Question:
Underground nuclear storage is excessively expensive

Underground nuclear storage is expensive. This is because the deep geological repositories needed to deal with such waste are difficult to construct. This is because said repositories need to be 300m underground and also need failsafe systems so that they can be sealed off should there be a leak. For smaller countries, implementing this idea is almost completely impossible.

Further, the maintenance of the facilities also requires a lot of long term investment as the structural integrity of the facilities must consistently be monitored and maintained so that if there is a leak, the relevant authorities can be informed quickly and efficiently.

This is seen with the Yucca mountain waste repository site which has cost billions of dollars since the 1990s and was eventually halted due to public fears about nuclear safety.1

ISN Security Watch. “Europe’s Nuclear Waste Storage Problems.” Oilprice.com 01/06/2010 http://oilprice.com/Alternative-Energy/Nuclear-Power/Europes-Nuclear-Waste-Storage-Problems.html

The economic costs of underground storage are high. However, given that nuclear power is necessary to avoid what would likely be a very significant amount of economic harm, specifically from global warming. For example, it has been projected that not doing anything to address climate change would result in an overall increase in temperate of 5 degrees Celsius which would lead to economic costs in the order of $74 trillion. This means that the need for nuclear waste storage is inevitable.1

As such, whilst underground storage does cost more than alternate options, it is as mentioned within the proposition case the safest and most reliable method of nuclear waste storage. As such, proposition is willing to take the harm of extra cost in order to prevent harm to people’s health and well being.

Ackerman, Frank. Stanton, Elizabeth. “Climate Change –the Costs of Inaction.” Friend of the Earth. 11/10/2006 http://www.foe.co.uk/resource/reports/econ_costs_cc.pdf

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Nuclear waste can be used in other forms of power generation

There are new kinds of nuclear reactor such as ‘Integral Fast Reactors’, which can be powered by the waste from normal nuclear reactors (or from uranium the same as any other nuclear reactor). This means that the waste from other reactors or dismantled nuclear weapons could be used to power these new reactors. The Integral Fast Reactor extends the ability to produce energy roughly by a factor of 100. This would therefore be a very long term energy source.1

The waste at the end of the process is not nearly as much of a problem, as it is from current reactors. Because the IFR recycles the waste hundreds of times there is very much less waste remaining and what there is has a much shorter half-life, only tens of years rather than thousands. This makes storage for the remainder much more feasible, as there would be much less space required.2

Till, Charles, ‘Nuclear Reaction Why DO Americans Fear Nuclear Power’, PBS, http://www.pbs.org/wgbh/pages/frontline/shows/reaction/interviews/till.html

Monbiot, George, ‘We need to talk about Sellafield, and a nuclear solution that ticks all our boxes’, guardian.co.uk, 5 December 2011, http://www.guardian.co.uk/commentisfree/2011/dec/05/sellafield-nuclear-energy-solution

Integral Fast Reactors are not a solution for the short term. There are currently no Integral Fast Reactors in commercial operation and the research reactor that was to be constructed by the United States was canceled in 1994. Any attempt to use IFRs to recycle all of the world’s nuclear waste would be very expensive and would not be an immediate solution – the waste would need to be stored somewhere while it waits to be used by the new reactors.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Educating in their mother tongue is the best option for children’s education

Because parents that are immigrants teach their kids only the mother tongue, at the age in which they should go to school they barely know the local language. Their parents sometimes don’t know the language of the country that they live in and other times they choose not to use it at home. Therefore, at the age when children have to go to school, they have little or no interaction with the language of the country they live in. In the United States, 72% of immigrant families speak a language other than English at home and 26% live in households where no one has a strong command of the English language. [1] This simply hands over the problem of language to the school damaging education across all subjects. This is because the children will not be able to communicate with other kids in school or understand what the teacher is saying. Because of the exclusion that the immigrants feel when going to school and the fact that they are not able to understand much of what is taught, they choose to leave school early. 70% of Turkish children in Germany have no General Certificate of Secondary Education [2] ; as they leave before completing secondary school. By far the most sensible way to solve this problem is to send these children to a school where they do understand the language in which they are being taught.

[1] Shields, Margie K., and Behrman, Richard E., ‘Challenges Faced by Children of Immigrants’, Children of Immigrant Families, Vol.14, No.2, Summer 2004, http://www.princeton.edu/futureofchildren/publications/journals/article/index.xml?journalid=39&articleid=123&sectionid=808

[2] Greenfield, Daniel, ‘80% of Turkish Muslim Settlers in Germany Live off Welfare’, Frontpage Mag, 31 March 2013, http://frontpagemag.com/2013/dgreenfield/80-of-turkish-muslim-settlers-in-germany-live-off-welfare/

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Conserving languages and immigrant community cultures

Being able to learn and teach in our own language will preserve the culture of large immigrant groups as part of another state, this is both good for that community and for the nation. For the community and the individual speaking and learning their own language will give immigrants a sense of belonging. They are part of a community that they know and understand because it speaks the same language even before they come to know the rest of the country. This provides security, belonging, and close contact with relatives. For the community it means keeping their own customs and identity alive, in a few cases this may actually be contributing to conserving a language. For the country as a whole this does not represent a threat as there can be many different levels of identity that all intermix. Instead it provides an opportunity; it diversifies the country. It gains the benefit of a different perspective on problems and new ideas as people who speak different languages think about things in different ways so it is useful for innovation to have many different communities brought up in different languages interacting. [1] It also gains from having another culture add diversity to its own; there are new festivals, concerts, art, and perhaps most commonly encountered a greater diversity of cuisines to be sampled through restaurants.

[1] Bordoditsky, Lera, ‘Lost in Translation’, The Wall St Journal, 23 July 2010, http://online.wsj.com/article/SB10001424052748703467304575383131592767868.html

The idea that immigrants that are part of large groups are not able to conserve their language and culture without the help of the foreign state is flawed.

First of all, on the broadest level large immigrant groups come from countries with big population and their culture or language is not in danger of any kind. Just to take a couple of examples, Turkey has almost a 76 million population, while Mexico has a population of almost 120 million.

Secondly, there is no clear link between education in the mother tongue and the willingness of the people to conserve their own culture. Those who are educated in the language of the culture in which they are living are just as likely to be interested about their roots and culture as those in their mother tongue.

Thirdly while there may be a link between language and thought does this extend on to culture; are Japanese unable to enjoy and take part in Taiko drumming if they don’t speak the language as well as the language of their host nation? Only in a few areas, like literature is it vital and if someone is interested in the literature of their mother country they will learn the language as a part of that interest.

Finally this assumes that all immigrants should desire to preserve their own culture rather than partake in the culture of the country to which they have migrated. Integration is the best solution. In order to achieve integration for large immigrant groups you need to convince them to be opened towards your national culture and language and not make them learn in their mother tongue.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Minorities deserve linguistic rights

Everyone should have the right to communicate in their own mother tongue so enabling them to maintain their roots with their mother country. In a world of change, where people are able to move their residence from a country to another country, protecting minority rights becomes necessary. Some migrations are historically and economically driven, take place over decades, and involve large numbers. For example, an estimated 33.7 million Hispanics of Mexican origin live in the United States, with 11.4 million immigrants born in Mexico, accounting for almost 3.5% of the US population [1] . In Europe, a lot of migration there have been successive waves of migration, as a result of World War II, the end of empires, economic boom and the European Union. To take Germany first there was an influx from lands Germany lost as a result of the war, of Turks to help power the economic miracle meaning that now more that 2.6 million Turks live in Germany [2] , and recently there has been an influx from Eastern and Southern Europe as Germany’s economy has held up in the Economic crisis. Each wave, or group of immigrants, forms a distinct community within their host nation. There is no reason why these groups should be forced to entirely give up their old identity as they embrace a new identity as a part of their host nation. Just as every human has rights so does every immigrant. Part of these rights should be education in the mother tongue. Language is what connects people and makes them able to communicate their feelings, emotions and ideas. A person should be able to communicate and express ideas in its own mother tongue in order to be able to create a connection with their family and the immigrant community that they live in.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

[2] The Economist, ‘Two unamalgamated worlds’, 3 April 2008, http://www.economist.com/node/10958534

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
This policy would benefit the state and provide trade

If the government decides to promote mother tongue education for large immigrant groups it will be enhancing mutual understanding between its own population and another nation as the immigrants provide a go between. The state will send a positive message towards the large immigrant groups by allowing them to study in their first language. It will acknowledge the importance of such groups in the national society by providing this additional opportunity. The importance of cooperation between immigrant groups and the state is often recognized, for example in combating extremism, this kind of measure encourages such cooperation as it brings with it the good will of the immigrant community.

On the other hand, promoting diversity will promote understanding between countries. A favorable treatment towards the large immigrant groups will be seen positively by the country the immigrants come from. Having migrants creates a link between the two countries. This may produce clear advantages for both parties, in the form of collaboration, diplomacy and trade. The effect of migrants on trade is often ignored but studies have shown that in the case of Spain from 1995-2008 exports are boosted by having immigrant communities; “doubling the number of immigrants from a certain country in a province leads to an increase of the export values from the destination province to the country of the immigrants’ origin by around 10%.” The reason was because new exporting firms are created – immigrants know the conditions in their own country so can access that market, something that would be impossible without a native understanding of the language. [1]

[1] Peri, Giovanni, and Requena-Silvente, Francisco, ‘Do immigrants create exports? Evidence from Spain’, VOX, 26 January 2010, http://www.voxeu.org/article/do-immigrants-create-exports-new-evidence-spain

Actively promoting mother-tongue education for immigrants that are part of a large group will create a segregated society in which people are not able to communicate and relate one to another. Integration will be harder to achieve in these conditions - the state may gain some goodwill from the concession but it is unlikely to last. The difficulty in communicating with the state, even for everyday tasks such a doctor’s appointment, will surely sour relations more. Different languages create a segregated society in which foreigners are not able to integrate.

Secondly, diplomacy and trade matters have no connection with the way immigrants are treated on a minor issue like this. Those immigrants who want to trade and promote links between their old home and their new one will continue to do so regardless.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Services offered the government cannot be used if the user does not know the language

Anyone who does not know the native of the place where they reside will find themselves having problems with health-care, job centers or the taxman because they are not able to understand or communicate with these people. It doesn’t matter where you live, as a citizen you will have to use different services provided by the government. A good example will be hospitals. Hospital staff are unlikely to know the immigrant’s language so making communication difficult, a problem exacerbated by all the specialized language that may be required. Being incapable of telling your doctor what the problem is or not being able to tell a police officer what happened may have devastating consequences. Sarah Bowen, a professor at the University of Alberta and expert on access to health care believes that language is the most important barrier preventing some immigrants from staying healthy. [1] This is a barrier that remains if a little of the native language has been learnt because it is still unclear if there is mutual understanding when communicating. It is therefore clear that second generation immigrants need to be taught in the language of everyday life in the country in which they live rather than just learning it on the side as a ‘foreign’ language.

[1] ‘For newcomers, language is the most important barrier to staying healthy’, Canadian Immigrant, 27 February 2012, http://canadianimmigrant.ca/news-and-views/for-newcomers-language-is-most-important-barrier-in-staying-healthy

It is wrong to assume that people who can’t speak the language will not be able to access government services; the government also provides interpreters. For example in the United States and Canada, interpreters are trained and paid by the health authority to address the problems of large immigrant groups. In Ottawa, you additionally have the option of hiring interpreters from local agencies. [1]

[1] Taylor, Louisa, ‘For immigrants, language barrier is a health barrier’, The Ottowa Citizen, 27 April 2012, http://www.ottawacitizen.com/health/immigrants+language+barrier+health+barrier/6207455/story.html

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
A common language is necessary for a unified national community

The moment when the governments starts subsidizing mother tongue education for large immigrant groups is the moment when they will lose any incentive to learn the local language. Because most of these children do not interact with the local language until the age they should go to school, under the proposition plan they will not interact with it at all and therefore creating a major gap between native population and immigrants. A common language represents a unifying framework under which a state can function properly by promoting mutual help and understanding inside the population. [1] When people talk different languages, there is no unifying framework and the state as a whole loses its ability to promote unity within its borders. This is the case of Papua New Guinea where there is no central authority. The tribes live separately and are not able to one with another because there are over 800 different languages spoken at this moment in the country. [2] As a result during the post-colonization era efforts were made to create and promote a common language to help trade and understanding between tribes. The language that was called Tok Plsin is now the most widely spoken language in the country and one of the three official languages. [3] Because mutual-help and overall social stability can be achieved only with a strong communication between different parties, promoting mother tongue language for immigrants will only slow the road towards progress.

[1] Center for Child Well Being, ‘The Importance of Language’, education.com, 15 July 2013, http://www.education.com/reference/article/Ref_Importance_Language/

[2] ‘Papua New Guinea’s tribes and traditions’, The Telegraph, http://www.telegraph.co.uk/travel/picturegalleries/7196218/Papua-New-Guineas-tribes-and-traditions.html

[3] Siegel, Jeff, ‘Tok Pisin’, Hawaii.edu, http://www.hawaii.edu/satocenter/langnet/definitions/tokpisin.html

The premise that states that second generation immigrants lack incentive to learn the local language is flawed. Although they might choose to learn in their mother tongue, they will still have a big incentive to learn the local language. Learning the language of the country in which they live will provide to them more opportunities and better integration. Those who find they don’t know the language will take courses to learn the language of the country in which they reside. Most certainly, their friends will not only be from their own community so they will feel obliged to talk German, or English or French. The example of Papua simply shows this is the case; promoting a national language is not incompatible with learning in another language.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Migrants need to learn the language to improve job prospects

An immigrant that studies in the local language will be a citizen that is better integrated in the society, respected by the natives and with more economic opportunities. First of all, we have to acknowledge that going to a school for natives will permit the development of personal relations with people that are not from the same community community. Interaction will be possible with everybody in school and in the country. The first step towards becoming friends with someone is by understanding them. This is only possible if they can communicate properly in a single language. Secondly, the native language is necessary for most jobs. Jobs require interaction with natives and ability to discuss and work alongside co-workers. Immigrants are forced most of the time to do low-skilled jobs like working in constructions or agriculture because they are not able to speak the local language, though even in these sectors language skills would be useful. By promoting mother tongue education this problem will exacerbated. Language proficiency for immigrants that are trying to find a job in the United Kingdom increases employment probabilities by 17% to 22% and gives them an earning advantage of 18-20%. [1] Getting a new job is already hard, so why should the state through its education policy wish to damage the chances of immigrants of finding one that requires them to know the language of the country they are in?

[1] Dustmann. Christian, and Fabbri, Francesca, ‘Language proficiency and labour market performance of immigrants in the UK’, The Economic Journal, Vol.113, July 2003, pp.695-717 http://www.ucl.ac.uk/~uctpb21/Cpapers/languageproficiency.pdf , p.707

The simple premise of this argument is wrong. Immigrants are not discriminated by the fact that they don’t know the language. Discrimination is much more often a matter of skin color, religion and social background. Mexicans in the United States, at least American citizens of Mexican origins know very well how to speak English but they are still discriminated by the majority population. This shows in the unemployment statistics. In 2011, while the rate of unemployment for Whites was 7.9%, the jobless rate was 11.5% for Hispanics. [1]

The link between language and low skilled jobs is also open to question. Immigrants are not finding these jobs because they don’t speak the native language but because these are the jobs the natives don’t want. There is a demand for labor that the native population will not fulfill. Less fussy migrants however are more willing. These are also likely to be the jobs that the migrants have done in the past if coming from less developed countries so they have the relevant skillset. On the other hand where the migrant is skilled they will go into a job that suits those skills.

[1] ‘Labour Force Characteristics by Race and Ethnicity, 2011’, U.S. Bureau of Labor, August 2012, http://www.bls.gov/cps/cpsrace2011.pdf

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

State funding of higher education is actually beneficial to universities. It allows universities to get on with their research and teaching without worrying about competing and spending money on getting students to attend. The money wasted in pursuit of high numbers of students is thus saved, as the state can tend to the needs of universities.1 The idea that the state will simply neglect its universities is silly, because society and therefore the state, relies on having capable professionals whose qualifications have value.

[1] Greatrix, Paul. 2011. “University Isn’t Just a Business—and the Student Isn’t Always Right”. The Guardian. Available: https://www.theguardian.com/higher educationnetwork/highereducationnetworkblog/2011/mar/14/studentsasconsumers

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Reducing hate speech.

Openly racist, sexist, or otherwise discriminatory comments made through public forums are much more likely when made anonymously, as people feel they are unlikely to see any consequences for voicing their hateful opinions. [1] This leads firstly to a propagation of these views in others, and a higher likelihood of attacks based on this hate, as seeing a particular view more often makes people feel it is more legitimate. [2] More importantly, it causes people from the targeted groups to feel alienated or unwelcome in particular places due to facets of their identity that are out of their control, and all people have a right not to be discriminated against for reasons such as these.

The proposed policy would enormously reduce the amount of online hate speech posted as people would be too afraid to do it. Although not exactly the same a study of abusive and slanderous posts on Korean forums in the six months following the introduction of their ban on anonymity found that such abusive postings dropped 20%. [3] Additionally it would allow governments to pursue that which is posted under the same laws that all other speech is subject to in their country.

[1] ‘Starting Points for Combating Hate Speech Online’. British Institute of Human Rights. URL: http://act4hre.coe.int/rus/content/download/28301/215409/file/Starting%20points.pdf

[2] ‘John Gorenfield, Moon the Messiah, and the Media Echo Chamber’. Daily Kos. URL: http://www.dailykos.com/story/2004/06/24/34812/-John-Gorenfeld-Moon-the-Messiah-and-the-Media-Echo-Chamber

[3] ‘Real Name Verification Law on the Internet: A Poison or Cure for Privacy?’, Carnegie Melon University, http://weis2011.econinfosec.org/papers/Real%20Name%20Verification%20Law%20on%20the%20Internet%20-%20A%20Poison%20or%20Cu.pdf

Hate speech will happen regardless. A significant amount of online hate speech is made through accounts under the real life name of the speaker. It is notable that Facebook has required its users to use their real names since 2011, [1] but has still had significant issues with hate speech long after that. [2] The fact is that an enormous amount of hate speakers see what they are saying as entirely legitimate, and are therefore not afraid of having it connected to their real life identities. The fact is that 'hate speech' is localised and culture-dependent. Since the Internet brings many cultures together, hate speech will happen almost inadvertently.

Additionally, online hate speech is very difficult to prosecute even when connected to real life identities, [3] so this policy is unlikely to be effective at making those who now would be identified see any more consequences than before. In the Korean example the law was simply avoided by resorting to foreign sites. [4] The similar lack of consequences is likely to lead to a similar lack of disincentive to posting that kind of material.

[1] ‘Twitter rife with hate speech, terror activity’. Jewish Journal. URL: http://www.jewishjournal.com/lifestyle/article/twitter_rife_with_hate_speech_terror_activity

[2] ‘Facebook Admits It Failed On Hate Speech Following #FBrape Twitter Campaign And Advertiser Boycott’. International Business Times. URL: http://www.ibtimes.com/facebook-admits-it-failed-hate-speech-following-fbrape-twitter-campaign-advertiser-boycott-1282815

[3] ‘Racists, Bigots and the Internet’. Anti-Defamation League. URL: http://archive.adl.org/internet/internet_law3.asp

[4] ‘Law on real name use on Internet ruled illegal’, JoonAng Daily, http://koreajoongangdaily.joinsmsn.com/news/article/article.aspx?aid=295...

Mobile phones may help us keep in touch over long distances which is useful. However some doctors are concerned that keeping in touch by mobile phone comes at the cost of less face to face talking. When communicating by text message we are losing many parts of communication such as facial expression

Banning internet anonymity wouldn’t decrease cyberbullying and trolling

Cyberbullying is bad, but internet anonymity isn’t the cause of rising suicides - cyberbullying is a circumstantial factor that triggers deeper, underlying problems in its victims. [1] Actually, banning internet anonymity can increase cyberbullying: when World of Warcraft announced their intentions to ban anonymity, female gamers voiced concerns of being forced to reveal their gender to other players, thus generating unwanted attention. [2]

As to the problem of trolling causing discussions under newspaper-articles and forums to go ‘bad’: this isn’t necessarily the case. A mediating factor could be the exact system in place for placing comments: comment systems like Disqus allow people to comment anonymously but still be judged for the quality of their contribution to the discussion. [3] If organizations care about the quality of their online discussions, they will implement systems like this by themselves and wouldn’t need any government regulation.

[1] ScienceNew, ‘Cyberbullying Does Not 'Cause' Teen Suicide’, October 20, 2012. URL: http://www.science20.com/news_articles/cyberbullying_does_not_cause_teen_suicide-95444

[2] The Independent, ‘Rhodri Marsden: Online anonymity lets us behave badly’, July 14, 2010. URL: http://www.independent.co.uk/life-style/gadgets-and-tech/features/rhodri-marsden-online-anonymity-lets-us-behave-badly-2025758.html

[3] Silicon Valley Watcher, ‘Disqus: The Importance Of Trolls And Anonymity In Comments’, February 22, 2013. URL: http://www.siliconvalleywatcher.com/mt/archives/2013/02/disqus_the_impo.php

These are certainly good things but we don’t need mobile phones for them. For example most people already have access to the internet. It is also not a good reason for why everyone should have one. If it is being used for learning phones can be used by more than one person.

Banning internet anonymity doesn’t decrease illegal activities

Full traceability across the entire internet is difficult to implement: it would require a centralized worldwide agency certifying who has access to the internet – we don’t even have this for physical passports. But even if activities would be traceable to an IP-address, it doesn’t stop online illegal activities: criminals can remain anonymous by setting up anonymity servers, which allows them to rout their information through anonymous servers, even when their IP-addresses are known. [1] Even worse, malicious hackers can even recruit other people’s computers into engaging in illegal activities, for example in recruiting innocent people’s computers for collecting and distributing child pornography. [2]

[1] Bruce Schneier, ‘Schneier on security. Anonymity and the internet’, blogpost February 3, 2010. URL: http://www.schneier.com/blog/archives/2010/02/anonymity_and_t_3.html

[2] Huffington Post, ‘Internet Virus Frames Users for Child Porn’, September 11, 2009. URL: http://www.huffingtonpost.com/2009/11/09/internet-virus-frames-use_n_350426.html

It is a mistake to think that when you’re downloading, there isn’t someone else making a huge profit. Torrent sites and other “pirate” sites gain huge amounts of income from the advertisements on their site. This means that they profit from material which is not theirs. Why should they profit from material they have gotten unfairly and without permission?

Realistically speaking, music is not even property - for property to really be property, it needs to be tangible (something physical you can touch). [1] If it is tangible, it is easier to keep you from using it, whereas when it is intangible, I can’t. What if you hear a song on the radio which stays in your head all day long because you liked it so much? In economic terms, we call such a good “non-excludable”. [2]

Private property is both a rival good (see above), and excludable. The above shows that music is neither, even though we happen to call it “intellectual property”. That means that music can’t be private property, and copying it can’t really be theft in any normal sense of the word (see above). In addition, the moral right of the artist to be known as the author of a piece of music is also not broken by downloading. People usually sort the music on mp3-players by musician’s name, which means that we’re always recognizing that a certain artist made a certain song.

[1] Law.jrank.org, ‘Theft – Larceny’, http://law.jrank.org/pages/2188/Theft-Larceny.html

[2] Blakeley, Nic et al., ‘Non-excludability’, in The Economics of Knowledge: What Makes Ideas Special for Economic Growth, New Zealand Policy Perspective Paper 05/05, November 2005, http://www.treasury.govt.nz/publications/research-policy/ppp/2005/05-05/...

Regulating the internet doesn’t stop spamming

Restricting internet traffic by blocking ports doesn’t reduce spam at all: spam networks will be able to find another means of sending mass-emails within hours, if not seconds. [1]

But there’s another consequence of regulating internet traffic this way: it makes internet traffic and email slower and more cumbersome, hampering small businesses and companies working mostly through online channels. It thus hinders the smooth functioning of the economy and hampers innovation. [2]

[1] Zdnet, ‘South Korea to block port 25 as anti-spam countermeasure’, November 15, 2011. URL: http://www.zdnet.com/blog/security/south-korea-to-block-port-25-as-anti-spam-countermeasure/9789

[2] BBC News, ‘Email spam 'Block 25' crackdown readied in South Korea’, 14 november 2011. URL: http://www.bbc.co.uk/news/technology-15720599

Phones are certainly a useful tool in helping to keep in contact so can be useful if you get into trouble. But they don’t always help because they don’t always keep us in contact. There are many reasons why a mobile may be useless. There may be no signal. Or the phone may have been turned off. Or the battery may have run low. If any of these things happen then it adds to parents worries as they can’t get in contact when they expected to be able to.

There is a difference between the general public and the government. It is the government that bought the rights to the work not the people even if the people are the ones that originally provided the money to develop the work by paying their taxes. It can be considered to be analogous to a business. Consumers pay for the products they buy and the profits from this enable the business to make the next generation of products. But that the consumers provided the profit that enabled that development does not enable the consumers to either get an upgrade or for the product to be released with a creative commons license

Mobiles are not always a distraction. Research has shown that when allowed the use of mobile phones in school children do get better results. This is because it can increase motivation to work. For example, phones can be used to set reminders to do homework.

Instruction: Given a claim, retrieve documents that refute the claim