain redress. We call for reparations that would look to marginalized peoples for means and ends to fully decolonize the international legal order and to re-envision social relations among peoples that could also address climate harms.

Debate style lecturing to engage and enrich resident education virtually.

The need to create effective virtual educational content and tailor its delivery to the learner is paramount at a time where the COVID-19 pandemic has rapidly flipped the traditional educational model on its head. This has come with significant challenges in structuring didactics, issues with learner engagement, ineffective content delivery, as well as variable relevance to learning needs. We set out to create, curate and deliver educational content in a manner that is both effective and highly engaging by utilizing a debate format with post-lecture debriefing, discussion, and spaced repetition.

Performing populism: Trump’s transgressive debate style and the dynamics of Twitter response

Populism, as many have observed, is a communication phenomenon as much as a coherent ideology whose mass appeal stems from the fiery articulation of core positions, notably hostility toward “others,” bias against elites in favor of “the people,” and the transgressive delivery of those messages. Yet much of what we know about populist communication is based on analysis of candidate pronouncements, the verbal message conveyed at political events and over social media, rather than transgressive performances—the visual and tonal markers of outrage—that give populism its distinctive flair. The present study addresses this gap in the literature by using detailed verbal, tonal, and nonverbal coding of the first US presidential debate of 2016 between Donald Trump and Hillary Clinton to show how Trump’s transgressive style—his violation of normative boundaries, particularly those related to protocol and politeness, and open displays of frustration and anger—can be operationalized from a communication standpoint and used in statistical modeling to predict the volume of Twitter response to both candidates during the debate. Our findings support the view that Trump’s norm-violating transgressive style, a type of political performance, resonated with viewers significantly more than Clinton’s more controlled approach and garnered Trump substantial second-screen attention.

Iterative approach to journal club

To identify, evaluate and refine a journal club (JC) format that increases faculty and resident engagement. An initial needs assessment followed by a trial of three JC formats: traditional single...

Workshop Peningkatan Keterampilan Debat bagi Siswa SMK Muhammadiyah 1 dan 3 Ciputat

Workshop on Improving Skills Debate of SMK Muhammadiyah 1 and 3 Ciputat. Which of course is very interesting for students. Through this method students do not feel patronized but they are expected to have their own way how to understand the implementation of an interesting debate because students find themselves an interesting debate style and presented in an interesting way that teachers and students need to develop, this can add self-confidence to students. At the time of implementation, the practice of the debate focused on students' activeness in speaking / arguing in the debate. Both groups who will argue either as a negation group or affirmation group play an active role and produce brilliant ideas. After the debate practice, the team will provide its assessment and commentary on the practice of the debate that has been done. Assessment is given as objectively as possible based on a prepared table. The aspects assessed include: The accuracy and authenticity of ideas, the ability to argue, understanding, accuracy of words and sentences, and fluency in conveying ideas. The results obtained after the students were taught using inquiry method and interactive video learning media, there was an increase of results and according to what was expected. The results of the training activities were responded and the questions conveyed by the participants to the Community Service Team (Tim Pengabdian Masyarakat = TPM). Responses and questions indicate high interest and curiosity towards the improvement of student debate skills of SMK Muhammadiyah 1 and 3 Ciputat. Thus this training activity is considered successful. The expected outcomes from this Community Service Activity are students of SMK Muhammadiyah 1 Ciputat and SMK Muhammadiyah 3 Ciputat can improve their speaking ability through debate activities. In addition the team will create a scientific article that will be published in the journal ISSNKey word: Debate, Inquiry, Skills, Video Interactive

Motivations to attend a non-traditional conference: Are there differences based on attendee demographics and employment characteristics?

This study assessed the motivations of attendees of a very different type of conference than have been addressed in other studies (e.g., educational). Delegates of the Conference for Food Protection Biennial Meeting were sent an online survey to complete regarding their motivations to attend the debate style meeting, which was created to identify and address emerging food safety issues and develop recommendations for stakeholders. The motivation scale was modified from an existing study. Results revealed delegates’ preferences were to focus on the purpose of the meeting, rather than the destination, networking, and other motivations typically identified in prior studies. For example, less-educated delegates have a higher level of motivation for professional development, which is not currently part of the conference, than higher educated (e.g., PhD/Professional). Results offer opportunities for development of such a conference, such as adding more educational sessions for less-educated delegates.

The Implementation of British Parliamentary Debate Style Training to Improve Second Semester Student’s Speaking Ability at English Education Study Program of Baturaja University

The problem of this study was concerned with British Parliamentary Debate Style Training to improve second semester students’ speaking ability at English Education Study Program at Baturaja University. The objective of this study was to find out whether it was significantly effective or not to implement British Parliamentary Debate Style Training to improve second semester students’ speaking ability at English Education Study Program at Baturaja University. This study used pre experimental design covered pre test before the treatment and post test after the treatment. The second semester students of English Education Study Program at Baturaja University were the population. The number of the population was 18 students. The researcher took class A as a sample by using cluster random sampling. Based on the calculation, the sample of the study was 12 students and the significance level (α = 0.05). The result of paired t test has value of ttest (5.033) was more than the value of ttabel (2.2009) with df = 12-1 = 11. The value of Sig. (2-tailed) was 0.000 lower than the value of significance level (α = 0.05). This result showed that the alternative Hypostudy (Ha) was accepted. It meant that British Parliamentary Debate Style Training could improve second semester students’ speaking ability of English Education Study Program.
 Keywords: Speaking, Implementation, Debate, Baturaja University.

Debate as an alternative method for medical literature evaluation

Background and purposeTo determine the student impression of utilizing a debate style journal club as an alternative approach for preceptors to teach medical literature evaluation skills to pharmacy students undergoing Advance Pharmacy Practice Experiences (APPE) in both acute care and ambulatory care. Educational activity and settingStudents were asked to debate on a controversial topic or two drugs with similar indications. Each side had to research supporting evidence based medicine and use literature appraisal skills to incorporate the information logically into an oral debate style format. Approximately fifteen minutes were allotted for each debate, allowing five minutes for each opening argument, three minutes for each rebuttal, and two minutes for each closing argument. Students were then asked to complete a post-debate survey using a Likert Scale to evaluate their perception of the debate style journal club. FindingsFollowing implementation of the debate style journal club, students reported being more confident with their ability to find, compare, and retain information from primary literature with a mean of 4.1, 4.2, and 4.4 respectively on a Likert Scale. Students also reported overall enjoyment and satisfaction with a mean of 4.0. SummaryDebate style journal clubs have the capability to teach pharmacy students vital literature appraisal skills, and are a well-liked alternative to the traditional style journal club. Incorporating this method improved student interest as well as increased their ability to find, compare, and retain the information gathered from primary literature.

Just do it: flipped lecture, determinants and debate

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

The 2013 Curriculum Based Syllabus For Senior High School’s English Extracurricular Program

The study aimed at designing syllabus for English extracurricular in SMAN 1 Seyegan based on the 2013 Curriculum. This was Research and Development (R&D) study using ADDIE model. There were five stages in conducting the research; (1) Analysis; (2) Design; (3) Development; (4) Implementation; (5) Evaluation. This study involved 15 students of ten graders who registered to English extracurricular program. To gain the Needs Analysis (NA), the researcher used observation, questionnaire, interview, and documentation. This study found a 2013 curriculum based syllabus using is matrix format. It consists of 21 units for two semesters; ‘Introduction’, ‘Greeting, meeting and parting’, ‘Self-Introduction’, ‘Compliment, ‘Caring’, ‘Past Time’, ‘Descriptive Text’, ‘Announcement Text’, ‘Introduction to Public Speaking’ ‘Speech’, ‘Storytelling’, ‘Indonesian Culture’, ‘Foreign Culture’, ‘Study Abroad’, ‘Writing a letter, ‘Debate Contest’, ‘Australasian Debate Style’, ‘British Debate Style’, ‘Vacation ’and 2 units for semester exam. It was appropriate with the 2013 Curriculum based on (1) an expert judgment from Mercu Buana University of Yogyakarta; (2) theFocus Group Discussion from English teacher and school principal of SMA N 1Seyegan; (3) the results of pre-test and post-test in two cycles which showed there was improvement. Based on the findings above, it is recommended for the further researcher to develop the designed syllabus into module for English extracurricular.

Reinterpreting The Wén-Zhì Debate in the Education of Translation History with special reference to Sutra Translator Xuan Zang in Tang Dynasty

Accepted: 04.03.2015 The present-day widespread adoption of the interpretation of the Wen 文(refined or elegant style)-Zhi质 (unhewn or plain style) Debate in Chinese sutra translation has meant that such an interpretation is only one of methods of or approaches to sutra translation both in sutra translation studies and in the education of Chinese translation history. This paper argues that it is necessary for researchers in general and teachers in particular to have a clear understanding of the traditional Chinese poetics behind and the implication of this debate. The analysis identifies a number of issues of the Wen-Zhi Debate such as its origin, source and implication from a historical perspective and clarifies the strong influence of functional poectics upon sutra translation as well as sutra translators. With special reference to Xuan Zang as a good example who well actualized the concept of “To be a good sutra translator means to be a good man” in sutra translation in Tang Dynasty, the paper concludes with suggestions for reinterpreting the Wen-Zhi Debate both in sutra translation studies and in the education of Chinese translation history by taking into account the influence of the Chinese traditional poetics as well as the ethical aspect of the translator.

Active Learning through a Debate Series in a First-Year Pharmacy Self-Care Course

To evaluate the usefulness of formal debates in the pharmacy classroom as a way to learn course material and as a tool for developing competency in essential skills including critical thinking, communication, public speaking, research methods, and teamwork. Debates were incorporated into a self-care course, where students were assigned different debate topics focused on controversial issues. Quantitative analysis was completed to assess debate style learning, knowledge about the subjects presented, and the impact on necessary skills. Quizzes given before and after debates showed up to a 36% improvement in grades and up to a 31% change in opinions on the topic. Students assessed themselves as more competent in the skill sets at the completion of the debate series. Incorporation of debates into didactic style courses offers students an opportunity to improve upon skills that will help them succeed as pharmacists.