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should students be allowed to use cellphones in class

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should students be allowed to use cellphones in class

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HOW CELL PHONES CAN BE USED EFFECTIVELY IN THE CLASSROOM

If properly managed, cell phones can be used as tools to help children learn in the classroom. The following are some of the pros of allowing cell phones in school:

1. Using educational learning apps

Cell phones give students access to tools and apps that can help them complete and stay on top of their class work. These tools can also teach students to develop better study habits, like time management and organization skills.

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Andreea Wecsler BarYakar This House would ban junk food from schools.

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Andreea Wecsler BarYakar This House would ban junk food from schools.

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Clash Questions:
1. Who benefits from this ?
2. What right does this motion relate to ?
Possible clashes:
* The cafetiria may not be profitable because of that.
* Who is respossible for enforcing it, Will it be enforced only on the food the children buy at school or also on the food they bring from home?
*

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Dafna Bakish Zur - This house would allow gay couples to marry.

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Dafna Bakish Zur - This house would allow gay couples to marry.

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Clash Questions:

1.      What basic constitutional rights does the motion relate to?

2.      Who does this motion affect?

3.      Who has a political interest in/against this motion?.

4.      Who has a religious interest in/against this motion?

5.      Who might object to this motion?

6.      Who can this motion affect positively/negatively?

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Hila Huri                                                          This house believes single sex schools are good for education

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Hila Huri                                                          This house believes single sex schools are good for education

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What about the children who are gender-free?
-How this motion effects the people with no financial means?

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This House would ban junk food for school. Clash questions:
1. What right does this motion relate to?
2. What does the motion affect?
3. Who benefits form the motion?
Possible clashes are:
1. Children should eat healthy food.
2. Children should be protected against the influence of corporations and bad environment.
3. Children cannot decide on their social behavior and food habits. Its school responsibility to teach them. Teaching to eat healthy food included.

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This House believes reality television does more harm than good
questions:
1) Who benefits from these shows
the most?
2) How do reality shows affect the participants?
3)  How do reality shows affect the viewers?
4) How can we minimize the harms and maximize the benefits ?

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Miriam Finerman--This House believes that capitalism is better than socialism

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Miriam Finerman--This House believes that capitalism is better than socialism

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Clash questions:
1. What are the examples of the economic systems in the world?
2. What is the goal of each system, are they different or the same?
3.What society does each system create? Individualistic or collective?
Can we take the best of both systems?

I would focus first and foremost on the first two points.

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John Serpik - This house would make physical education compulsory

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John Serpik - This house would make physical education compulsory

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The clash questions are:
1. Who benefits from the motion?
2. Who does this motion affect?

Possible clashes are:

1. Health related issues that make some students unable to participate.
2. Discrimination of less physically fit students.
3. Assessment of students in physical education.

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Inbal - This house believes that developed countries have a higher obligation to combat climate change than developing countries

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Inbal - This house believes that developed countries have a higher obligation to combat climate change than developing countries

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Clash Questions-
1. Who would benefit from this?
2. How would humanity be affected?
3. Are countries responsible for the well-being of foreign citizens or only for their own?
4. Is international cooperation on a practical level possible?

The main clash points -
1. Developed countries are responsible for this mess, they should clean it up.
2. Developing countries have a greater immediate interest to contribute to the solution.
3. Developed countries have a greater ability and capacity to combat climate change.

In my opinion, the last clash point is the most important one.

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Masha Fooksman - This House believes cosmetic surgeries should be banned. 

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Masha Fooksman - This House believes cosmetic surgeries should be banned. 

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Clash questions: who would benefit from this motion, who does the motion affect the most/the least, what impact might  banning of cosmetic surgeries have on our society?

Clashes:
1. benefits of the beauty industry
2. the moral/ethical aspect of cosmetic surgeries
3. cases in which cosmetic surgeries should be allowed/ should be free of charge/ shouldn't be allowed
4. the age of patients

I would focus on number 4.

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This house believes that housewives should be paid for their work (Orna Carp)

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This house believes that housewives should be paid for their work (Orna Carp)

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Q1 - Who will benefit from getting paid to stay at home?
Q2 - How will it affect a family's economical status?

Q1 - How are funds to be allocated?
Q2 - How will it affect the work force and economy of the state?
I would focus on the impact of affecting the workforce and the economy

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Nava Berger Motion:  This House believes homosexuals should be able to adopt.

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Nava Berger Motion:  This House believes homosexuals should be able to adopt.

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1. Who will be positively affected by this motion?
GLBTQ couples who wish to have a family. Granting legal rights means aid in adopting, surrogating and raising children.
2. What right does this motion relate to?
This question generates a clash between the idea that people have the right to raise a family regardless of gender and sexuality  - a human right guaranteed and protected by law, and the notion that the right to have children and a family should not be granted to all and publicly funded, particularly those who do not adhere to the heterosexual view of family. Additionally, the right of children to have normative heterosexual parenting.
3. Who does this motion affect?
This question contraposes two stakeholders:  those who hold the traditional view of what constitutes a family, often supported by religious tenets  and a natural view of human nature and reproduction, versus those who hold a liberal view of what family  means in a democratic society, often backed by modern psycho-social theories of a modern family structure.

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Amit Gafny- My motion:  This House would ban homework

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Amit Gafny- My motion:  This House would ban homework

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The clash questions:
1. Who would this motion benefit?
2. What may be the consequences of not having practice at home?
3. What does research have to say about it, if there are any studies that have been made on the subject.

Possible clashes are:
1. This motion may benefit both students and teachers. Students don't need to waste precious time at home to learn or revise something they have already learned at school. Teachers don't need to spend time checking their answers.
2. One consequence might be: Student don't get enough practice at school and in order to memorize things some must be drilled at home. Thus, HW should be given.
3. That is a good question that needs to be checked thoroughly.

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Sally Rosenberg: This House believes university education should be free of charge

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Sally Rosenberg: This House believes university education should be free of charge

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1. Who will be positively affected by this motion?
2. Why is it in the government's best interest to offer free of charge academic studies to all Israeli citizens?
3. How would Israel benefit from the skills of a university educated citizen?

Personally I would focus on number 2.

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Anu Abu Rahal: This House believes that university education should be free of charge. 

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Anu Abu Rahal: This House believes that university education should be free of charge. 

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Clash questions to analyze the motion:
1. Who benefits from this motion?
2. Who might object to this motion?
3. What are the advantages and disadvantages?
4. What effects the motion may have for the future?

All of these questions are important, so I would focus on all of them.

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Jane Cohen: The house believes it is sometimes right for the government to restrict freedom of speech.

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Jane Cohen: The house believes it is sometimes right for the government to restrict freedom of speech.

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Clash questions:
1. What rights does this motion relate to?
- Freedom of speech
- The right to feel safe from hate speech
- The right to not be exposed to false information (conspiracy theories etc.)
2. Who does this motion affect?
- All citizens/residents who share information in a public sphere in spoken, written, audio and visual formats.
- Minorities/politicians/activists/artists and others

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Laura Rudich - This house would ban junk food from schools

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Laura Rudich - This house would ban junk food from schools

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Clash questions:
General clashes:
1. Who will be affected by this motion?
2. How will implementing this motion affect different people?
some other questions that may rise can be -
1.  What are schools goals in terms of educating children and preparing them for life?
2. Are schools responsible for children's health?
3. How does a certain diet affect mental abilities in children?
The clashes enable both sided to debate on the values that are related to what we eat, where and how we are affected by it.

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Efrat Mor - This house believes that the Israeli government cannot have more than 10 ministers. 

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Efrat Mor - This house believes that the Israeli government cannot have more than 10 ministers. 

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Clash questions used to analyze the motion:
1) Who benefits from this motion?
2) How does is affect Israeli citizens?
Possible clashes are:
1) Politicians need to specialize in specific financial and social concerns.
2) The country cannot afford to maintain oversized cabinets.
I would focus on point 1 because both pro and con sides could generate valid arguments.

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Judy - My motion: This House would limit the right to bear arms

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Judy - My motion: This House would limit the right to bear arms

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Clash questions:
1.  What rights does the motion relate to?
- right of people to bear arms (second amendment)
- person's right to personal safety
2.  Who does the motion mostly affect?
3.  Does the Second Amendment confer an individual right to gun ownership, or does it refer only to the right of a state to raise a militia?
4.  How much does limiting or banning the bearing of arms cut down on random shootings?
5.  Is it really feasible to limit or ban the right to bear arms realistically? Is this just a theoretical question?

I'm sure there are more clashes, but I'm still not entirely sure that I get it and that what I wrote here is appropriate.

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Laura Richter - This House would legalize the sale of human organs.

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Laura Richter - This House would legalize the sale of human organs.

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Clash questions:
1. Who does the motion benefit?
2. How does the motion impact society?

Possible clashes:
The varying impact on different socioeconomic groups - who needs to donate organs to make money, who can afford to buy one
Will legalizing the sale of organs make it easier to regulate with less room for illegal activity or not?

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Baruch (Bruce) Gotfried -  This house would ban junk food from schools.

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Baruch (Bruce) Gotfried -  This house would ban junk food from schools.

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Clash Questions:

What rights does this motion relate to?

Who does this motion affect?

Who will benefit from this motion?

What will be the outcome of the implementation of this motion?

The main clashes:

The role of the education system is to educate children on how to make smart decisions, not to make them for them.

Children are not yet fully developed or experienced enough to make certain decisions on their own.

Food choices are inevitably connected to socioeconomic background. No ban on any kind of food may take effect without a well thought-out financially prudent list of (subsidized) alternatives.

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Monica Nemirovsky- This House Would Make Voting Compulsory.

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Monica Nemirovsky- This House Would Make Voting Compulsory.

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The clash questions are:
1. Who does this motion affect?
2. Who will benefit from it?
3. What are the disadvantages of such a system?
4. How does it settle with the freedom of choice?
5. What rights does this motion relate to?
We can claim that making voting compulsory eliminates free choice, if one is uncertain of what to vote. Also, in dictatorships they make the people vote so they can say they have the majority of votes. The very fact that a person can choose whether to vote or not is democratic.

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Ortal Doron - This House would ban animal testing

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Ortal Doron - This House would ban animal testing

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-Possible clashes:
1. How will this motion affect humans in the future?
2. Who will lose / benefit from this motion?
3. What rights are revoked / protected by this motion?
4. What act is moral / immoral or whose life  is more valuable, and who is to decide?
5. Are animal rights organizations powerful?
6. Should humans conduct testing on animals without nervous system, as they can't feel pain?

All clashes are thought provoking and require a high level of persuasion, as for some, there isn't one single truth.

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This House would ban teachers from interacting with students via social networking websites. - Rachelle

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This House would ban teachers from interacting with students via social networking websites. - Rachelle

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1. Which means of communication are included and excluded under right to privacy?
It is common knowledge that teachers and students should not befriend each other on FB. Is Israel it is very common for students and parents to communicate with teachers on Whatsapp - to get assignents, get involved in the needs of the students,  often invading the privacy and time of a teacher. In the US, this is much less common. Where is the limit? Which forms of social media are acceptable/unacceptable?
2. Whose privacy is protected by this motion? Does the motion also applied in reverse?
If a teacher has a Facebook page and a student accesses it, who would be held accountable for breaching the motion?

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1)  Motion: The House would ban animal testing.

2) 2 clash questions:

a. Who does this motion affect? This question would point us to the clash of harm to animals vs. the benefit to humans. Main clashes of this debate would include: Is it ethical to subject animals to agonizing pain? Can animals feel pain? Is it ethical to breed animals for the express purpose of being subjected to experimentation?

b. What is the scientific basis of this motion? This question would point us to the clash between the position that animal experiments are essential to preparing products for the human market vs. the position that animal experiments are ineffective, because experiments conducted on animals may not be translatable to humans. More specifically, apples must be compared to apples, not oranges.

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Jana Harel - This house believes that university education should be free.

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Jana Harel - This house believes that university education should be free.

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Clash questions used to analyze the motion:
1. Who benefits from the motion?
2. What are the affects on society of the motion?

Possible clashes are:
1. The role of education in creating a more inclusive society.
2.Can higher education reduce poverty?
3. Higher taxes verses a freer market economy.

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Rivka- This house would ban junk food from all schools.

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Rivka- This house would ban junk food from all schools.

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CLASH QUESTIONS-
1. Who would this motion benefit?
2. What right does this motion relate to?
3. Who does this motion affect?

CLASHES:
1. This motion only benefits the junk food companies. They want to make money.
2. Children and teens have the right to choose what to eat.
3. Both children and their parents are financially affected by such a motion.

I would focus on clash point 1, it seems to me the most convincing.

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 This House Believes that assisted suicide should be legalized

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 This House Believes that assisted suicide should be legalized

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1. who is the beneficial of this motion?
2. who determines mental situation of a patient to determine whether or not he/she can decide on this?
3. will there be any age limit?
4. how will this motion affect inheritance issues/battles?

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This house would ban keeping animals in captivity Sara Fried

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This house would ban keeping animals in captivity Sara Fried

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A. Who would benefit from this motion?
B. What will happen to animals in captivity who are suddenly set free?

C. Will this motion really aid the situation of animals in the wild who aren't protected?
To me all of these points are relevant and I would focus on all three.

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Judy - My motion: This House would limit the right to bear arms

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Judy - My motion: This House would limit the right to bear arms

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Clash questions:
1.  What rights does the motion relate to?
- right of people to bear arms (second amendment)
- person's right to personal safety
2.  Who does the motion mostly affect?
3.  Does the Second Amendment confer an individual right to gun ownership, or does it refer only to the right of a state to raise a militia?
4.  How much does limiting or banning the bearing of arms cut down on random shootings?
5.  Is it really feasible to limit or ban the right to bear arms realistically? Is this just a theoretical question?

I'm sure there are more clashes, but I'm still not entirely sure that I get it and that what I wrote here is appropriate.

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The motion I chose is The House would ban homework.
The clash questions:
1. Who does the motion affect?
2. How wil the motion affect the students who always do their homework and learn from them?
3. What are the advantages of the motion?
4. Will banning homework make the students better off?
5. How will this motion influence the unmotivated students?
I would focus on clashes 1,2,4.5.

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Ariel Pamela Edery-This House believes University education should be free.

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Ariel Pamela Edery-This House believes University education should be free.

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The clash questions used to analyze this motion:
A. Student debt has skyrocketed as University tuitions have tripled and quadrupled in the past 15 years. How can this be changed?
B. Would elimination of school debt open the doors of opportunity for more students to receive a University/College degree in the US?
C.What are the effects of student debt on the current workforce?
D. Can free education pave the way for equality in the University education system? Will this provide better opportunities for each and every US citizen seeking a proper University education?

I think I would focus on clash points C and D.

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Shosh-My motion:"This House" believes reality television does more harm than good.

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Shosh-My motion:"This House" believes reality television does more harm than good.

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clash questions I used to analyze this motion:
a. Who does this motion mostly affect?
b.Who is responsible for the damage/harm these shows have on the participants or viewers.
c. What are the lasting emotional effects of reality televison?
d. Are these damages reversible?

I would decide on ckash questions a,b and c.