Team 1 Presentation: One minute to consult, seven minutes to present.
Team 2 Commentary: One minute to consult, seven minutes to present.
Team 1 Response to Commentary: One minute to consult, five minutes to respond.
The question and answer session between Team 1 and the Peer Review teams will last 15 minutes (running clock). The first peer review team will have 7 minutes 30 seconds for its questions and the second will have roughly the same time.
In the second round, the time line is the same while the debating teams change roles.
Advice to debating teams
Tell us what you are going to do, do it, and then tell us what you have done. In other words, start your presentation with a summary, then launch into the main body of your presentation, and then conclude with another summary. This will help the listening audience understand what you are trying to do.
Be professional, formal, and courteous. Address yourself to the other team and the peer review team. It is a good idea to stand when you are giving your initial presentation.
Be sure to communicate your understanding of the scoring criteria. What do you and your team understand by intelligibility, ethical integration, feasibility, and moral imagination/creativity? Take time to listen to the other team and the peer review teams to gain insights into their understanding. During the commentary and the question and answer session you will get crucial clues into what others think you have achieved and where you need further work. Use this feedback.
Be sure to thank the peer review teams, moderators, and your opponents during and after the competition. Such formalities make it possible to penetrate to the deeper practices that underlie the virtue of reasonableness.
Relax and have fun! You may not have the opportunity to say everything you want to say. One of the purposes behind this competition is to help you see just how hard it is to advocate for ethical positions. We almost always have to do so under serious constraints such as time limits. Also, remember that you have other forums for "getting it said," namely, your group self evaluation and your in-depth case analysis. In these places you will be able to discuss these issues in the kind of depth you think necessary.
Advice to the peer review teams on scoring
Remember that all three scoring events of the competition are worth 20 points. The initial presentation, the response to the commentary and questions, and the commentary on the other team's presentation all count for the same 20 points.
Although you have the complete rubric only for the initial presentation, you will score the other parts of the presentation based on the four criteria: intelligibility, ethical integration, feasibility and moral imagination/creativity. You will score 1 to 5 on each criteria for a total of 20.
Three is the middle of the road score. In other words, three is a good, average score. It is not a C--don't think of scoring as grading. Start each team off from a default of three. Then move off that default only when something exceptionally good or not so good happens. If your scores deviate much from straight twelves (36), then you are scoring too high or too low.
Ethics bowl scoring criteria
Intelligibility includes three skills or abilities: (1) the ability to construct and compare multiple arguments representing multiple viewpoints; (2) the ability to construct arguments and provide reasons that are clear, coherent, and factually correct; (3) evidence of realizing the virtue of reasonableness by formulating and presenting value integrative solutions?
Integrating Ethical Concerns includes three skills: (1) presenting positions that are clearly reversible between stakeholders; (2) identifying and weighing key consequences of positions considered; (3) developing positions that integrate values like integrity, responsibility, reasonableness, honesty, humility, and justice.
Feasibility implies that the positions taken and the arguments formulated demonstrate full recognition and integration of interest, resource, and technical constraints. While solutions are designed with constraints in mind, these do not serve to trump ethical considerations.
Moral Imagination and Creativity demonstrate four skill sets: (1) ability to clearly formulate and frame ethical issues and problems; (2) ability to provide multiple framings of a given situation; (3) ability to identify and integrate conflicting stakeholders and stakes; (4) ability to generate solutions and positions that are non-obvious, i.e., go beyond what is given in the situation.
Peer review team responsibilities
Attend the debate sessions and the feedback session on Friday after the competition. Remember this is the capstone event of the course. It looks bad if you do not bother to attend.
You team will ask questions during the debate. This will constitute, at a minimum, one question and a quick follow up if necessary. You are not to debate with the presenting team. So your questions should not be designed to trap them. Rather, seek through your questions to explore seeming weak points, unclear statements, and incomplete thoughts. Use your questions to help you line up the debating team against the four criteria.
Fill out the score sheet and assess the debating teams in terms of intelligibility, integrating ethics, feasibility and moral imagination/creativity.
Lead, with the other Peer Review team, the feedback sessions. This requires that you prepare a short, informal presentation that shows your scoring and then explains it.
Always, always, always be courteous in your feedback comments. Try to present things positively and proactively. This is difficult but practice now will serve you well later when you are trying to explaibn to a supervisor how he or she has made a mistake.
Media files with cases and score sheets
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?