Project two

This project will examine both sides of some controversial issue relevant to the course, and culminate in an in-class debate. In formulating strategy, it is critical to understand both sides of an issue. Even if your role is to advocate one side, you must understand the other side. Thus, in this project you will first formulate the arguments on both sides, but then argue only one side in the in-class debate. Although groups typically begin with a preconditioned opinion, they often come away surprised by the strength of the opposing position.

Milestones and deadlines

See the course calendar for due dates for the project milestones and the date and time of your in-class debate.

 

Milestone 1. Each group will pick three controversial topics from the following list, rank them by preference, and post their choices in WebCT. The instructors will then assign each group a topic trying to follow preferences while ensuring that each topic has two groups assigned to it to facilitate a debate.

The following list is from two years ago—it will be updated well before the milestone 1 due date:

  1. GSM might be perceived as an example of a triumph of a standardized government driven approach over a chaotic market driven shakeout. The Internet vs. ISO networking standards might be perceived as the opposite. Resolved: the United States Federal government should take a more activist role in setting technology standards.
  2. In the US, and in many states, information compiled by governments is generally made available to users at the cost of reproduction. Examples in include census data, patent data, court decisions, geographic data, etc. In England, the Crown holds a copyright on such data and licenses its use. Resolved: the US model  is superior.
  3. Domain name registration for com, org, and net, is currently managed by Network Solutions International. Describe how this came about and outline the current debate surrounding the Domain Name System. Resolved: the private market will provide a better solution to domain name registration than a not-for-profit regulated firm.
  4. There are two approaches to content regulation to protect children from pornographic materials: labeling and age verification.  Labeling requires content providers (or others) to label the materials and parents, or other responsible parties, to take steps to control access.  Age verification requires content providers to verify age by requiring credit card numbers or digital certificates before allowing access.  Resolved: age verification is the preferred method.
  5. Resolved: Business process patents are a good idea and should be encouraged by both industry and government. (Note: you may propose variations on the current patent office policies)
  6. Resolved: Appropriate levels of computer and network security are best achieved by marketplace, and not government action.
  7. Resolved: Broadband Internet services to the home provided by cable or telecom companies should be required to offer a choice of ISP.

Outcome 1: Web-posted presentation. Each group will research and internally discuss both sides of this issue.

  • Prepare a presentation (similarly to Project 1, although probably shorter) outlining the background and issues involved on both sides of this issue, post it on the Web and send the URL to the instructors by email (you will not make this presentation available to the class as a whole until after the debate). This presentation should not advocate a position, but rather just analyze both sides of the issue. Please do not discuss this research with the other group working on your project; we want these to be independent analyses. Also indicate in your email which side of the debate you would prefer to defend in the debate.

Outcome 2: in-class debate. You will be informed 48 hours before the actual debate as to which side you will defend. We will assign you your preference if the two group's preferences are compatible, or flip a coin if they are not. The debate will proceed as follows:

 

  • Affirmative position (15 min)
  • Negative position (15 min)
  • Negative side rebuttal to affirmative position (5 min)
  • Affirmative side rebuttal to negative position (5 min)
  • Class discussion of the issue led by the instructors (40 min)

 

Obviously you will want to prepare a rebuttal to expected arguments on the other side, as well as adjust your rebuttal as you hear the other side’s arguments.

 

Follow-up.

  • After each debate, all students in groups that did not participate in that debate please fill out the peer evaluation questionnaire posted on WebCT. In this, you will rate the quality of each group's arguments in the debate, taking into account the intrinsic strength of their side of the issue.
  • Immediately after your debate, please post both your group’s presentation you used in "groups and projects" area on the class Web site for the benefit of other students.
  • Each member of the group please assign your 100 points to the other group members based on their individual contributions to the group’s efforts on this project (both the backgrounder paper and debate) using a form posted on WebCT.

Grading

The group grade will be based on both backgrounder papers and performance in the debate, the latter graded by peer review of your fellow students as well as by the instructors. There will be no designated winner and loser of the debate, but rather each side will be graded by the quality of their arguments in advocating their side of the issue, taking into account its intrinsic strength. The individual grade will be based on the evaluation of your contribution by other group members.