query: Improving the quality of state managed education  State schools will, like the private schools, have to offer a high quality service in order that parents do not take their children elsewhere. This incentivises in particular high level management, who, if the school fails, will be out of a job with a blot on their record.

positive: x education education general secondary house would fund education using Incentives like this can be (and in the UK, are) created by central government through the use of targets. Failing schools can receive extra funding and guidance, and threatened with closure if they do not improve. The voucher scheme’s harsh free market system of incentivisation takes away extra funding and support – indeed, failing schools without full classrooms will face diminished levels of funding – and so makes it even harder to run schools in tough areas.

negative: The US magazine Time found research in 2007 that suggested that private schools do not provide a better education than state schools, they do however have a higher percentage of students who would do well in any situation. This means that these children would not lose out by going to state schools. ‘The study says that it is "the kinds of economic and resource advantages their parents can give [students]" — as well as the level of parental involvement in their kids' education —that determines success or failure in high school. The problem isn't in the schools; it's with social inequality’ (Time.com).  The second criticism is that statistics provided by the argument are true only because private education exists, and takes all the best teachers, head teachers and resources away from state schools. If public schools were banned then state schools would gain more teachers and resources and thus would raise to the standards currently occupied by private schools. In a study by Hill and Guin for the University of Washington found that in the US more experienced teachers taught in private schools, thus in theory improving levels of teaching due to experience. (University of Washington2003).

negative: Private schools are financially beneficial for state schools  The state funds the education system through taxation. Parents who do not send their children to state schools still pay those same taxes. Therefore, these taxes are spent on a smaller number of schools and there is more money per child in the state sector than there would be if we banned private education. In 2008 there were 569,080 students in independent schools in England,(BBC 2009) - this would be a very large extra burden for state schools to bear. These students’ parents are therefore not only paying for their own children but also for students to study at state schools as well.

negative: Private schools encourage elitism  Private education suggests that a higher level of schooling is a privilege of those who can afford it, rather than a right. This encourages a cycle, whereby those who get a good, private education are more likely to get higher paid jobs as private education increases access to higher education (in the UK twice the percentage of students from private school went to university than those from state school), certain sectors of employment, (in the UK only 7% of students go to private schools, yet these people hold 86% top media jobs and 70% of barrister positions, 33% of MPs) (Gibson, 2006) and employer networking. Thus their children are more likely to go to private school and get a better job. This means that by allowing private education we create a society where the rich remain rich, and the poor remain poor, with the gulf between the two areas ever increasing. If we were to remove private education the field would be open for people from all walks of life to achieve a range of different things.

negative: Parents on welfare are more likely to need the incentives to take on the costs of sending children to school.  Parents on welfare benefits are the most likely to need the extra inducements. They generally tend to be less educated and oftentimes be less appreciative of the long-term value of education. In the late 90's, 42% of people on welfare had less than a high school education, and another 42% had finished high school, but had not attended college in the US. Therefore they need the additional and more tangible, financial reasons to send their children to school. Children living in poverty in the US are 6.8 times more likely to have experienced child abuse and neglect1. While attendance might not be a sufficient condition for academic success, it is certainly a necessary one, and the very first step toward it. Some parents might be tempted to look at the short-term costs and benefits. Sending a child to school might be an opportunity cost for the parents as lost labor inside or outside the homes (especially in the third world) the household, or as an actual cost, as paying for things like supplies, uniforms or transportation can be expensive. Around the world there are an estimated 158 million working children, who often need to work to contribute to their family's livelihood2. In the UK it is estimated that sending a child to public school costs up to 1,200 pounds a year. If they lose money by not sending children to school, this would tilt the cost-benefits balance in favor of school attendance. 1 Duncan, Greg and Brooks-Gunn, Jeanne (2000), "Family Poverty, Welfare Reform, and Child Development", Child Development, [Accessed July 21, 2011] 2  [Accessed July 13, 2011].

negative: Requiring school attendance allows welfare to be the hand-up that it is meant to be, and keep children out of crime.  In the US, girls who grow up in families receiving welfare handouts are 3 times more likely to receive welfare themselves within three years of having their first child than girls who's families were never on welfare1. Children living in poverty were 2 times more likely to have grade repetition and drop out of high school and 3.1 times more likely to have children out of wedlock as teenagers2. They are 2.2 times more likely to experience violent crimes. Children of welfare recipients are more likely to end up on welfare themselves. Welfare should be a hand up, not a handout that leads to dependency on the state. It is the latter if we are only leading people to fall into the same trap as their parents. Education is the way to break the vicious cycle. Through education, children will acquire the skills and qualifications they need in order to obtain gainful employment once they reach adulthood, and overcome their condition. In the developing world, primary education has proven to reduce AIDS incidences, improve health, increase productivity and contribute to economic growth3. School can empower children, and give them guidance and hope that they may not receive at home. Getting kids in school is the first step to equipping them with the skills to better their situations, and if encouraged by their parents they might consider scholarships to college or vocational school. The program does not guarantee this for all, but it is likely more effective than the leaving parents with no incentive to push their children. Benefits are supposed to promote the welfare of both parents and children. One of the best ways to ensure that welfare payments are actually benefiting children is to make sure they're going to school. This is simply providing parents with an extra incentive to do the right thing for their children and become more vested in their kids' education. 1 Family Facts, "A Closer Look at Welfare", [Accessed July 21, 2011]. 2 Duncan , Greg and Brooks-Gunn, Jeanne (2000), "Family Poverty, Welfare Reform, and Child Development", Child Development, [Accessed July 21, 2011] 3http World Bank, "Facts about Primary Education",[Accessed July 21, 2011].

negative: It is morally acceptable to make welfare conditional.  When society has to step in and provide for those who've proved themselves unable to provide for themselves that should reasonably create certain expectations on the part of those being helped. In almost every aspect of life, money is given in return for a product, service or behavior. It is the same with welfare payments; money in exchange for children being put in school. We expect parents to do a good job in their role as parents. Ensuring that their children attend school is a crucial part of parental responsibility. Children on welfare in the US are 2 times more likely to drop out of school, however studies have shown that children who are part of early childhood education are more likely to finish school and remain independent of welfare1. Thus, when a parent is a welfare recipient, it is entirely reasonable to make it conditional on sending their kids to school. If tax payers' dollars are being spent on those who cannot provide for themselves, there needs to be a societal return. One of the greatest complaints about welfare is that people work hard for the money that they earn, which is then handed to others with no direct benefit to society. If children of people on welfare are in school it increases the likelihood that they will finish high school, maybe get a scholarship and go to college, and have the necessary tools to contribute to the work force and better society.  1 Heckman, James (2000), "Invest in the Very Young", Ounce of Prevention and the University of Chicago, [Accessed July 25, 2011]. and Duncan, Greg and Brooks-Gunn, Jeanne (2000), "Family Poverty, Welfare Reform, and Child Development", Child Development, [Accessed July 21, 2011]

negative: School does not an education make  School attendance is not a positive outcome in and of itself. It should be encouraged only if it is conducive to learning and acquiring the meaningful education needed to break out of the poverty trap. Blaming the poverty cycle on kids failing to attend school ignores the fact that schools are failing children. Public schools are often overcrowded, with poor facilities and lacking the resources necessary to teach children with challenging backgrounds. In 2011, 80% of America's schools could be considered failing according to Arne Duncan who is the secretary of education1. Schools in developing countries often lack qualified teachers, and can suffer from very high staff absenteeism rates2. A more effective school system would result in fewer kids dropping out, not the other way around. Additionally, involved parents are integral to effective education3. Simply blackmailing them with money to do the right thing will not work. In fact, you might actually experience backlash from parents and kids, who'll see school as a burdensome requirement that is met just so you can keep the electricity on. Throwing kids into school where they do not have confidence, support, and the necessary facilities is not productive. 1 Dillon , Sam (2011), "Most Public Schools May Miss Targets, Education Secretary Says", New York Times, [Accessed July 21, 2011]. 2 World Bank, "Facts about Primary Education",[Accessed July 21, 2011]. 3 Chavkin , Nancy, and Williams, David (1989), "Low-Income Parents' Attitudes toward Parent Involvemet in Education", Social Welfare, [Accessed July 21, 2011].

negative: Creates animosity towards religious groups. The fact that faith schools perform better than ordinary schools is an advantage only for the children who are lucky enough to attend. This causes feelings of resentment on the part of parents and children who were not of the correct faith and were, therefore, forced to go to a more poorly performing school. This resentment grows into a general feeling of animosity towards the religious group running the school and to religion in general. The proposition believes this is far more harmful in the long run than a minor reduction in quality of education for a small number of children.

negative: Danger of parents indoctrinating their children.  Homeschooling allows the possibility of parents removing their child from wider society and indoctrinating them with their own beliefs. State schools teach history and social interaction within a framework agreed on by w wide variety of bodies within the social spectrum. If a parent's world view if so far detached from that perspective that he wishes to remove his child from school it is likely that those alternative view are questionable at best. These beliefs can involve can include gross intolerance for particular minority groups supported by false information. These ideas can still reach the child out of school, but the government has a duty to protect children from a regressive upbringing by at least offering a more constructive perspective. 'Andy Winton, the chair of the National Association of Social Workers in Education, said: "School is a good safety net to protect children."' 1 1'Get tough on home tuition to weed out abuse, says review' from Guardian website

negative: The state education curriculum offers only a very limited view of history and as such is itself a form of indoctrination. For example, in the UK, a proud history of achievement and creation goes untaught whilst the sins of colonialism and the faults of class structure are emphasised to pupils year after year. Parents do not necessarily have to have extreme or radical political views to want to home school their child and indoctrinate them. They often actually want to allow them to have broader historical and political education than offered by the narrow curriculum1. If parents are determined to prejudice their children it is unlikely that being in school will prevent that. And these parents who wish to teach tolerance shouldn't be penalised by a minority. 1'Prescriptive national curriculum restricts teachers', Jessica Shepherd, Guardian.co.uk (2009)

negative: In failing schools, it IS justifiable to separate art from education. When a high number of students are struggling with basic literacy and numeracy, this is what needs to be addressed. Artistic studies will simply have to take a backseat while teaching of the basics is improved. This is a temporary measure, once teaching and abilities in basic literacy and numeracy improve, schools which have previously been failing can expand back into artistic studies. If this is not the case, and art and poetry continue to have a high profile in failing schools, what will result is a mass of very cultured high school leavers (not necessarily graduates) unable to add up in their head and with poor vocabulary, able to quote Shakespeare effortlessly but no idea how to spell his name.

negative: Most parents do not have any teaching qualifications.  If parents are not trained or qualified teachers how can they provide a better or equivalent quality of education than a professional teacher at a school. Even if a parent or tutor excels in one area, will they cover all the things a school does? Even if they tried to, they would not do so adequately due to sheer lack of experience and training. The point of a curriculum is that these are things we have decided as a society that children need to learn, and in order to learn they require the support of qualified teachers1. Support groups and educational text books can help, but they alone cannot turn a parent into a good teacher. 1 National Curriculum Website

negative: If school is so expensive, than shouldn't the government be subsidizing school costs instead of forcing parents to send kids to school when they can't afford the books and clothes? It is also unfair to assume that parents on welfare on neglectful and do not value education. Supporting meal programs in schools and subsidizing other costs are much more likely to draw children than forcing parents to send children to school when the kids are hungry and embarrassed1. 1 United States Department of Agriculture, "The School Breakfast Program",[Accessed July 21, 2011].

negative: Raising the school learning age promotes equal opportunities  Ensuring everyone gets educated for the same amount of time at school should promote equality. Currently early-school leaving is linked with other indicators of socio-economic disadvantage, such as low-income jobs or high unemployment. More importantly parents who left school young and as a consequence have lower-grade occupations are more likely to have children who leave school early (only 60% of those children stay in education past 16) [1] . Forcing all children to stay in school longer could break this cycle of disadvantage. [2]  [1] Ibid, ch 3  [2] RTE News, ‘Early school leavers earn lower wages’, 2009,

negative: Young people should hear of the opportunities available in the armed services whilst in school  School children are entitled, as part of their education, to a wide range of careers information, including potential roles in the military. It is a school's duty to offer not only paths to employment, but opportunities to engage with future employers like the military. With university places now increasingly competitive, schools must remain more vigilant than ever that they do not encourage purely academic paths to future careers. Furthermore, nationalism is a powerful factor in school curriculums worldwide, and permitting militaries into schools to talk to students is not an extension of already-permitted activities like the recital of the Lord's Prayer in British state schools or the Pledge of Allegiance in American schools. As such, it comes as little surprise that the predominant reason given for enlistment is service to country1. If schools are asked to ensure that such activities are carried out to foster national sentiment, it follows that military service should be, if not actively encouraged, respected sufficiently to grant the armed services an opportunity to engage with students. 1 Accardi, M. (2011, June 15) Army recruiters become a 'partner' In education Retrieved June 16, 2011, from The Huntsville Times:

negative: Similarly the counterargument to this has two distinct principles.  1) That some state schools lack social diversity as much as private schools, particularly in small, rural areas. Therefore we cannot simply criticize private schools, and must recognise that all schools have different levels of diversity. MacKinnon recognises that segregation in the United States schooling system is often defended on the grounds that it ‘represents the community’. Yet this is only the case because housing itself is segregated (Scrapbook). Therefore if we are banning private schools on the grounds of diversity, we should enforce a policy whereby neighbourhoods are forced to be diverse in order to ensure the same thing happens in state schools.  2) That rather than shut down private schools we should encourage the creation of funded places or bursaries. This way people who can afford private school do not have their choices limited, but that there is a greater diversity as people from poorer backgrounds would still be able to attend the schools.

negative: ary teaching international africa house believes lack investment teachers Teacher training  Investment is required in teacher training to ensure quality control. Teachers need to be provided with qualifications and effective training both technical and theoretical. Teachers need to be introduced to methods on how to interact with students, provoke student debates, and manage large classes. In-service training and pre-teaching training are key.  Countries such as Uganda and Angola [1] have utilised on the job training for teachers, with positive results for teaching quality. In Uganda initiatives, such as INSSTEP [2] , provided capacity training to teachers and headteachers. 14,000 secondary school teachers participated between 1994-1999, followed by school inspections to monitor capacity. The ‘mobile-caravan’ approach is making it easier, more feasible, and flexible, to provide training [3] .  Additionally, investors and national governments need to provide Model schools, indicating what responsibilities teachers have and enabling knowledge transfer. Model schools can assist in alleviating work pressures for teachers by showing their terms of contract, duties and obligations. Increasingly teachers are expected to fulfil the role of carer, counsellor, and advisers on HIV/AIDs without relevant training.  [1] See further readings: World Bank, 2013.  [2] In-Service Secondary Teacher Education Project.  [3] See further readings: World Bank, 2013.

negative: Parents have a right to act on behalf of their children. It is the right of parents to make decisions on behalf of their children. It is not the role of the state to intervene in the raising of a child except in exceptional circumstances and the opposition do not accept that raising a child religiously constitutes exceptional circumstances. It is not the role of the state, therefore, to intervene by banning faith schools simply to ensure that children are not educated too religiously.

negative: Parental Responsibility  In most cases, in which the child is not subject to some sort of constitutional problem (genetic condition or otherwise), the disruptive behaviour of a child is a reflection of in adequate parental intervention over time. A normal child under normal circumstances should be expected to conform to behavioural expectations, and the failure to do so represents a partial inadequate job by the parents.  The result is a cost that is transmitted to society. Children that are disruptive in school or in society via the criminal justice system cost the system extra money either in school resources and time or judicial-police resources as well as in the more obvious costs such as fixing vandalism and graffiti. [1] Even worse; if a student drops out as a result of his discipline problems the cost to society has been estimated as $232,000-388,000. [2] Given that the parent is in part to blame for failing to control the child’s behaviour, in the time during which the parent is the primary custodian of the child, it is fair to pass on a measure of this cost to the parent.  [1] Batten, George, ‘The Main Cause of School Budget Problems is School Discipline’, School Discipline Made Easy,   [2] Hymel, Shelley, and Henderson, Natalie Rocke, ‘Helping Students who are Experiencing Persistent and/or Serious Discipline Problems to Succeed in School: The State of the Evidence’, Ontario Ministry of Education Research Symposium, 18-20 January 2006,

negative: If schools are failing to teach children basic skills by the time they are 16 it makes no sense to make them stay at school for an extra two years. If the children are forced to sit in the classroom for longer it does not necessarily mean that the results of education will change. Forcing young people to remain in school against their wishes is a reinforcement of the failure of the educational system. If climbing a mountain on your hands and knees is not working then simply doing it for longer makes no difference. The same is true of education: there is no point in keeping students who are failing in schools for longer periods when there is no evidence to show that they will succeed, instead something new needs to be tried.

negative: We acquire our knowledge of what is right and wrong through education.  We are not born with an innate sense of right and wrong, a prior knowledge of what is legal and illegal. We acquire it through education, both at home and at school. The internalization of these social norms is a crucial part of becoming a law-abiding citizen and acquiring the respect toward the law our society demands. Children from poor backgrounds are more likely to be raised in environments where such distinctions are blurred, where they are exposed to negative role models within their family or community. They may also experience very erratic or low-quality schooling, This may be because the schools have inadequate levels of funding or supplies, the classes are more likely to have disruptive children or that better teachers are more sought after and thus go to other schools. As a result, they might become desensitized to crime, or violence as a result of being exposed to it on a regular basis. They might then start to view crime not as against social order but as a part of it and that will make them more likely to break the law themselves.

negative: Making bullying a legal issues does not incentivise robust enforcement of anti bullying rules by schools  Schools are educational establishments that parents trust to protect and educate their children. Teachers and school administrators are those who should be keeping a watchful eye on the students in their care and intervene before harm comes to them. If bullying occurs at school, then that school has failed in its duties. In fact, in cases where suicides occurred, it has often later come to light that a bullying culture was widely tolerated at the school, and that school staff that knew about it did nothing to prevent it, with tragic results [1] . To prosecute the bullies would shift responsibility from the woeful failure of the adults around them, who should have known better and done more than the children in their care.  [1] Bazelon, Emily. “What Really Happened to Phoebe Prince? Entry 1”. Slate. July 20. 2010.

negative: Private schools provide a better education than state schools  In 2007, Time the US magazine discovered that private schools in the US received much higher SAT scores that the state counterparts. Research suggests that private education puts a greater emphasis on critical thinking, while state schools emphasise memory and learning by rote (time.com). These types of critical skills mean that students from private schools have a better start at university education as they are more used to what will be required of them. Furthermore, students from private schools are more likely to get into a university in the first place (Time, 2007/ BBC, 2010). In the US students are twice as likely to get the grades allowing them to go to university if they have had a private education, and for minority groups in America it is more than double (Capenet.org, 2001). This is likely to be replicated across the world. Private schools in Brazil also provide better education, as there is one teacher per 10 students in comparison to the 45-50 students per class in a government funded school. (Cabra; and Throssell 2010). Therefore by denying private education the effect may be disastrous for these minority groups.

negative: x education education general secondary house would fund education using Most government goals that are pushed forwards in schools are also valued by the parents: consequently, even under a free market they would be taught in schools. Further, if the majority of parents do not want such things taught in schools, then they should not be: to do so would be to use schools as a tool for state propaganda.

negative: Private schools lack diversity  A private school is an institutionalised, artificial environment where the child will be exposed almost completely to children of their own socioeconomic background. This has two very interlinked problems.  1) One of the most important factors of a child’s education is to be exposed to a variety of races, religions, economies and abilities. This allows children to grow up to be more aware of these differences between people and more accepting of diversity as they get older. Yet private schools admission costs alone mean that students are from wealthy backgrounds, and this means they are largely exposed to other people from wealthy backgrounds. As we know, the majority of the people in the world are not wealthy and therefore these students have an extremely blinkered view of their country. Pakistan can be used as a prime example, where half of its children cannot read a full sentence at primary level and government spending on education has been cut from 2.5% to 1.5%. For those in private education and who usually go to university aboard they will never see or understand the situation of the majority in Pakistan and thus has a dysfunctional view of their country. (Landzettel 2011)  2) It is an inevitable feature of democracies that the rich have particular access to politicians and policy-makers. Furthermore, students from private education are much more likely to go into government or political roles. As mentioned above 66% of British politicians went to private school, and 44% of American politicians (against an 11% national average). While the rich don't have a need for state education because they can pursue education for their children from other sources, they have no motivation to lobby politicians on behalf of the education system and a perverse incentive to remove education from political agendas in favour of their preferred issues and legislation. Only by forcing the rich into the same situation as the poor can we expect to gain meaningful ground in terms of education reform, especially in terms of increased funding relative to national and municipal budgets. We cannot expect education will be a national priority until the entire nation has a vested interest in the good order of the system.

negative: Schools should be free from bias  Private education needs funding, be it from a business, individual funders or organisations and private schools rely on this money to run. It seems unlikely then, in this context, that these funders that the school is so reliant on may have an influence (even if unintentional) on various factors of the school life such as curriculum, food or teaching style. In many countries, such as the US, the curriculum in private schools does not need to be standardised (as State education does) and therefore teachers are free to teach what they desire and this might not give an open and full account of certain topics. The bias could be political, charitable or even commercial. We could have a political group like GreenPeace wanting to run a school and heavily emphasising environmental issues, or a company like Shell emphasising our desperate need for oil. Neither of these would present a balanced education which is what our children need. An example of this is that about 50 independent Christian schools in the UK teach creationism as part of biology.(Walker, 2006) In countries such as the Netherlands, South Africa and the republic of Ireland, private schools are set up and run by religious groups, and therefore will have a degree of influence over the curriculum. Education is a powerful tool, especially to impressionable children. And ultimately it appears that private education is at a much higher risk of being biased in its teaching than state education.

negative: ployment tax education university house would fund provision higher education The alternatives to a graduate tax are worse: Full state funding encourages many without clear motivation or ability to enter university, leading to high dropout rates, while removing incentives to complete courses in a timely manner. The USA has a philanthropic culture absent in many other countries, meaning private colleges have large endowment funds offering a very large number of bursaries and scholarships to poorer students. Nonetheless, the individual states do fund universities and few students pay the full cost of their higher education. Elsewhere in the world the absence of state funding tends to limit access to university to the children of a prosperous elite. Even in the USA students from some ethnic minorities are much more reluctant to take on high levels of personal debt, and are therefore very underrepresented in higher education. The USA’s high level of personal bankruptcy is linked to the high levels of debt built up while at university. A graduate tax then can be seen as a happy medium between the two extremes of Full state funding and No funding whereby the student pays for the benefit of having a higher education only when they are fit to do so.

negative: Parents often know nothing (or worse, are armed with dangerously naive delusions) of the sexual state of their children. The picture painted by abolitionists is inaccurate – the process of deciding what is taught in schools involves parents’ groups and school governing bodies on a school-by-school basis, so parents do have a role in deciding what is taught. But ultimately, the state should be involved in educating the whole child, not just in doling out academic ideas – and should work hard to safeguard sexual health of youngsters, a field near-impossible to separate from sex education.  This is a subject just as important for the development of young people as the conventional subjects such as maths and English. The role of ‘teacher’ has to change with time. Once, teachers only instructed the children of the well-off or acted as a branch of the church, now they teach everyone in a secular society. As their role changes, they must remain responsible and obey the law: thus, the scaremongering of suggesting teachers will abuse their students or lure them into relationships is irrelevant, as both sides believe that is wrong, and should be prosecuted.  Rules banning discussions of sex in schools can deny teachers the ability to deal with real problems. When an individual student comes to a teacher with a problem, a rule against discussing such things in the classroom will probably mean that this outlet of help the troubled adolescent has sought out, often because he feels the family isn’t the place to get help, will be denied to him, will turn its back on him. Like it or not, in today’s fractured society teachers have taken on the role of counsellor, and this rule will indirectly curtail their ability to fulfil it. The result of that will be appalling.

negative: The reason why people from poorer backgrounds are underrepresented at university is not because they perceive it as something only rich people can do. Instead, it is because their schools did not adequately prepare them: on average, they have fewer/worse qualifications, and are less likely to have performed the myriad extra-curricular activities that give people an advantage when applying to universities1. Making university education private, then, does not disadvantage the poor: if the opposition really wants to help people from poorer backgrounds it would address the deficiencies of school-level education instead.  1 Cassidy, Sarah, "Quality of education still determined by wealth, says report." The Independent, 8 August 2008,

negative: health general weight house would ban junk food schools First of all, such loop holes can be fixed and are just a problem of practicalities, if it helps to educate the pupils, we should do it. For example, there can be an agreement that parents should not buy candy for children to take to school or just restrict stores in the neighborhood to only selling junk food during school hours as they did in Tower Hamlets (UK).  In one school surveyed, all 1,700 pupils were obliged to follow strict rules stating 'no chips, fatty foods, sweets, fizzy drinks' can be sold at the school.  A nearby fast food shop was initially allowed to sell to pupils, but parents and teachers objected, fearing it would jeopardize the school's healthy-eating policy. One resident, Edward Copeland, was so angry that he brought the case to the High Court, where the court decided, that junk food stores are not be opened during school [1] hours to support the schools strict rules.  [1] Borland S., 'Judges declare fast food takeaway near school is »unlawful«', The Daily Mail, 6 December 2010  , accessed 09/10/2011

negative: Workfare does not help people get jobs  Workfare schemes are of little use if there are no jobs out there for people to do. The evidence suggests that ‘the vast majority of unemployment – over 9-10ths – has nothing to do with people not wanting work, and everything to do with a lack of demand for labour’1. As such, with few jobs on offer, it is of little use to demand welfare recipients come in for work, rather than search harder and deeper for the few jobs that are available. Regardless, often the skills which employers are really demanding are specialised and at a high level, which menial make-work tasks are unlikely to provide the unemployed with. It would be far better to invest in proper education and training schemes instead. In 2003, 60 per cent of New York’s welfare recipients did not have high school diplomas; if they want this majority to find jobs, they should be paying for them to go back to school, not clean streets2.  1 Dillow , C. (2010, November 8). Small Truths, Big Errors. Retrieved July 19, 2011, from Stumbling and Mumbling  2 New York Times. (2003, April 15). The Mayor's Mistake on Workfare. Retrieved July 19, 2011, from The New York Times

negative: Homework has a lot of educational value, the reason it has not shown this is because teachers do not set the right kind of homework or they set the wrong amount of it. Some teachers believe homework is for reviewing material, others think it is better for learning new concepts. The result is 'confusion for students'.1 If the homework was consistent however, and related specifically to what is learnt in the classroom, it would have a great deal of educational value by helping them remember their lessons and increase students' confidence in how much they are learning.  Furthermore, Professor Cooper of Duke University has shown that by the high schools years, there is a strong and positive relationship between homework and how well students do at school. There are two main reasons why this relationship does not appear in elementary school: 1) Elementary school teachers assign homework not so much to enhance learning, but in order to encourage the development of good study skills and time management;2 2) young children have less developed cognitive skills to focus and concentrate on their work.3 Thus, they are more easily distracted from their homework assignments.  1 Strauss, 2006 2 Muhlenbruck, Cooper, Nye, & Lindsey, 2000 3Hoover-Dempsey et al., 2001


query: Power is shifting to the East  Geography has a great influence on the position of nations and their foreign policies. For example it is the UK’s Island nation status that is a major reason why it is not fully committed to the European project. Attention internationally is now shifting to East Asia where the main rising powers are; China and India. This means that the UK’s position is less geographically important so to compensate the UK needs Europe; China’s leader Xi Jinping on his state visit to Britain stated China wants “a united EU, and hopes Britain… can play an even more positive and constructive role in promoting the deepening development of China-EU ties.” [1] The United States, Britain’s main ally since World War II, is much less interested in Europe.  [1] ‘China wants Britain in a united European Union, Xi Jinping tells David Cameron’, South China Morning Post, 23 October 2015,

positive: onal europe politics leadership house believes uk would have more influence There are also advantages to this power shift; the UK is less threatened so better able to act. The UK is therefore free to align itself with whichever powers it wishes rather than having alignments dictated by geography and who is threatening the UK. In the past the threat from Germany, and then the USSR, forced the UK into an alliance with France and the USA. When it comes to deciding between the USA, China, and India the UK has a free hand. As a result the UK has a once in a lifetime opportunity to strike new “trade deals with the growth economies around the world”. [1]  [1] Boris Johnson quoted in Erixon, Fredrik, ‘Boris and the Breziteers are talking nonsense about Britain’s trade policies’, The Spectator, 1 April 2016,

negative: europe house believes federal europe Actually if the EU became a unified state, there would be s loss of UN Seats - a major democratic, liberal voting block in international institutions such as the UN would be lost, in return for one vote (for an incredibly powerful state). Due to the UK and France, both EU members and also UN Security Council permanent members (UNSC P5 - along with the US, China and Russia), and with Germany (G4 - along with India, Japan and Brazil) hopeful to gain a seat in the future, removal of these nations from the UNSC would leave it open to greater sway by American, Russian or Chinese influence. As it is, the UK and France provide a powerful voting bloc in the SC. (Italy has offered the plan of a revolving seat for EU member states.). Therefore countries from the EU are powerful enough as it is and creating only 1 country can result in the exact opposite situation.  None of the benefits, listed in the Proposition argument are actually benefits of a federal Europe. They all have been achieved via the EU. This means that the EU itself is strong and influential enough. There is no need for deeper development as it will only bring disadvantages. “In these days of renewed gloom about the future of Europe, a quick test is in order. Who has the world’s biggest economy? [...] Who has the most Fortune 500 companies? [...] Who attracts most U.S. investment? [...] The correct answer in each case is Europe, short for the 27-member European Union (EU), a region with 500 million citizens. They produce an economy almost as large as the United States and China combined”. [1]  [1] Debismann, ‘Who wins in U.S. vs Europe contest?’

negative: Britain should not pay more than other countries  Britain’s rebate is completely justified. Without it Britain would pay far more into the EU than it ever received back. The UK government argues “Without the rebate, the UK's net contribution as a percentage of national income would be twice as big as France's, and 1.5 times bigger than Germany's.” [1] This is because most of the EU’s budget goes to pay for the costs of the Common Agricultural Policy and regional aid programmes. The UK’s farming sector is a very small part of the economy, and very few of its regions count as poor in Europe-wide terms, so Britain receives little funding back from the EU. Meanwhile as a result of new members joining the EU development funding has been taken away from poorer areas of Britain, many of which will no longer be eligible, to be redirected to Eastern and Central European countries which need it much more, [2] Britain’s net contribution to the EU budget will go up .The rebate recognises this and returns two-thirds of the UK’s net EU contribution (payments less receipts) every year. Even with the rebate, the UK is still the second biggest net contributor (proportional to population) of all the EU states. Over the past ten years Britain has contributed 2½ times as much to the EU budget as France has [3] - and without the rebate it would have been 15 times as much!  [1] BBC News, ‘EU budget commissioner calls for UK rebate to end’, 2010  [2] European Union Committee, ‘Future Financing of the European Union’, 2005, p.154  [3] The Economist, ‘About a rebate’, 2005

negative: onal europe politics leadership house believes uk would have more influence The UK would have a completely independent foreign policy  Britain’s is not completely sovereign within the European Union with the EU having a common foreign and security policy and all economic negotiations taking place under the auspices of the EU trade commissioner, it is what the EU refers to as an ‘exclusive power’, rather than the Foreign Office. [1] Exiting would give these powers back to the UK. Regardless of how these powers are used this will mean the UK has more influence and freedom to manoeuvre as it will have more options with which it can negotiate with other powers.  [1] ‘Policy making: What is trade policy’, European Commission,

negative: africa asia house would sao tome drop relations taiwan favour mainland China is interested in African states; for decades many African states were seen as ideological partners, and now they are economic partners. [1] A President’s first overseas visit is always symbolic; President Xi’s firs visit was a four country tour taking in Russia and three African countries; Tanzania, South Africa, and Republic of Congo. [2] This shows how important Africa is to Beijing.  [1] Qichen, Qian, ‘Ten Episodes in China’s Diplomacy’, HarperCollins, 2006, Chapter 8 pp.191-230  [2] Forum on China-Africa Cooperation, ‘Africa: China's New President Concludes First Foreign Visit With Fruitful Results’, allAfrica, 1 April 2013,

negative: It is not true that the human rights situation for women is deteriorating. The Social Institutions and Gender Index has found between 2009 and 2012 there has generally been improvement for example “The number of countries with speciﬁc legislation to combat domestic violence  has more than doubled from 21 in 2009 to 53 in 2012”. Women rights can be improved through the United Nations. This has the legitimacy to convince governments to change their policies and liberalize them. Also, the power of the United Nations comes form the number of countries involved, adding besides the EU, the powerful US, China, Russia, and South Africa etc. More than that, the UN has a lot of experience in dealing with these kind of cases. A perfect example is the economic and diplomatic sanctions imposed on the South African government in order to convince them to leave behind the apartheid regime. Moreover one of the reasons for the United Nations is the promotion of universal human rights, and this applies to women as well as anyone else; there are 187 states that are a party to the convention on the elimination of all forms of discrimination against women.  SIGI, '2012 SIGI', OECD, 2012,   Reddy, Enuga S., ‘The United Nations: Partner in the Struggle against Apartheid’, un.org,   United Nations, ‘Convention on the Elimination of All Forms of Discrimination against Women’, United Nations Treaty Collection, Status at 9 October 2013,

negative: The European Parliament may ‘speak for Europe’ but the Council speaks for the EU’s member states. Privileging the European Parliament at the expense of the Council erodes the intergovernmental nature of EU decision-making. It is important to protect the sovereign powers of the individual member states; this is achieved in the Council, which is comprised of representatives of each national government. This has been particularly the case in the United Kingdom where there have been rows over sovereignty in relatively obscure areas such as prisoners voting rights. [1]  The European Union can only work if national considerations are put above all others. The Council works because the best possible conclusions are reached precisely because compromise between the varying interests is required. Involving the European Parliament would shift the emphasis of the entire EU from being a forum for independent nations to being a decision making body for a large number of states, undermining the sovereignty of domestic parliaments.  [1] Bagehot, ‘Britain’s mounting fury over sovereignty’, The Economist, 10 February 2011,

negative: Ensures Europe stays of the track Britain wants it to be on  Britain’s ideal for the European Union is a union that is founded upon free trade; an economic not a political block. The agreement ensures that the European Union remains on this path in two ways. First through agreement on competitiveness where members pledged the “lowering administrative burdens and compliance costs on economic operators, especially small and medium enterprises, and repealing unnecessary legislation”. [1] Second it is explicitly stated “references [in EU treaties] to ever closer union do not apply to the United Kingdom” [2] which ensures that the UK will never have to become part of a political union but can instead remain in an economic partnership with the EU even if the EU itself moves towards political union.  [1] Annex 1, p.15  [2] Annex 1, p.16

negative: Giving up the rebate would mean better relations with the Europe Union  It is worth giving up the rebate to remove a constant source of tension and ill-feeling between Britain and its European partners. Until the rebate is abandoned, Britain will never be at the heart of Europe. This limits our ability to promote our other interests in Europe, as every argument always ends up back at the rebate, and weakens our moral authority. Denmark for example is similarly Euro sceptic but is fiercely opposed to the UK rebate and aims to scrap it during Denmark’s next EU Presidency in 2012. [1] Because preserving the rebate has always been the Prime Minister’s priority, every other British goal has been given up instead. This led to bad deals for Britain over the ERM, at Maastricht, and in 2002 when Tony Blair accepted a Franco-German agreement to leave the CAP unreformed until 2013. This is because Britain is inevitably on its own in any possible change to the rebate whereas on almost any other issue Britain has allies. So when Britain’s opponents can link the rebate to an issue Britain may be able to keep the rebate but will in other respects be on the losing side. [2]  [1] Jensen, Arne Nis, ‘The UK rebate – or rethinking the EU budget?’, 2011, p.27  [2] Rennie, David, and Helm, Toby, ‘Blair is all alone in Britain’s EU rebate row’, 2005

negative: europe global human rights house believes european union should lift its China will simply get similar products elsewhere  In a global marketplace, if EU states don't sell China arms, others will. Russia and Israel [1] already sell China much high-tech military material, between 2001 and 2010 Russia sold over $16billion of arms to China. [2] As Israel is a key American ally, US criticism of Europe over lifting this ban is particularly unfair. It is in Europe's economic interest to gain part of the huge Chinese market and so safeguard European jobs. And if European arms industries cannot find export markets, their production for domestic military forces is simply not enough to support the cost of research and development, [3] so our indigenous arms sector may collapse.  [1] BBC News, ‘US ‘anger’ at Israel weapons sale’, 2004.   [2] Ottens, Nick, ‘Russian Arms Sales to China Drying Up’, 2010.   [3] Ashbourne, Alex, ‘Opening the US Defence Market’, 2011, p1.

negative: asia global house would re engage myanmar This argument is not a defence of the government in Myanmar. Making it a question of who is pointing fingers itself politicizes a principled stance against an undoubtedly unjust system. The US and the EU have been consistent in their criticism of the military-controlled government and in their principled support for pro-democracy activists in Myanmar. This is in line with their stated positions on human rights and democracy across the world – with political allies or enemies - and in accordance with international treaties that they are signatories to. They have long voiced concerns over human rights violations in China and India, for instance. Only because their moral position may not have been as influential in relation to certain countries, or that it has been diplomatically unfeasible to take stronger positions in certain circumstances due to global power relations, it does not mean they should not take such a position in the case of Myanmar as well.1  1 Schmahmann, David, The unconstitutionality of state and local enactments in the United States restricting business ties with Burma (Myanmar) Vanderbilt journal of transnational law. March 1997, vol 30, no 2.

negative: nomic policy economy general international europe philosophy political The assumption of the automaticity of Spill-over is wrong.  The core of Neo-functionalism that spill-over being the main driving force behind continuing integration assumed the automaticity of integration. Once integration has started it will be a self-continuing force that will eventually integrate the whole of Europe - is clearly wrong. Supranational functionalism 'assumed first, that national sovereignty, already devalued by events, could be chewed up leaf by leaf like an artichoke'. [1] The functional method of spill-over is very limited, its success in the relatively painless area in which it works relatively well lifts the participants to the level of issues to which it does not apply well any more. For example no common defence or foreign policy within the community project has been successful. This failure in high politics is fundamental, without a coordinated foreign and security policy the role of the EU in the world is open to question. Opposition too much further enlargement reduces the role the EU can play outside the union unless a common foreign policy can be agreed. [2]  [1] Hoffmann, S. ‘Obstinate or obsolete? The fate of the nation-state and the case of Western Europe.’, Daedalus, Vol. 95, No. 3, 1966, pp. 862-915, p882  [2] Pabst, Adrian, ‘The EU as a Security/Defence Community?’, Luxembourg Institute for European and International Studies, 2/3 July 2004,

negative: The 'Middle Way' respects China's right to territorial integrity  The Chinese government has a right to protect the unity of China against Tibetan separatism. US President Abraham Lincoln, in justifying efforts to maintain the union in the face of an imminent civil war, said in 1858, “A house divided cannot stand”. [1] Unity was argued to be essential to the integrity and future of the union if the United States as a much more decentralized federal union cannot sanction such a division then a much more centralized China cannot. China can put forth the same rationale as Lincoln for forcing Tibet to remain part of China, for example when it notes argues that the concept of an independent Tibet has historically been used by what it calls ‘foreign imperialists’ to interfere in China internally and split it up so that it can more easily be controlled from abroad. As an example of this, the CIA’s support for Tibetan separatists during the Cold War is cited. [2] [3]  Mongolia provides a striking precedent for for Chinese worries about Tibetan independence, as it gained independence through Soviet backing and subsequently came under effective control of the USSR. [4] If Tibet were to achieve independence, both China and Tibet would be weaker, with less geopolitical strength and with greater tensions and opportunities for conflict. This is especially true in light of the history of foreign attempts to interfere with China internally, as noted above. The Dalai Lama made a similar argument himself when he stated: “Look at the European Union … What is the use of small, small nations fighting each other? Today it's much better for Tibetans to join [China].” [5] In 2008 the Foreign Minister of Cyprus similarly argued that the ‘One China’ policy, including Tibet, was necessary to safeguard China’s territorial integrity. [6] The government of Fiji has offered similar support. [7] The 'Middle Way' accounts for this need of China's whilst also offering greater autonomy to the Tibetan people, thus respecting the rights of both parties.  [1] Abraham Lincoln Online. “House Divided Speech”. Abraham Lincoln Online.   [2] Xinhua News report Xinhua News Report. Xinhua News. http :// news . xinhuanet . com / zhengfu /2002-11/15/ content _630888. htm  [3] Wonacott, Peter. " Revolt of the Monks : How a Secret CIA Campaign Against China 50 Years Ago Continues to Fester ; A Role for Dalai Lama ' s Brother " . Wall Street Journal . 30 August 2008. http :// online . wsj . com / article / SB 122005956740185361. html ? mod = googlenews _ wsj  [4] Xinhua News report Xinhua News Report. Xinhua News. http :// news . xinhuanet . com / zhengfu /2002-11/15/ content _630888. htm  [5] Liu, Melinda. “Fears and Tears”. The Daily Beast. 19 March 2008.   [6] Ministry of Foreign Affairs of the Republic of Cyprus. “Cyprus supports the principle of a ‘single’ China”. Ministry of Foreign Affairs of the Republic of Cyprus. 20 March 2008/ . http :// www . mfa . gov . cy / mfa / mfa 2006. nsf / All /5 B 640 E 57 BE 973 A 1 FC 22574120050 A 086? OpenDocument  [7] Fijilive. “Fiji backs China’s action in Tibet”. Fijilive. 24 March 2008. http :// www . fijilive . com / news _ new / index . php / news / show _ news /3075

negative: New member states are much poorer than the UK  Britain should give up the rebate in solidarity with the new member states. Most of the ten recent entrants to the EU are still struggling to overcome the legacy of communist rule and are much poorer than the previous 15 member states. In 2009 Bulgaria and Romania had less than half the average EU GDP per capita whereas the UK was about 120% EU average. [1] As one of the richest EU members, Britain has a moral responsibility to contribute its share of the money needed to allow the new member states to make a success of EU membership. It also has a self-interest in contributing to their economic development, for as they become richer their citizens will increasingly buy the services and media exports in which Britain specialises. Indeed, because the rebate is paid for by all member states the new member states will be contributing payments towards Britain’s rebate - clearly something which Britain cannot attempt to defend given the disparity in wealth.  [1] Eurostat, ‘European economic statistics’, 2010, p.31

negative: Tibet is a distinct nation with a distinct history that China illegally invaded  Tibet has a long history of independence going back more than 1500 years. Even in times of Chinese “domination”, Tibetans largely governed themselves independently of the small number of Chinese officials in Lhasa. [1]  Tibet at most was a tributary of China, and was no more part of it than Thailand, Myanmar or Korea. And from 1911 until 1950 it was entirely independent and conducted its foreign relations as such, for example remaining neutral in World War II despite both its neighbours the Republic of China and the British Empire being on the side of the Allies.  Tibet’s annexation by China occurred under the guns of 40,000 Chinese soldiers, and the precedent begun by the invasion stands as one of the few post-1945 cases in which the national principle was abandoned and the only one in which a fully independent state vanished from the map.  When one notes that Tibetans have their own language, and a history that includes far more wars with the Chinese than examples of kinship, Chinese arguments of sovereignty have little bearing on the reality. [2]  [1] van Walt, Michael C., ‘The legal status of Tibet’, Cultural Survival Quarterly (Vol. 12, 1988),   [2] Tsering, Lhasang, ‘India’s Tibet: A Case for Policy Review’, 17 March 2000,

negative: US spending should focus on defence rather than aid  Romney believes that the United States should be focusing more on national security; however this in turn does benefit other nations so could be considered aid. Governor Romney was quoted as saying “foreign aid has several elements. One of those elements is defense, is to make sure that we are able to have the defense resources we want in certain places of the world. That probably ought to fall under the Department of Defense budget rather than a foreign aid budget.” [1] When it focuses on its own national security the United States is providing public goods for the rest of the world. These include reducing the incentives for others to engage in the use of force – ‘the global policeman’, maintaining open global markets, maintaining a virtual commons in cyberspace, preventing weapons proliferation [2] and maintaining freedom of navigation just as the United States is doing in the South China Sea. [3] All of these to a greater or lesser extent need US military forces to maintain them.  The Romney campaign rejects the notion that the United States has an obligation to rely on foreign aid in its international development efforts, wanting to “[cut] the ongoing foreign aid commitments” and “[you] start everything from zero”. Vice Presidential candidate Paul Ryan, has proposed a budget that includes cutting international affairs and foreign assistance by 29 percent in 2012 and 44 percent by 2016, which would dramatically cut funds for USAID and their foreign aid programs. [4] The Republican party believes that cutting down all sorts of government spending, including international spending, would help bring the economy out of the deficit and back towards a balanced budget.  [1] Rosenkranz, Rolf, ‘At GOP debate, presidential candidates vow to cut foreign aid’, devex, 20 October 2011.  [2] Nye, Joseph S., ‘America and Global Public Goods’, Project Syndicate, 11 September 2007  [3] Cronin, Dr. Patrick M., ‘Averting Conflict in the South China Sea’, Center for a New American Security, 4 September 2012.  [4] Smith, Adam, et al., ‘U.S. foreign aid is not a luxury but a critical investment in global stability’, The Seattle Times, 17 April 2011.

negative: asia global house would re engage myanmar There is scope for further diplomatic progress in the region through disengagement  Reengagement has potential for having a positive influence in various contexts. Myanmar is rich in natural resources, including forest products, minerals and gems. Removing trade restrictions and offering developmental aid would benefit the local economy and population.1 In the longer term, economic activity can act as a stimulus for development of a stronger legal and business framework to reduce corruption. If the US and the EU create confidence in the Myanmar government that they are willing to offer something constructive rather than critical, it may be possible to ask for greater transparency in government and reduce systematic violations of human rights as well.2 The newly elected civilian government has indicated it is willing to pursue democratic reform, and the US and the EU should not lose this opportunity for change.  1 BBC News, ‘India and Burma expand trade ties and sign gas deals’, 14 October 2011.  2 Human Rights Watch, ‘China: press visiting Burmese leader on elections and accountability’, 6 September 2010, (example of how state relations can encourage democracy)

negative: ch debate media and good government politics defence government digital freedoms Provides information to competitors  Where there is international competition transparency can be a problem if there is not transparency on both sides as one side is essentially giving its opponent an advantage. This is ultimately why countries keep national security secrets; they are in competition with other nations and the best way to ensure an advantage over those states is to keep capabilities secret. One side having information while the other does not allows the actor that has the information to act differently in response to that knowledge. Keeping things secret can therefore provide an advantage when making a decision, as the one with most information is most likely to react best. [1] Currently there is information asymmetry between the United States and China to the point where some analysts consider that the United States provides more authoritative information on China’s military than China itself does. [2]  [1] National Security Forum, No More Secrets, American Bar Association, March 2011, p.7  [2] Erickson, Andrew S., ‘Pentagon Report Reveals Chinese Military Developments’, The Diplomat, 8 May 2013

negative: europe global human rights house believes european union should lift its The arms ban is an anachronism - only China, Myanmar and Zimbabwe are singled out by the EU in this way from all the regimes in the world. [1] China is therefore right to call this policy as showing a “political prejudice against China” [2] as many other nations have perpetrated similar human rights violations. This is pointlessly offensive to the Chinese government and people, who see it as political discrimination against them, and it should be lifted. The new code of conduct should be sufficient to prevent worries that European weaponry will be used to repress demonstrations as it prohibits exports where there is a “Risk that export would be used for internal repression or where the recipient country has engaged in serious violations of human rights”. [3]  [1] BBC News, ‘EU China arms ban ’to be lifted’’, 2005.   [2] Xinhua, ‘China calls for end to “prejudiced” EU arms embargo’, 2010.   [3] Archick, Kristin, et al., ‘European Union’s Arms Embargo on China’, 2005, p21.

negative: Even assuming that US-Russian there are many areas where the US and Russia could cooperate this does not mean that it will happen. Cooperation between the United States and Russia would have been even more vital to the world at the end of World War two when both were superpowers and both had common interests in keeping Germany and Japan down yet this did not lay the ground for cooperation between the two. Instead there was a forty year cold war. Now whole Burns may consider the challenges in Europe, Asia and the Middle East to be common interests Russia may instead choose to cooperate with others such as China and consider US interests to be counter to its own

negative: europe middle east politics house supports admission turkey eu Turkey is actually part of the European continent both geographically and historically.  Geographically, Turkey is astride the divide between Europe and Asia, it is uncontestable that Turkey is in part a European country and so has the right to become a member of the European Union. Turkey’s biggest city, Istanbul, is located within Europe. One of the core values of the EU stands as “every country on the European continent after having completed all the necessary preparations has the right to join the EU’’ [1] . Furthermore, Turkey and its predecessors, the Ottoman Empire and Byzantine Empire were major European and World powers from the end of the Roman Empire until the breakdown of the World War I. The Ottoman Empire took part in the European state’s system from its birth even if as in some ways an outsider, until the end of the eighteenth century Turkey was considered to be much more a part of the European system than Russia. [2] Turkey since the first world war has been orientated towards the west using western methods to modernize including for example making the state secular; building a law system based not on Islamic law but on Swiss civil law. [3] Turkey can therefore be said to be as much a western nation as an Islamic one.  [1] The EU: A Community of Values. EU Focus.  Accessed on September 3, 2010.  [2] Anderson, M.S., The Origins of the Modern European State System 1494-1618, Longman London, 1998, p.57  [3] Huntington, Samuel P., The Clash of Civilizations and the remaking of world order, Simon & Schuster London, 1996, pp.144-145

negative: europe global human rights house believes european union should lift its A code of conduct is needed not a ban  The current arms ban is purely symbolic. China is already able to buy a range of military items from Europe ($555 million worth in 2003) [1] and the USA, which has a similar "ban" on weapons sales to China. This is because the EU’s current ban is not legally binding and it is up to each EU member to define and implement the embargo meaning the embargo is not effective. [2] An arms ban is therefore a blunt instrument that does not work. Instead future sales should be regulated by a tough EU code of conduct which prevents military equipment being sold to any state which might use it for external aggression or internal repression. Such a code of conduct for all arms exports has already existed since 1998. [3] Such a code of conduct will be a much better guarantee that China is not sold arms unless EU states are sure they will not be misused.  [1] Tkacik, ‘E.U. Leadership Finds Little Public Support for Lifting China Arms Ban’, 2005.   [2] Archick, Kristin, et al., ‘European Union’s Arms Embargo on China’, 2005, p5.   [3] Ibid, p21

negative: EU expansion is good for current members politically.  Expansion means extending a project which has ensured unprecedented levels of peace and cooperation among former enemies in western Europe for nearly half a century. This was the original purpose of the European project. The European Union started out as the European Coal and Steel Community which shared these important strategic resources that were necessary to fight a war. It was argued that this integration is the only way to keep France and Germany, enemies that had fought three wars in the previous eighty years, from attacking each other. Entrenching peace, democracy and economic integration throughout the continent is to the benefit of all European nations, the most recent two wars; World War I and World War II expanded to include the whole of Europe and much of the rest of the world. The European Union also means that there is no concern that there will be conflict. This both allows members of the European Union to spend less on defence – only the UK, France and Greece meet NATO’s 2% of GDP target [1] and frees up European forces for Peacekeeping missions such as those in the in the western Balkans in Bosnia and Herzegovina and Macedonia, but also further afield, for example 3700 troops were deployed as an EU force in Chad in 2008-9. [2]  [1] Defence Dateline Group, ‘As Europe Wakes to Defence Spending Shortfall, NATO Risks Losing US Investment’, Defenceiq.com, 14 March 2011,   [2] Eufocus, ‘The EU and Peacekeeping: Promoting Security, Stability, and Democratic Values’, Stacy Hope ed., November 2008,

negative: conomic policy economy general international europe politics government house Britain may not like losing the Queen's head on banknotes but London will be at a huge economic disadvantage if Britain stays out.  London will further lose its position as Europe’s financial centre, and the financial influence this brings with it. Britain’s staying out of the Euro has already depleted London’s status as the European financial centre. As explained by Anthony Browne in The Euro: Should Britain join?, “The European Central Bank – the second most powerful in the world – had a natural home in London, but ended up in Frankfurt because of our indecision over the Euro.”1 Germany used this to her advantage, for it “reinvigorated Germany’s bid to ensure that Frankfurt becomes Europe’s financial centre, with a massive office-building programme to rival London’s Docklands.”1Germany seizing London’s sphere of influence will only increase if Britain stays out of the Euro. Moreover, if Britain’s indecision over the Euro continues, “it would lead to a serious rethink by foreign owners of many of the City’s financial institutions about where their core activities should be located.”1 If Britain does not join the Euro, her economic activity both at home and between fellow Member States will be badly affected.  1Browne, A., 2001, "The Euro: Should Britain Join?", page 92

negative: The money makes no difference  India is a booming economy with GDP growth of 7% over most of the last twenty years, and it is likely to overtake the UK economy within a decade. [1] As a result development aid today to India is small by comparison to what India itself can and does spend on its poorest citizens. The UK gives just £280 million per year, less than 0.04% of India’s GDP [2] and only enough to provide £1 per year for every one of India’s poorest.  This foreign aid is therefore not essential for poverty reduction in India. Indeed China has been the country most successful at reducing poverty and it has done it through economic growth not large amounts of development aid. [3] Aid money should therefore go to countries that really do need the money for development rather than those who are already succeeding at financing it themselves.  [1] Gilligan, Andrew, ‘India tells Britain: We don’t want your aid’, The Telegraph, 4 February 2012  [2] Ghosh, Jayati, ‘Yes: Should rich countries stop sending development aid to India?’, BMJ, Vol.346, No. 7891, pp.1-42, p.20  [3] Data and Research, ‘New Estimates Reveal Drop In Extreme Poverty 2005-2010’, The World Bank, 29 February 2012

negative: All history is edited  To state the obvious there is an immense amount of history. There is much more history than could ever be taught in school. This means there needs to be some way to cut down everything in history into a sensible sized syllabus. There are some obvious ways to cut down history to a manageable length; such as concentrating on the history of the nation, focusing on certain key events, focusing on things of particular importance to today, or sometimes just on things that are considered fun and interesting. In the UK there have been accusations, including by the current education secretary Michael Gove, that British history is neglected in favour of Nazi Germany and the American west – something that then avoids Britain’s less than comfortable imperial past. [1]  It should therefore come as no surprise that Japan does not highlight World War II and in particular the bad parts of that conflict. Does China teach about its invasion of Tibet?  [1] Vasagar, Jeevan, ‘Michael Gove accuses exam system of neglecting British history’, guardian.co.uk, 24 November 2011,

negative: On the contrary, this situation almost ensures that the Tibetans will become a puppet of one or another foreign power. Weak states almost invariably need allies to maintain their independence. An independent Tibet, especially one that has inherited the history of the last sixty years would likely be dominated by politicians who are militantly anti-Chinese, but would be too weak to defend itself against China. It would almost certainly become an Indian proxy, as its only hope of survival would be to attempt to gain the support of the United States and India against China.  In effect the creation of an independent Tibet, rather than avoiding conflict, would make it more pressing by moving the effective frontline hundreds of miles northward. Right now China and India may not like each other, but the Tibetan-Indian border is sufficiently mountainous as to make military action difficult if not impossible. By contrast, its northern border is much more easily crossed as the Chinese themselves showed in 1950. An independent Tibet would be a security threat to China and the region.

negative: conomic policy economy general international europe politics government house No; Unemployment will rise if Britain stays out of the single currency. Britain's indecision over joining the single currency has already discouraged foreign investors from doing business with her, and this will only worsen if she stays out, thus reducing the number of jobs there. Britain has to be in the single currency to retain a presence in the European business scene if she is to prosper and make any profit at all. As explained by Anthony Browne in The Euro: Should Britain join?; "Without access to the single currency zone, foreign investors who are here will move out, closing factories and businesses; new ones will set up in Euroland in preference to the UK." London's position as the European financial centre has already been depleted by Frankfurt and this situation will only deteriorate if Britain stays out of the Euro. The pound is no longer a source of hope for Britain. 1 Anthony Browne, The Euro: Should Britain join? Page 52

negative: Palestine has its own infrastructure and government and is, in all meaningful ways a state  In any meaningful way Palestine is a state. It may well be one at war with a neighbour and in dispute over its boundaries but the only reason it has yet to be recognised is that it would be politically inconvenient for the US, Israel and their allies.  There are plenty of nations that do not function in line with European and North American concepts of statehood, Afghanistan for example, however they take their seat at the UN and add their voice to the choir of nations [i] . There are even other member states that are not recognised by every other member state, Israel is not recognised by 33 UN members [ii] and the People’s Republic of China is not recognised by 23 UN members. [iii]  [i] John Quigley. “Statehood for Palestine: International law in the Middle East Conflict”. Cambridge University Press, 2010.  [ii] Bureau of East Asian and Pacific Affairs, ‘Background Note: Israel’, U.S. Department of State, 10 December 2010,   [iii] Bureau of East Asian and Pacific Affairs, ‘Background Note: China’, U.S. Department of State, 6 September 2011,

negative: Too many strings  India is a booming economy with GDP growth of 7% over most of the last twenty years, and it is likely to overtake the UK economy within a decade. [1] As a result development aid today to India is small by comparison to what India itself can and does spend on its poorest citizens. The UK gives just £280 million per year, less than 0.04% of India’s GDP [2] and only enough to provide £1 per year for every one of India’s poorest.  This foreign aid is therefore not essential for poverty reduction in India. Indeed China has been the country most successful at reducing poverty and it has done it through economic growth not large amounts of development aid. [3] Aid money should therefore go to countries that really do need the money for development rather than those who are already succeeding at financing it themselves.  [1] Gilligan, Andrew, ‘India tells Britain: We don’t want your aid’, The Telegraph, 4 February 2012  [2] Ghosh, Jayati, ‘Yes: Should rich countries stop sending development aid to India?’, BMJ, Vol.346, No. 7891, pp.1-42, p.20  [3] Data and Research, ‘New Estimates Reveal Drop In Extreme Poverty 2005-2010’, The World Bank, 29 February 2012

negative: conomic policy economy general international europe politics government house This has simply not been the case; since the launch of the Euro in 2002, London has consolidated her position as the financial centre of Europe. There is no need for Britain to join the Euro, she can profit from the financial influence London exercises while her mainland European counterparts use the single currency. As explained by Anthony Browne in The Euro: Should Britain join?, “at the launch of the Euro…that what were effectively regional financial centres –such as Paris- lost any reason for their existence and saw all European business drain away to Europe’s real financial centre, London.”1 Moreover, Britain is not wholly reliant on her European counterparts for business; “More people work in financial services in London than live in Frankfurt, its only likely rival. We have the English language and a time zone that means we can deal with New York and Tokyo in the working day.”1 If the British economy does not even need mainland Europe for business, even less it needs the single currency.  1Browne, A., 2001, "The Euro: Should Britain Join". page 93

negative: China has viewed the last century and a half as non-stop efforts by Westerners to divide China. This looks like another.  The last century and a half of relations between China and the West have from the Chinese perspective been one long period of national dismemberment. In 1842 the British took control of Hong Kong after the first Opium war, and after its sequel, China lost control of Shanghai and its own customs service. Efforts were made to sever Manchuria, Taiwan from China in the 20th, and Korea and Vietnam were fully removed from Chinese authority.  As a consequence the Chinese are quite paranoid about outside efforts to divide Chinese territory, and support for the Tibetan Independence, due to the fact that the West has no clear interests in the region, is interpreted chiefly as an effort to divide and weaken China. [1]  As a consequence, western condemnation tends to be counterproductive, leading to public sentiment in China turning far nastier towards legitimate Tibetan demands.  These sorts of views on the part of the Chinese Public are far from unwarranted given the likely consequences of Tibetan independence, namely the creation of a Pro-Western, anti-Chinese state on their borders, and the Chinese are therefore likely to respond to future moves in favour of Tibetan independence the same way Americans would have reacted to Pro-Confederate moves on the part of Great Britain or France during the US Civil War.  [1] II. Origins of So-Called ‘Tibetan Independence’,

negative: europe house believes federal europe A federal Europe will benefit the citizens of its member states  A federal Europe would build upon the success of the EU and its predecessors in taming the nationalism that caused so much conflict in the twentieth century. The EU is drawing nearer to realising the vision of its founders for an “ever-closer union”. Despite the EU’s relative success in this regard, while national governments still exist they will regard policy-making within Europe as a competitive business, abusing vetoes and damaging the potential prosperity of all of Europe’s citizens. Such is the case with Britain's veto over the carbon tax, which the EU wants to implement - “The British government is "highly likely" to block European Commission proposals for a carbon tax contained in a widely-circulated draft version of the Energy Taxation Directive, EU diplomatic sources said yesterday”. [1]  A federal European state can build on the shared history and culture of its members to further the common good, while accommodating regional differences.  [1] EurActiv.com, ‘Britain set to veto EU carbon tax plans’