1. We've set our moving date and it is September 1st.
2. Eventually I could hear from a friend of mine, unseen for a long time. I feel relieved by now.
30.8.07
7.8.07
Rare Photos
My self-portrait pictures are pretty rare cause I don't have any cameras, even a cheapy one. But, thanks to my mom's cellphone cam, I could take this one about four months ago, and so to speak, on April 23th. My hair was two times longer at that time... Some of my acquaintances said this photo resembled Misa Amane from Death Note... I, however, don't think so; A little too boyish to be that adorable "Misamisa." It rather looks like Teru Mikami as far as I'm concerned. (Geez, look at the flash!)
The second is also a flash photograph of myself, reflected by a mirror near the threshold. It is the latest one cause it was taken today, at 7:50 a.m.. This time my features seem more visible though I didn't photoshop it ever, since I took it in close-up. Well, please never mind the flash... Of course I know how to hide it, but it's such a tedious work to adjust the camera angle, while the dazzling flash lies straight onto my face... so I chose the easier way.
In fromt of my apartment door. I'm moving out soon, though...
My apartment's corridor. In this picture it looks a bit darker than usual.
6.8.07
Just a momentary feeling, I so hope it is
I confess:
I am single.
Anyone can come and take me.
Well, of course I don't expect anyone to approach, having heard my childish confession. But you know, I was born to be "human" after all, and it seems nonsense to be just moderate in love, like monks in the temple. Strange I say such a thing? Right, to be honest, I am recently interested in a cute girl, but I can't(or perhaps mustn't) ask her out or express my own heart to her. I'm not sure whether this funny feeling is actually love, or it's just no more than an impulsive interest. I don't know whether she has ever been interested in me, either. Maybe she wants me to show how I feel than vice versa.
I hate myself being this emotional and gabbling such a load of hooey, unlike myself at all. I don't want another weight on my mind. I should get over this kind of sensation, for better grades. I am desperate to get straight-A's even at the cost of my joy.
I am single.
Anyone can come and take me.
Well, of course I don't expect anyone to approach, having heard my childish confession. But you know, I was born to be "human" after all, and it seems nonsense to be just moderate in love, like monks in the temple. Strange I say such a thing? Right, to be honest, I am recently interested in a cute girl, but I can't(or perhaps mustn't) ask her out or express my own heart to her. I'm not sure whether this funny feeling is actually love, or it's just no more than an impulsive interest. I don't know whether she has ever been interested in me, either. Maybe she wants me to show how I feel than vice versa.
I hate myself being this emotional and gabbling such a load of hooey, unlike myself at all. I don't want another weight on my mind. I should get over this kind of sensation, for better grades. I am desperate to get straight-A's even at the cost of my joy.
4.8.07
Nothing Rivals Yearning
I used to be totally helpless in English when I was a middle school first-year. I nearly fainted because of bundles of dialogues and readings to memorize. I always doubted if I could do well on the real exam, and it didn't take a long time until the fear came true. At the mid-term exam in April, I even forgot what the word "exam" meant. Although I eventually solved it by luck, I couldn't hide my own shame, thanks to a smart schoolgirl of my year; She was one of the competent rivals of mine. She came to me after the exam was finished, and said, "are you sure you don't know what it stands for, Eugene? (actually, she called me "Seung-Han," my original name) It's the short form of "examination." I thought you were a great student, but now you say you don't even know this easy word..." So badly she insulted me, I bet you might agree. I, who had always been the first-place winner(of course I'm not being snobbish) all during the school days, lost the title at once, and it torched the heart of an adolescent, competitive fourteen-year-old soul into ashes. Yet, at the very end she stiffened my fighting spirit, keeping me eager to conquer that irritating lingua franca.
However, no sooner had I finally gained the linguistic sense through a lot of efforts than I was faced with another catastrophe, math. As time went by, my concern kept growing more and more like a snowball rolling down a hill, since I was almost illiterate about advanced math, thereby for a long time agitated as if I were stabbed by a saber, even though this agony didn't stay no further than a couple of months. I could learn about geometry & algebra one by one from the basic as I accidentally met three marvelous books, which became of help to me all along my learning.
These experiences taughted me a lesson: Nothing rivals the power of yearning mind.
However, no sooner had I finally gained the linguistic sense through a lot of efforts than I was faced with another catastrophe, math. As time went by, my concern kept growing more and more like a snowball rolling down a hill, since I was almost illiterate about advanced math, thereby for a long time agitated as if I were stabbed by a saber, even though this agony didn't stay no further than a couple of months. I could learn about geometry & algebra one by one from the basic as I accidentally met three marvelous books, which became of help to me all along my learning.
These experiences taughted me a lesson: Nothing rivals the power of yearning mind.
3.8.07
Zilch Money
I am broke this time. You can say I am. I hoped to earn some profit so I could - at least - grab a workbook, although I couldn't in the end. I have already purchased two of them with a little bit of money from my mom, but I still lack of Korean Literature one. Along this week I have been under the impression that my family's means of livelihood was threatened much harder than ever. My mom gets no specific income, and it drives all my family members discouraged. She as well as I seems going sort of diabetic due to our reckless, innutritious diet all over this month. I sometimes think I need some kind of thearpy or whatever helpful if my budget ever allows me. All of a sudden I was reminded a Jews proverb that poverty is the greatest burden of life. I agree on it. I YEARN FOR WEALTH AND FAME!
31.7.07
My Legs Clean-Shaven
I couldn't stand the hot weather, and I put on my spare shorts. However, I looked horrible in them. A mass of hair was covering all around my legs, like a gorilla! So today, I shave all the hair of my llimbs. This time, I feel by far the best relieved and overjoyed; my legs became pretty more sleek and delicate, you can bet on it...
28.7.07
Exhaustion, Mingled with Starvation
Just back from the bookstore. I so far have read about 330 pages of Harry Potter. Yes, I went into overdrive; That made my brain dizzy and unfocused. I'm starving... I'd better cook a midnight snack right now.
22.7.07
Again about Harry
Eventually I finished the fourth chapter of HP7. I felt a massive thrill of excitement from head to toe while I was reading through the battle story with the airborne Death Eaters. Such breath-taking descriptions.
21.7.07
What's Going on Outside?
This late morning I wanted to grab a bite, so went out to the supermarket. But on my way, I got caught in the rain. I was carrying a book under my arm... I was kind of worried because it could get all soaked. After all, I ran at full stretch back home, and my book was safe.
A mass hostage-taking broke out in Afganistan. Most of the captives are from South Korea, and the Korean Ministry of Foreign Affaires estimates there are about twenty of them. They were all members of a volunteer group from a Christian church. However, though the goverment have warned the public many times not to visit this dangerous area before, the volunteers ignored - Some reports even read they'd already written their own death wills before takeoff. And to make matters worse, they left as "missionaries" toward an Islamic country! That's why they're now blamed by their compatriots, for their being insensible.
Well actually a sizeable number of people here bear a strong grudge against Christians. By and large, some of the Christians in South Korea (I told you, just a portion of them! No offense to the entire Christians) don't seem like "Christians" - they're rather like a CULT. Too fanatic beyond the limit... they occasionally threaten other people, saying, "believe in Jesus Christ, or you're going to burn in hell." It seems, at least to me, that they're completely unaware of the freedom of religion, which is well reserved by the constitution. The clique keeps impairing the image of their own churches... No more than digging themselves into a hole, as far as I'm concerned...Yeah, I know my opinion may be immature - and even way out of logic - as this is just from my narrow point of view.
At 8 p.m.,(I'm not sure. I didn't take a look at the clock) I arrived at a local bookstore to delve into HP7, and I've finished two chapters until ten. That means I had to put it back shortly after, disappointed... I HAD NO MONEY TO GET IT!!!
But I'll continue reading later on... again at the bookstore.
The book isn't available at library.
A mass hostage-taking broke out in Afganistan. Most of the captives are from South Korea, and the Korean Ministry of Foreign Affaires estimates there are about twenty of them. They were all members of a volunteer group from a Christian church. However, though the goverment have warned the public many times not to visit this dangerous area before, the volunteers ignored - Some reports even read they'd already written their own death wills before takeoff. And to make matters worse, they left as "missionaries" toward an Islamic country! That's why they're now blamed by their compatriots, for their being insensible.
Well actually a sizeable number of people here bear a strong grudge against Christians. By and large, some of the Christians in South Korea (I told you, just a portion of them! No offense to the entire Christians) don't seem like "Christians" - they're rather like a CULT. Too fanatic beyond the limit... they occasionally threaten other people, saying, "believe in Jesus Christ, or you're going to burn in hell." It seems, at least to me, that they're completely unaware of the freedom of religion, which is well reserved by the constitution. The clique keeps impairing the image of their own churches... No more than digging themselves into a hole, as far as I'm concerned...Yeah, I know my opinion may be immature - and even way out of logic - as this is just from my narrow point of view.
At 8 p.m.,(I'm not sure. I didn't take a look at the clock) I arrived at a local bookstore to delve into HP7, and I've finished two chapters until ten. That means I had to put it back shortly after, disappointed... I HAD NO MONEY TO GET IT!!!
But I'll continue reading later on... again at the bookstore.
The book isn't available at library.
20.7.07
Debate Survival - Theme: Corporal Punishment
Today I'm feeding my vocabulary through this script of "Debate Survival," a Korean TV show on EBS. The words that I think important are in bold letters:
Host: I’m the host of the show, Sun Kim.
Aerodynamics Team
Kayeon: Hi, my name is Ka-yeon Park, and I’m a junior at Hanguk Academy of Foreign Studies. I’ve always loved debating and participating with others, so I believe today will be a great opportunity, and good luck to the Aerodynamics Team.
Dongjin: Hi my name in Dongjin Han, and I’m in third grade of Hanguk Academy of Foreign Studies. I started debate only to improve my English speaking, skills, but right now, I have a great passion to debate with others and communicate with others. Thank you.
Yo Mama
Albert: Hi, my name is Albert Hong. I go to Seoul International School. I’m in grade 11. I love arguing with my mom, and hence, I love debating. I’d like to take this moment to shout out to Walter, a newborn baby who was born like two hours ago. Thanks.
Yo Mama 2: Yes, congratulations, Walter. I’m also a junior at Seoul International School. I’m sure we’re all here today because we all enjoy similar interests, and I hope this leads to a wonderful debate today. Thank you.
Corporal Punishment
Host: If you are ready, let’s go.
Kayeon: I object to violence, because when it appears to do good, the good is only temporary, yet the evil it does is permanent. The government today is wholeheartedly with Mahatma Gandhi in pursuing this ideal, and our case supports the true spirit of education which corporal punishment fails to achieve. Now if today’s motion stands, this house would ban corporal punishment in schools. By ban, we mean make illegal, and by corporal punishment, we mean inflicting any kind of physical harm for education, usually by teachers on students. And by schools, we mean all public schools, including all public elementary, middle, and high schools around the country under the jurisdiction of the national government. And now, today the role of the government is to prove to you, first of all, why corporal punishment should be banned, and secondly, why our alternative, the point reduction system, will achieve benefits to pursue the true spirit of education. And our second speaker will elaborate in detail. Now going into our first argument of the abusive nature of corporal punishment. First of all, why is corporal punishment problematic? Ladies and gentlemen, corporal punishment is problematic because the teacher cannot dispassionately administrate disciplinary measures. In the situation of corporal punishment, the teacher is in a fit of rage. He is angered, he is in fury, he is unable to control himself or his power, and he is unable to think objectively. Therefore, the victim is the student who gets hit by the teacher twelve dozen times. Although the opposition may say that there are specific criteria that the education minister of Korea and the Supreme Court has developed for us, ladies and gentlemen, not only are there significant differences between the measures, but also in the status quo, how many times is it that we’ve seen on the internet and in video clips teachers smacking students in a way they should not be. They are clearly not abiding by these rules. Now, furthermore, the nature of corporal punishment is result-oriented. Under the authoritarian nature between the teacher and the student, the student cannot question, ladies and gentlemen, they cannot self-reason. And they cannot differentiate between what is wrong and what is right. But they are having this violence put upon them, which all destroys the education spirit. Ladies and gentlemen, furthermore, it is behavior! modification only in the short term, and because of this result-oriented nature, we are opposed to corporal punishment.
Now our second argument is the susceptibility of the students. Violence, ladies and gentlemen, can never be justified for any particular reason. Now, the ramifications of corporal punishment stand. If we have a student who was a victim of corporal punishment, he later on will have harm in the ability to communicate verbally. Even in situations that can be wrapped up by communicating verbally, this student will be apt to choose violence instead of communication. Furthermore, it reestablishes authority through violent means. Corporal punishment is the act...
Kayeon: No thank you....where the teacher reestablishes his or her authority through violent means. Now, if it was this teacher going out on the street, hitting a child or his wife, this teacher would be in jail, ladies and gentlemen. Crime and violence leads to hail.
Kayeon: Yes, sir.
Albert: So, since you’re so worried about the future effects on children, wouldn’t you agree that any other forms, such as verbal abuse, constant yelling, won’t these factors also cause detrimental effects in the future as well?
Kayeon: Yes, they may cause detrimental effects in the future, but our debate here today is on corporal punishment in schools...
Host: Okay, you’ve got thirty seconds to wrap it up.
Kayeon: and corporal punishment is what we want to focus on, and therefore verbal abuse is completely unnecessary and irrelevant. Now, what has the government told you today? The government has told you that not only does corporal punishment leave physical scars on the bodies of students, but it psychologically victimizes these children. It will follow them around for ages. It will follow them for their entire lives. Now, the opposition’s role today is to prove to us how it is that the teacher and the student...
Host: Time’s up.
Kayeon: ...gives liability for the teacher to punish their students. Thank you.
Host: Thank you very much.
If you guys are ready, let’s go.
Albert: Do you feel that the military is important?
Kayeon: Yes, we do.
Albert: Do you feel that discipline in the military is import!ant?
Kayeon: Yes, we do believe that disciplinary measures in the military are import!ant, but the military, ladies and gentlemen, is completely different from schools.
Albert: Don’t you agree that there are US military academies like the Naval Academy and West Point? Aren’t these examples of public schools?
Kayeon: Ladies and gentlemen, the military situation is different from corporal punishment in schools, because, ladies and gentlemen, the teachers are partly responsible for these students, but in the military, the generals are not completely responsible for the soldiers, and they actually have the responsibility of physical training, which is different from the situation in schools.
Albert: How is the military not responsible for its students at West Point, Annapolis, or the Naval Academy? How are they not responsible?
Kayeon: Yes, but we believe that this is totally irrelevant because we are talking about public schools in Korea.
Albert: Yes, military schools are public schools. Now could you please answer the question?
Kayeon: Military schools may be public schools, but the situation is completely different from public schools, because the nature of the training is different.
Albert: Military schools are public schools. Military schools are where teachers are responsible for students. Now, in that light, could you please answer the question instead of evading it?
Kayeon: We believe that the nature of the army and the military is completely different from the educational spirit of the schools.
Albert: But military schools are schools in essence.
Kayeon: We believe we have already covered that point. Will you please move on to the next question, thank you.
Albert: I’m sorry that you couldn’t answer a simple question regarding military schools. Let’s move on to the next one. You agree with experts in psychology that corporal punishment is not always necessary, right?
Kayeon: Yes, we do. We believe corporal punishment should not be necessary by any means.
Albert: Okay, so are you aware of Colberg’s stages of moral development?
Kayeon: No.
Albert: See, the experts you agreed with also agreed on Colberg’s stages where the first stage is where the individual in question only judges the morality of an action...
Kayeon: We completely understand your point...
Albert: Can I please finish the question?
Kayeon: We completely understand your point, but we believe that...
Albert: You don’t understand anything if I didn’t finish the question. So the first stage, ladies and gentlemen, is where the child does not know what’s right and wrong.
Host: You guys have thirty seconds to wrap it up.
Albert: Only by physical force, by physical cues. Now in that light, how can you say that corporal punishment regarding pre-schools and elementary schools isn’t relevant?
Kayeon: Yes sir, thank you, but we have an alternative, we’ve clearly mentioned that we are going to regulate these children by the point reduction system which has more benefits that corporal punishment.
Albert: But you’re not understanding the point. These...
Kayeon: Because it does not leave physical marks on these children.
Albert: These preschoolers don’t know this point system. ‘Oh, if I get a point, it’s good!’ They only respond to things that are physical.
Host: Okay, time’s up. Let’s go back to your original positions, guys.
Mr. Fleming: Overall, I thought this was an excellent start to the debate. It was a confident and engaging speech. I thought it was rhetorically sound. It engaged the audience, and engaged me as a judge. Overall, she’s clearly a confident and dynamic speaker, and that will stand her is good stead in her debate in Korea. In terms of what she said, I thought her point about the dispassionate decision-making nature of teachers was excellent, a very good point, well analyzed. The one mistake that she did make, and the one mistake that all opening speakers have to avoid, is that if your team has some sort of a plan, a policy, or a mechanism, it is very important that you get that out in our first speech. You can’t leave that to your partner. However, overall, very good job.
Host: Are you ready?
Albert: Yeah.
Host: Then let’s go.
Albert: Ladies and gentlemen, they come up here and say things about abusive levels, about how violence is never justified, and we’ll deal with that, but first we’d like to present our points. Now today, we’re affirming the simple truth that corporal punishment in schools should not be banned at all. First, we’d like to question their reason for actually limiting military schools out of the picture. We believe military institutions are just as public and just as institutionalized as any other school, and we’d like to bring that into the debate. Now, before we begin, we’d like to point out, today, it is the proposition that is bringing about change from the present. The proposition needs to prove one thing in this debate to secure their win, that corporal punishment is unnecessary in all schools, and we’d just like to do the opposite of that. We’re going to prove to you today that actually there are many cases where corporal punishment is necessary, where it’s the only means of doing do, and it’s actually very effective, despite what they may claim. Now we’d like to first go into our points. The first point is that many school environments utilize corporal punishment as a means of disciplinary action, and we’d like to once again bring your attention to military institutions. Now, they say it’s not the same thing as a school, that teachers are different, they don’t have the responsibility to take care of their students, but it’s the same thing.
Kayeon: Before you go on, sir.
Albert: No thank you. In Brazil, the Academia Militar, the Agulas Negas, in The Philippines, the Philippine Military Academy, in Canada, the Robert Land Academy, in America, the United States Military Academy, West Point, Annapolis. All of these are examples of schools that currently use corporal punishment, and I’d like to quote some of them. “The administrators dole out hours of detail or manual labor,
Kayeon: Before you go on, sir.
Albert: No, thank you. Bases on the seriousness of the crime. A third transgression for littering warrants twelve hours of work.” All of these are examples of where corporal punishment is established and is working, and as I brought up in the cross examination, there’s obviously a need for discipline in these institutions.
Dongjin: For information, sir.
Albert: In that regard, corporal punishment is a necessary thing in these institutions. Yes?
Dongjin: Then do you agree that other than military schools, corporal punishment should be completely outlawed?
Albert: No. I’d like to get into that in my second point, which will go to show you that there are other ways and other areas where different kinds of schools need corporal punishment. Now, that brings me to a good point about the second point. From an early age, children are psychologically incapable of understanding right and wrong. We see that in our babies, we see that in our baby cousins. The concept of moral differentiation is based on physical and concrete responses and relies on corporal punishment to distinguish between right and wrong. They simply don’t have the capacity to understand and just morally, intrinsically understand these things. Lawrence Colberg, a world-renowned psychologist who pioneered psychological development theories at the University of Chicago, actually affirmed this in his ‘Stages of Moral Development,’ in which in Stage One, individuals focus on the direct consequences of their actions that will happen to themselves. So it’s basically saying in short that students at this stage in development in preschool and kindergarten and elementary school simply don’t know...
Kayeon: Before you go on, sir..
Albert: No thank you. ...What is bad and what is wrong. They rely on physical clues, they rely on physical and concrete consequences that afflict them such as a slapping of the hand when they steal a lollipop or a slapping of the buttocks to register that something is wrong.
Dongjin: ???
Albert: These are all signs, clues, and cues that tell them that it’s wrong, and they simply don’t have the capacity at this point, according to Colberg’s extensive studies in over sixteen areas that show that simply yelling, simply telling them sternly, “Don’t do it!” is not going to work. And in these regards, these students at early ages, they need it, they simply don’t have the capacity to understand things verbally and in other ways. I’d like to take the point information (???) now if you still have it.
Dongjin: Okay, sure. According to the United Nations Security General’s study against child abuse, professor Fanero argued that there are no situations that warrant corporal punishment as the only disciplinary measure. How do you refute that?
Albert: Well, just because one man said, “I don’t believe that corporal punishment should be anywhere” doesn’t mean that it’s suddenly fact, that it’s suddenly true and affirms your case. That’s simply not the case. In that regard, I’d like to give you another example where one scientist, Diane Bomrein, PhD of the UC Berkely department of psychology, also said, “I believe that aversive discipline and coercion should be used as little but as effectively as possible to assure a child’s behavioral compliance with parents’ legitimate and rationally defended directives at a young age.” So this is just one more man’s opinion. Now, we have countless other examples that go to show that corporal punishment isn’t actually harmful, and actually has a...
Host: Thirty seconds to wrap it up...
Albert: ...long term effect and will go to show that corporal punishment in many cases when the child does not have the capacity to understand verbally, through intrinsic motions and feelings, that something is morally wrong, it simply doesn’t work, and corporal punishment is necessary, and my second speaker will go on to affirm this. Thank you.
Host: Okay, time’s up....Then let’s go.
Dongjin: So what you are advocating is that society should allow corporal punishment because it can fix children’s wrongdoings. Then how do you think about the idea that this society allows police officers to beat up children or people as a disciplinary measure?
Albert: I’m not sure how that’s relevant to this debate. I mean, we can talk about police if we want, but...
Dongjin: Does this society allow your father to beat up your mother as a disciplinary measure?
Albert: Yeah, sure, parents beat me up all the time, they always slap me around...
Dongjin: No, your father beating up your mother.
Albert: Yeah, when my mom does something wrong, my dad sometimes yells at her, hits...or, I get hit, too, I mean it hurts, but I learn my lesson, that’s the point that I’m trying to get across today.
Dongjin: Then do you believe that kind of abusive nature in corporal punishment, in violence itself, actually stands for students’ and children’s rights?
Albert: Well, I don’t feel my rights are being infringed on when I get hit. I mean, I learn my lesson...
Dongjin: I’m not talking about you as an individual, but children as a whole group.
Albert: Yes, we’re saying exactly that children, even though they do have the right to not get hit, the thing is that punishment occurs when you do something wrong, so you have up that right. Now what punishment does is it hopes to correct these things, it hopes to correct the wrongs, and when things like continued verbal...
Dongjin: Every punishment has to suit the wrongdoing of the children, so let me...
Albert: Did you have to answer your own question?
Dongjin: ...talk about the effects of abuse. Didn’t you know that corporal punishment inflicts both physical and psychological damages on the students?
Albert: Psychological damage?
Dongjin: Yes.
Albert: We believe that in every case, in every disciplinary measure, even yelling, there’s always a case, an exception, where there’s psychological problems, a child may experience trauma
Dongjin: Did you know especially, that in extreme forms of corporal punishment,
Albert: I’d like to finish my answer.
Dongjin: I understood that.
Albert: But the thing is, ladies and gentlemen, in the vast majority of the cases, we’ve seen that corporal punishment has worked in certain sectors. Now we’re not saying that in every sector corporal punishment should be enforced, should be used, and it should always be used as the first measure. All we have to do today, ladies and gentlemen, is prove to you that corporal punishment shouldn’t be banned but limited in certain areas. It can be excessive in other areas, and we should work to limit it. But the fact is, corporal punishment is working, and is sometimes the only measure, such as in preschool and in the military, where it’s working and is effective. So in that regard, we believe that we’ve proved our point today.
Dongjin: Do you agree that in principle and in reality it’s sometimes different?
Albert: Yes, sometimes.
Dongjin: And do you agree that...
Host: Okay, guys, thirty seconds.
Dongjin: ...in the issue of corporal punishment, disciplinary measures in principle and in reality, as corporal punishment and its abusive nature, is also different?
Albert: No.
Host: Okay, time’s up. Go back to your original positions, guys.
Mr. Sharp: I’d like to make a few comments about the speech that we’ve just seen. I think the speech had a couple of good things, and a couple of things to improve on. I think the organization of the speech is a place that needs improvement. Specifically, in the introduction, we need to hear a clear thesis, and a preview of the arguments. And each argument should have a clear topic sentence, or a claim as to what you will be arguing. I thought the speech was good in its presentation of information and theories. I think using a sociologist who talks about moral development is strong, and having expert sources and quotations are great. Overall, good speech.
Host: Ready? Then let’s go.
Dongjin: Ladies and gentlemen, today, the World Health Organization estimates that worldwide twenty-one million students under the age of eighteen suffer from corporal punishment in school. In other words, twenty-one million children are suffering from psychological and physical damage which is actually lawfully inflicted by teachers’ violent persecutions. The notion the government team trying for today is very simple: Hitting people is wrong in any cases, and children are people, too. However, ladies and gentlemen, today, the opposition team failed to attack our point of view or succeed in establishing their own information or their own stance. So let me start my own speech by rebutting the opposition’s case from point to point. Ladies and gentlemen, today, the opposition team tried to reduce the scope of the debate only to military service, only to some portion of the whole educational system. However, ladies and gentlemen, we are the government team who would like to solve the problem of corporal punishment in a much more holistic way. And the point that the opposition team is too narrowly focused on military service is totally neglecting the reality itself. Ladies and gentlemen, military law, martial law and common law itself is different. Likewise, we should also have to think about the common law in this case, and corporal punishment in common schools.
Albert: For information...
Dongjin: No thank you. Ladies and gentlemen, their argument number one was basically that disciplinary action has to at least remain in some factors. As I already successfully rebutted that, we have to take a much more holistic view on today’s debate, and their second argument was basically that some children cannot morally differentiate. Then let me restate our own point of view, and our own stance. Ladies and gentlemen, we are here today to prove that our policy is not violent, but also it is effective. However, what the opposition team will try to do is by accepting and agreeing that corporal punishment itself is a violent measure by not rebutting our own arguments, they will try to say that in some way corporal punishment may be more effective in a small portion of society. We believe this is only a minimization, and that they themselves are binding their own neck.
Yo Mama 2: For information..
Dongjin: Yes.
Yo Mama 2: Are you recognizing that there are many faults within your own policy, and that because the statement here we are debating today is that this house would ban corporal punishment in schools, are you accepting the fact that your policy has flaws, and you’re trying to ignore these and move on in the debate?
Dongjin: Ladies and gentlemen, we are trying to give you a policy that is not violent first of all, and then have effective measures as well as corporal punishment. They are only talking about the military circles, which are not clearly today’s motion and today’s topic, and the spirit of the motion itself.
Albert: For information...
Dongjin: No thank you. Then what I want to propose to you is about the point system, ladies and gentlemen. The point system is not punishment by emotion, rage, terror, or violence, but it is a punishment by penalty points and duties. So in the point system, if students commit wrongdoings, a proportionate amount of strikes, called penalty points, will be given to the students, and the accumulated amount of the penalty points will decide which social duties, for example, community services, these students follow. And the extreme penalty of the points system will be expulsion from the school which is basically the ultimate fear of all international students, because it will remain as a social stigma of the student forever. So we believe, and we prove to you, that corporal punishment is punishment by emotion, and the opposition team completely agreed on this by not attacking and by not rebutting our own case.
Host: Okay, thirty seconds. Wrap it up, please.
Dongjin: However, ladies and gentlemen, the point system is a punishment with logic, and this nature of the point system solves the status quo. What is the solvency here? Ladies and gentlemen, in the point system, teachers think before they give penalties, because it’s a penalty of logic. And all penalties can be regulated on one condition. Also, furthermore, abuses can be controlled afterwards, because it is a process of logic. This solves the abusive nature of the status quo that corporal punishment is implementing on the students. And second is about the fact that students become free from extreme terror...
Host: Okay, time’s up.
Dongjin: ...and this enables them to think of themselves, and this enables the true nature and virtue of education. Ladies and gentlemen, what I’ve talked about here is that the point system should be the leading policy that leads the children of tomorrow. Thank you and this is why we proudly propose the motion of the point system.
Host: Thank you very much for your thoughtful points, and opposition, come on to the podium and wrap up your points, please.
Host: Ready? Let’s go.
Yo Mama 2: Thank you. I would like to first organize my speech by first pointing out a critical flaw of the proposition team, and then state why their three main points – first on the abusive nature, second on the susceptibility of students, third on the point system, their alternative – state why these are flawed in essence, and state why our two main points on how there are many situations in which corporal punishment is valid and maybe the only method of punishment, and second on the moral differentiation in psychology, and point out why these points are in fact more valid here today. Their first main problem is that I would like to read out the proposal here today: “This house would ban corporal punishment in schools.” And the key word here is on the issue of ban, how ban means that corporal punishment is in fact negated and is a bad policy in all cases, and that in all schools we must get rid of this policy. And therefore it is their burden, as the people who are trying to change the current policy, to provide every single scenario, to make sure that they rebut every single scenario in which corporal punishment has shown success, and that we are here merely to show you that corporal punishment has sometimes worked, and that if we strive towards regulating corporal punishment instead of banning it as a process completely, then we can more effectively provide a better educational environment. Moving on to their first point...
Dongjin: For information, sir...
Yo Mama 2: No thank you. Their first point was on the abusive nature. Hence, they have provided you initially with hypothetical situations, and later with a general statistic from the WHO. However, the judges here must recognize that they are skewing the data. They have provided examples where they have stated that students are suffering from corporal punishment. However, this is not the scenario. These teachers, and their parents who agree with the schools, have the best interests of the students in mind, and they are only performing these punishments in order to make sure that these students realize the difference between right and wrong. We do not want a society where crime is rampant, because these kids have not been taught the difference between asking someone for a lollipop, and actually stealing it from them. And that through corporal punishment, we can strive toward a betterment of society.
Dongjin: For information, sir... (??)
Yo Mama 2: Yes?
Dongjin: Can’t you use a counseling, a point system, and other alternatives as well?
Yo Mama 2: I would like to counter why the point system is in fact invalid in any areas besides younger forms of education, and I would like to tell you when I’m going to answer your question. The second point is on the susceptibility of students. However, they have stated that verbally we can provide an assurance of the work. However,
Kayeon: Before you go on, sir...
Yo Mama 2: No thank you. They have provided another hypothetical situation in which the verbal issues might work. They have provided us with the fact that there is physical pain and physical scars left on the students’ bodies. However, what about mental scars? Screaming at students, and...
Dongjin: Sir?
Yo Mama 2: No thank you ...other forms of punishment besides corporal punishment is clearly a method of mentally scarring these students, and we cannot forget the psychological impact.
Dongjin: For information...
Yo Mama 2: No thank you. On their third point, the point system, the reason why this doesn’t work is because besides the younger forms of education, students in middle school and high school often do not care about the point system or this little pig lists (??).
Kayeon: Before you go on, sir...
Yo Mama 2: That, in fact, in novels such as Ender’s Game, which is in reference to many students being held in a battle room facility in space, we can clearly see that these students actually laugh at the point system and do not regard it as anything serious.
Kayeon: Before you go on, sir...
Yo Mama 2: No thank you. And therefore, because we can see that this point system is limited to younger students, and is not as effective in middle and high school, where students actually recognize that there is no severe punishment for the point system, we can clearly see that they are actually trying to narrow the scope of this debate. On to our first point,
Kayeon: Before you go on, sir...
Yo Mama 2: Yes?
Kayeon: Have you not realized that there is actually a case where a woman who was thirty years old had been suffering from mental derision and she actually committed suicide because of corporal punishment?
Yo Mama 2: Oh yes, there are many situations, and we recognize that there are faults in corporal punishment. However, there are faults with every sort of system. Even democracy, which we project, we clearly see that there are problems with this.
Host: Thirty seconds, wrap it up, please.
Yo Mama 2: But that’s why we pointed to in our first point, that there are cases in the military and preschool in which it is necessary. And the second point, how it is psychologically necessary for us to teach these students to psychologically protect them from the moral differentiation between right and wrong. And because we can clearly see that we have shown you that they have the burden to prove every single scenario, and that we have shown you a counter-scenario, we can clearly see that the opposition side in fact should be the one that should be considered here today. Thank you.
Host: Okay, time’s up.
Mr. Park: We saw two teams that were very good stylistically. Confident, perhaps the only thing that I would have mentioned for both sides actually was maybe slow down a little bit. That would have helped bring your delivery a little bit more power.
Kayeon: We are very happy to be here and I believe it was beneficial for both teams. We exchanged a lot of really good opinions, and I was really pleased to be here. Thank you.
Dongjin: I know that all four of us are great debaters, probably except for me, but anyway, I wish that all four of us can keep our great passion for debate and keep on communicating with each other and debating with each other. Thank you.
Host: I’m the host of the show, Sun Kim.
Aerodynamics Team
Kayeon: Hi, my name is Ka-yeon Park, and I’m a junior at Hanguk Academy of Foreign Studies. I’ve always loved debating and participating with others, so I believe today will be a great opportunity, and good luck to the Aerodynamics Team.
Dongjin: Hi my name in Dongjin Han, and I’m in third grade of Hanguk Academy of Foreign Studies. I started debate only to improve my English speaking, skills, but right now, I have a great passion to debate with others and communicate with others. Thank you.
Yo Mama
Albert: Hi, my name is Albert Hong. I go to Seoul International School. I’m in grade 11. I love arguing with my mom, and hence, I love debating. I’d like to take this moment to shout out to Walter, a newborn baby who was born like two hours ago. Thanks.
Yo Mama 2: Yes, congratulations, Walter. I’m also a junior at Seoul International School. I’m sure we’re all here today because we all enjoy similar interests, and I hope this leads to a wonderful debate today. Thank you.
Corporal Punishment
Host: If you are ready, let’s go.
Kayeon: I object to violence, because when it appears to do good, the good is only temporary, yet the evil it does is permanent. The government today is wholeheartedly with Mahatma Gandhi in pursuing this ideal, and our case supports the true spirit of education which corporal punishment fails to achieve. Now if today’s motion stands, this house would ban corporal punishment in schools. By ban, we mean make illegal, and by corporal punishment, we mean inflicting any kind of physical harm for education, usually by teachers on students. And by schools, we mean all public schools, including all public elementary, middle, and high schools around the country under the jurisdiction of the national government. And now, today the role of the government is to prove to you, first of all, why corporal punishment should be banned, and secondly, why our alternative, the point reduction system, will achieve benefits to pursue the true spirit of education. And our second speaker will elaborate in detail. Now going into our first argument of the abusive nature of corporal punishment. First of all, why is corporal punishment problematic? Ladies and gentlemen, corporal punishment is problematic because the teacher cannot dispassionately administrate disciplinary measures. In the situation of corporal punishment, the teacher is in a fit of rage. He is angered, he is in fury, he is unable to control himself or his power, and he is unable to think objectively. Therefore, the victim is the student who gets hit by the teacher twelve dozen times. Although the opposition may say that there are specific criteria that the education minister of Korea and the Supreme Court has developed for us, ladies and gentlemen, not only are there significant differences between the measures, but also in the status quo, how many times is it that we’ve seen on the internet and in video clips teachers smacking students in a way they should not be. They are clearly not abiding by these rules. Now, furthermore, the nature of corporal punishment is result-oriented. Under the authoritarian nature between the teacher and the student, the student cannot question, ladies and gentlemen, they cannot self-reason. And they cannot differentiate between what is wrong and what is right. But they are having this violence put upon them, which all destroys the education spirit. Ladies and gentlemen, furthermore, it is behavior! modification only in the short term, and because of this result-oriented nature, we are opposed to corporal punishment.
Now our second argument is the susceptibility of the students. Violence, ladies and gentlemen, can never be justified for any particular reason. Now, the ramifications of corporal punishment stand. If we have a student who was a victim of corporal punishment, he later on will have harm in the ability to communicate verbally. Even in situations that can be wrapped up by communicating verbally, this student will be apt to choose violence instead of communication. Furthermore, it reestablishes authority through violent means. Corporal punishment is the act...
Kayeon: No thank you....where the teacher reestablishes his or her authority through violent means. Now, if it was this teacher going out on the street, hitting a child or his wife, this teacher would be in jail, ladies and gentlemen. Crime and violence leads to hail.
Kayeon: Yes, sir.
Albert: So, since you’re so worried about the future effects on children, wouldn’t you agree that any other forms, such as verbal abuse, constant yelling, won’t these factors also cause detrimental effects in the future as well?
Kayeon: Yes, they may cause detrimental effects in the future, but our debate here today is on corporal punishment in schools...
Host: Okay, you’ve got thirty seconds to wrap it up.
Kayeon: and corporal punishment is what we want to focus on, and therefore verbal abuse is completely unnecessary and irrelevant. Now, what has the government told you today? The government has told you that not only does corporal punishment leave physical scars on the bodies of students, but it psychologically victimizes these children. It will follow them around for ages. It will follow them for their entire lives. Now, the opposition’s role today is to prove to us how it is that the teacher and the student...
Host: Time’s up.
Kayeon: ...gives liability for the teacher to punish their students. Thank you.
Host: Thank you very much.
If you guys are ready, let’s go.
Albert: Do you feel that the military is important?
Kayeon: Yes, we do.
Albert: Do you feel that discipline in the military is import!ant?
Kayeon: Yes, we do believe that disciplinary measures in the military are import!ant, but the military, ladies and gentlemen, is completely different from schools.
Albert: Don’t you agree that there are US military academies like the Naval Academy and West Point? Aren’t these examples of public schools?
Kayeon: Ladies and gentlemen, the military situation is different from corporal punishment in schools, because, ladies and gentlemen, the teachers are partly responsible for these students, but in the military, the generals are not completely responsible for the soldiers, and they actually have the responsibility of physical training, which is different from the situation in schools.
Albert: How is the military not responsible for its students at West Point, Annapolis, or the Naval Academy? How are they not responsible?
Kayeon: Yes, but we believe that this is totally irrelevant because we are talking about public schools in Korea.
Albert: Yes, military schools are public schools. Now could you please answer the question?
Kayeon: Military schools may be public schools, but the situation is completely different from public schools, because the nature of the training is different.
Albert: Military schools are public schools. Military schools are where teachers are responsible for students. Now, in that light, could you please answer the question instead of evading it?
Kayeon: We believe that the nature of the army and the military is completely different from the educational spirit of the schools.
Albert: But military schools are schools in essence.
Kayeon: We believe we have already covered that point. Will you please move on to the next question, thank you.
Albert: I’m sorry that you couldn’t answer a simple question regarding military schools. Let’s move on to the next one. You agree with experts in psychology that corporal punishment is not always necessary, right?
Kayeon: Yes, we do. We believe corporal punishment should not be necessary by any means.
Albert: Okay, so are you aware of Colberg’s stages of moral development?
Kayeon: No.
Albert: See, the experts you agreed with also agreed on Colberg’s stages where the first stage is where the individual in question only judges the morality of an action...
Kayeon: We completely understand your point...
Albert: Can I please finish the question?
Kayeon: We completely understand your point, but we believe that...
Albert: You don’t understand anything if I didn’t finish the question. So the first stage, ladies and gentlemen, is where the child does not know what’s right and wrong.
Host: You guys have thirty seconds to wrap it up.
Albert: Only by physical force, by physical cues. Now in that light, how can you say that corporal punishment regarding pre-schools and elementary schools isn’t relevant?
Kayeon: Yes sir, thank you, but we have an alternative, we’ve clearly mentioned that we are going to regulate these children by the point reduction system which has more benefits that corporal punishment.
Albert: But you’re not understanding the point. These...
Kayeon: Because it does not leave physical marks on these children.
Albert: These preschoolers don’t know this point system. ‘Oh, if I get a point, it’s good!’ They only respond to things that are physical.
Host: Okay, time’s up. Let’s go back to your original positions, guys.
Mr. Fleming: Overall, I thought this was an excellent start to the debate. It was a confident and engaging speech. I thought it was rhetorically sound. It engaged the audience, and engaged me as a judge. Overall, she’s clearly a confident and dynamic speaker, and that will stand her is good stead in her debate in Korea. In terms of what she said, I thought her point about the dispassionate decision-making nature of teachers was excellent, a very good point, well analyzed. The one mistake that she did make, and the one mistake that all opening speakers have to avoid, is that if your team has some sort of a plan, a policy, or a mechanism, it is very important that you get that out in our first speech. You can’t leave that to your partner. However, overall, very good job.
Host: Are you ready?
Albert: Yeah.
Host: Then let’s go.
Albert: Ladies and gentlemen, they come up here and say things about abusive levels, about how violence is never justified, and we’ll deal with that, but first we’d like to present our points. Now today, we’re affirming the simple truth that corporal punishment in schools should not be banned at all. First, we’d like to question their reason for actually limiting military schools out of the picture. We believe military institutions are just as public and just as institutionalized as any other school, and we’d like to bring that into the debate. Now, before we begin, we’d like to point out, today, it is the proposition that is bringing about change from the present. The proposition needs to prove one thing in this debate to secure their win, that corporal punishment is unnecessary in all schools, and we’d just like to do the opposite of that. We’re going to prove to you today that actually there are many cases where corporal punishment is necessary, where it’s the only means of doing do, and it’s actually very effective, despite what they may claim. Now we’d like to first go into our points. The first point is that many school environments utilize corporal punishment as a means of disciplinary action, and we’d like to once again bring your attention to military institutions. Now, they say it’s not the same thing as a school, that teachers are different, they don’t have the responsibility to take care of their students, but it’s the same thing.
Kayeon: Before you go on, sir.
Albert: No thank you. In Brazil, the Academia Militar, the Agulas Negas, in The Philippines, the Philippine Military Academy, in Canada, the Robert Land Academy, in America, the United States Military Academy, West Point, Annapolis. All of these are examples of schools that currently use corporal punishment, and I’d like to quote some of them. “The administrators dole out hours of detail or manual labor,
Kayeon: Before you go on, sir.
Albert: No, thank you. Bases on the seriousness of the crime. A third transgression for littering warrants twelve hours of work.” All of these are examples of where corporal punishment is established and is working, and as I brought up in the cross examination, there’s obviously a need for discipline in these institutions.
Dongjin: For information, sir.
Albert: In that regard, corporal punishment is a necessary thing in these institutions. Yes?
Dongjin: Then do you agree that other than military schools, corporal punishment should be completely outlawed?
Albert: No. I’d like to get into that in my second point, which will go to show you that there are other ways and other areas where different kinds of schools need corporal punishment. Now, that brings me to a good point about the second point. From an early age, children are psychologically incapable of understanding right and wrong. We see that in our babies, we see that in our baby cousins. The concept of moral differentiation is based on physical and concrete responses and relies on corporal punishment to distinguish between right and wrong. They simply don’t have the capacity to understand and just morally, intrinsically understand these things. Lawrence Colberg, a world-renowned psychologist who pioneered psychological development theories at the University of Chicago, actually affirmed this in his ‘Stages of Moral Development,’ in which in Stage One, individuals focus on the direct consequences of their actions that will happen to themselves. So it’s basically saying in short that students at this stage in development in preschool and kindergarten and elementary school simply don’t know...
Kayeon: Before you go on, sir..
Albert: No thank you. ...What is bad and what is wrong. They rely on physical clues, they rely on physical and concrete consequences that afflict them such as a slapping of the hand when they steal a lollipop or a slapping of the buttocks to register that something is wrong.
Dongjin: ???
Albert: These are all signs, clues, and cues that tell them that it’s wrong, and they simply don’t have the capacity at this point, according to Colberg’s extensive studies in over sixteen areas that show that simply yelling, simply telling them sternly, “Don’t do it!” is not going to work. And in these regards, these students at early ages, they need it, they simply don’t have the capacity to understand things verbally and in other ways. I’d like to take the point information (???) now if you still have it.
Dongjin: Okay, sure. According to the United Nations Security General’s study against child abuse, professor Fanero argued that there are no situations that warrant corporal punishment as the only disciplinary measure. How do you refute that?
Albert: Well, just because one man said, “I don’t believe that corporal punishment should be anywhere” doesn’t mean that it’s suddenly fact, that it’s suddenly true and affirms your case. That’s simply not the case. In that regard, I’d like to give you another example where one scientist, Diane Bomrein, PhD of the UC Berkely department of psychology, also said, “I believe that aversive discipline and coercion should be used as little but as effectively as possible to assure a child’s behavioral compliance with parents’ legitimate and rationally defended directives at a young age.” So this is just one more man’s opinion. Now, we have countless other examples that go to show that corporal punishment isn’t actually harmful, and actually has a...
Host: Thirty seconds to wrap it up...
Albert: ...long term effect and will go to show that corporal punishment in many cases when the child does not have the capacity to understand verbally, through intrinsic motions and feelings, that something is morally wrong, it simply doesn’t work, and corporal punishment is necessary, and my second speaker will go on to affirm this. Thank you.
Host: Okay, time’s up....Then let’s go.
Dongjin: So what you are advocating is that society should allow corporal punishment because it can fix children’s wrongdoings. Then how do you think about the idea that this society allows police officers to beat up children or people as a disciplinary measure?
Albert: I’m not sure how that’s relevant to this debate. I mean, we can talk about police if we want, but...
Dongjin: Does this society allow your father to beat up your mother as a disciplinary measure?
Albert: Yeah, sure, parents beat me up all the time, they always slap me around...
Dongjin: No, your father beating up your mother.
Albert: Yeah, when my mom does something wrong, my dad sometimes yells at her, hits...or, I get hit, too, I mean it hurts, but I learn my lesson, that’s the point that I’m trying to get across today.
Dongjin: Then do you believe that kind of abusive nature in corporal punishment, in violence itself, actually stands for students’ and children’s rights?
Albert: Well, I don’t feel my rights are being infringed on when I get hit. I mean, I learn my lesson...
Dongjin: I’m not talking about you as an individual, but children as a whole group.
Albert: Yes, we’re saying exactly that children, even though they do have the right to not get hit, the thing is that punishment occurs when you do something wrong, so you have up that right. Now what punishment does is it hopes to correct these things, it hopes to correct the wrongs, and when things like continued verbal...
Dongjin: Every punishment has to suit the wrongdoing of the children, so let me...
Albert: Did you have to answer your own question?
Dongjin: ...talk about the effects of abuse. Didn’t you know that corporal punishment inflicts both physical and psychological damages on the students?
Albert: Psychological damage?
Dongjin: Yes.
Albert: We believe that in every case, in every disciplinary measure, even yelling, there’s always a case, an exception, where there’s psychological problems, a child may experience trauma
Dongjin: Did you know especially, that in extreme forms of corporal punishment,
Albert: I’d like to finish my answer.
Dongjin: I understood that.
Albert: But the thing is, ladies and gentlemen, in the vast majority of the cases, we’ve seen that corporal punishment has worked in certain sectors. Now we’re not saying that in every sector corporal punishment should be enforced, should be used, and it should always be used as the first measure. All we have to do today, ladies and gentlemen, is prove to you that corporal punishment shouldn’t be banned but limited in certain areas. It can be excessive in other areas, and we should work to limit it. But the fact is, corporal punishment is working, and is sometimes the only measure, such as in preschool and in the military, where it’s working and is effective. So in that regard, we believe that we’ve proved our point today.
Dongjin: Do you agree that in principle and in reality it’s sometimes different?
Albert: Yes, sometimes.
Dongjin: And do you agree that...
Host: Okay, guys, thirty seconds.
Dongjin: ...in the issue of corporal punishment, disciplinary measures in principle and in reality, as corporal punishment and its abusive nature, is also different?
Albert: No.
Host: Okay, time’s up. Go back to your original positions, guys.
Mr. Sharp: I’d like to make a few comments about the speech that we’ve just seen. I think the speech had a couple of good things, and a couple of things to improve on. I think the organization of the speech is a place that needs improvement. Specifically, in the introduction, we need to hear a clear thesis, and a preview of the arguments. And each argument should have a clear topic sentence, or a claim as to what you will be arguing. I thought the speech was good in its presentation of information and theories. I think using a sociologist who talks about moral development is strong, and having expert sources and quotations are great. Overall, good speech.
Host: Ready? Then let’s go.
Dongjin: Ladies and gentlemen, today, the World Health Organization estimates that worldwide twenty-one million students under the age of eighteen suffer from corporal punishment in school. In other words, twenty-one million children are suffering from psychological and physical damage which is actually lawfully inflicted by teachers’ violent persecutions. The notion the government team trying for today is very simple: Hitting people is wrong in any cases, and children are people, too. However, ladies and gentlemen, today, the opposition team failed to attack our point of view or succeed in establishing their own information or their own stance. So let me start my own speech by rebutting the opposition’s case from point to point. Ladies and gentlemen, today, the opposition team tried to reduce the scope of the debate only to military service, only to some portion of the whole educational system. However, ladies and gentlemen, we are the government team who would like to solve the problem of corporal punishment in a much more holistic way. And the point that the opposition team is too narrowly focused on military service is totally neglecting the reality itself. Ladies and gentlemen, military law, martial law and common law itself is different. Likewise, we should also have to think about the common law in this case, and corporal punishment in common schools.
Albert: For information...
Dongjin: No thank you. Ladies and gentlemen, their argument number one was basically that disciplinary action has to at least remain in some factors. As I already successfully rebutted that, we have to take a much more holistic view on today’s debate, and their second argument was basically that some children cannot morally differentiate. Then let me restate our own point of view, and our own stance. Ladies and gentlemen, we are here today to prove that our policy is not violent, but also it is effective. However, what the opposition team will try to do is by accepting and agreeing that corporal punishment itself is a violent measure by not rebutting our own arguments, they will try to say that in some way corporal punishment may be more effective in a small portion of society. We believe this is only a minimization, and that they themselves are binding their own neck.
Yo Mama 2: For information..
Dongjin: Yes.
Yo Mama 2: Are you recognizing that there are many faults within your own policy, and that because the statement here we are debating today is that this house would ban corporal punishment in schools, are you accepting the fact that your policy has flaws, and you’re trying to ignore these and move on in the debate?
Dongjin: Ladies and gentlemen, we are trying to give you a policy that is not violent first of all, and then have effective measures as well as corporal punishment. They are only talking about the military circles, which are not clearly today’s motion and today’s topic, and the spirit of the motion itself.
Albert: For information...
Dongjin: No thank you. Then what I want to propose to you is about the point system, ladies and gentlemen. The point system is not punishment by emotion, rage, terror, or violence, but it is a punishment by penalty points and duties. So in the point system, if students commit wrongdoings, a proportionate amount of strikes, called penalty points, will be given to the students, and the accumulated amount of the penalty points will decide which social duties, for example, community services, these students follow. And the extreme penalty of the points system will be expulsion from the school which is basically the ultimate fear of all international students, because it will remain as a social stigma of the student forever. So we believe, and we prove to you, that corporal punishment is punishment by emotion, and the opposition team completely agreed on this by not attacking and by not rebutting our own case.
Host: Okay, thirty seconds. Wrap it up, please.
Dongjin: However, ladies and gentlemen, the point system is a punishment with logic, and this nature of the point system solves the status quo. What is the solvency here? Ladies and gentlemen, in the point system, teachers think before they give penalties, because it’s a penalty of logic. And all penalties can be regulated on one condition. Also, furthermore, abuses can be controlled afterwards, because it is a process of logic. This solves the abusive nature of the status quo that corporal punishment is implementing on the students. And second is about the fact that students become free from extreme terror...
Host: Okay, time’s up.
Dongjin: ...and this enables them to think of themselves, and this enables the true nature and virtue of education. Ladies and gentlemen, what I’ve talked about here is that the point system should be the leading policy that leads the children of tomorrow. Thank you and this is why we proudly propose the motion of the point system.
Host: Thank you very much for your thoughtful points, and opposition, come on to the podium and wrap up your points, please.
Host: Ready? Let’s go.
Yo Mama 2: Thank you. I would like to first organize my speech by first pointing out a critical flaw of the proposition team, and then state why their three main points – first on the abusive nature, second on the susceptibility of students, third on the point system, their alternative – state why these are flawed in essence, and state why our two main points on how there are many situations in which corporal punishment is valid and maybe the only method of punishment, and second on the moral differentiation in psychology, and point out why these points are in fact more valid here today. Their first main problem is that I would like to read out the proposal here today: “This house would ban corporal punishment in schools.” And the key word here is on the issue of ban, how ban means that corporal punishment is in fact negated and is a bad policy in all cases, and that in all schools we must get rid of this policy. And therefore it is their burden, as the people who are trying to change the current policy, to provide every single scenario, to make sure that they rebut every single scenario in which corporal punishment has shown success, and that we are here merely to show you that corporal punishment has sometimes worked, and that if we strive towards regulating corporal punishment instead of banning it as a process completely, then we can more effectively provide a better educational environment. Moving on to their first point...
Dongjin: For information, sir...
Yo Mama 2: No thank you. Their first point was on the abusive nature. Hence, they have provided you initially with hypothetical situations, and later with a general statistic from the WHO. However, the judges here must recognize that they are skewing the data. They have provided examples where they have stated that students are suffering from corporal punishment. However, this is not the scenario. These teachers, and their parents who agree with the schools, have the best interests of the students in mind, and they are only performing these punishments in order to make sure that these students realize the difference between right and wrong. We do not want a society where crime is rampant, because these kids have not been taught the difference between asking someone for a lollipop, and actually stealing it from them. And that through corporal punishment, we can strive toward a betterment of society.
Dongjin: For information, sir... (??)
Yo Mama 2: Yes?
Dongjin: Can’t you use a counseling, a point system, and other alternatives as well?
Yo Mama 2: I would like to counter why the point system is in fact invalid in any areas besides younger forms of education, and I would like to tell you when I’m going to answer your question. The second point is on the susceptibility of students. However, they have stated that verbally we can provide an assurance of the work. However,
Kayeon: Before you go on, sir...
Yo Mama 2: No thank you. They have provided another hypothetical situation in which the verbal issues might work. They have provided us with the fact that there is physical pain and physical scars left on the students’ bodies. However, what about mental scars? Screaming at students, and...
Dongjin: Sir?
Yo Mama 2: No thank you ...other forms of punishment besides corporal punishment is clearly a method of mentally scarring these students, and we cannot forget the psychological impact.
Dongjin: For information...
Yo Mama 2: No thank you. On their third point, the point system, the reason why this doesn’t work is because besides the younger forms of education, students in middle school and high school often do not care about the point system or this little pig lists (??).
Kayeon: Before you go on, sir...
Yo Mama 2: That, in fact, in novels such as Ender’s Game, which is in reference to many students being held in a battle room facility in space, we can clearly see that these students actually laugh at the point system and do not regard it as anything serious.
Kayeon: Before you go on, sir...
Yo Mama 2: No thank you. And therefore, because we can see that this point system is limited to younger students, and is not as effective in middle and high school, where students actually recognize that there is no severe punishment for the point system, we can clearly see that they are actually trying to narrow the scope of this debate. On to our first point,
Kayeon: Before you go on, sir...
Yo Mama 2: Yes?
Kayeon: Have you not realized that there is actually a case where a woman who was thirty years old had been suffering from mental derision and she actually committed suicide because of corporal punishment?
Yo Mama 2: Oh yes, there are many situations, and we recognize that there are faults in corporal punishment. However, there are faults with every sort of system. Even democracy, which we project, we clearly see that there are problems with this.
Host: Thirty seconds, wrap it up, please.
Yo Mama 2: But that’s why we pointed to in our first point, that there are cases in the military and preschool in which it is necessary. And the second point, how it is psychologically necessary for us to teach these students to psychologically protect them from the moral differentiation between right and wrong. And because we can clearly see that we have shown you that they have the burden to prove every single scenario, and that we have shown you a counter-scenario, we can clearly see that the opposition side in fact should be the one that should be considered here today. Thank you.
Host: Okay, time’s up.
Mr. Park: We saw two teams that were very good stylistically. Confident, perhaps the only thing that I would have mentioned for both sides actually was maybe slow down a little bit. That would have helped bring your delivery a little bit more power.
Kayeon: We are very happy to be here and I believe it was beneficial for both teams. We exchanged a lot of really good opinions, and I was really pleased to be here. Thank you.
Dongjin: I know that all four of us are great debaters, probably except for me, but anyway, I wish that all four of us can keep our great passion for debate and keep on communicating with each other and debating with each other. Thank you.
19.7.07
Bookaholic
I am crazy about books - no matter which category they belong to. Today I bought two & they were both textbooks. Nevertheless, I am HYPER-HAPPY now!!! Mmmmm yeah you may think it doesn't make any sense. Most people think textbooks are boring as well as sophisticated. But see, by feeding your brain with various new- and sometimes interesting -facts from textbooks, your own life might go more fruitful than expected. Once you learn all those things, you can bring most of them in actual use whenever you need. But do not just try to memorize them. That's so tiring to everyone, including myself.
Instead, try more to enjoy it. Learn by heart, and play with them.
I believe that's a basic principle of learning.
Instead, try more to enjoy it. Learn by heart, and play with them.
I believe that's a basic principle of learning.
18.7.07
I Hate Short Hair
Mom gave me a crew cut. This time, I look like a "soldier" or something... I don't like it. I've been hating crew cuts since I was in my kindergarten. They're too common among Korean men.
Yet, she had a reason for it: I used to suffer badly from atopic eczema about ten years ago, and I couldn't help getting dandruff. So she says my head skin needs some fresh air... Yeah, she got me. Geez.
Actually, dandruff was not a great problem to me. The things that bothered me most were - well, too many to count - pimples, rashes, boils, pus, and excess sebum in the nose... Whoa! It was a CATASTROPHE. But you know, time cured most of them... so now it feels rather nice.
It rains.
I absolutely adore the sound of thick raindrops outside.
They clean dust, trash, and everything impure.
The ground, once made dirt, takes a cool shower.
Astounding. I worship the greatness of nature.
Yet, she had a reason for it: I used to suffer badly from atopic eczema about ten years ago, and I couldn't help getting dandruff. So she says my head skin needs some fresh air... Yeah, she got me. Geez.
Actually, dandruff was not a great problem to me. The things that bothered me most were - well, too many to count - pimples, rashes, boils, pus, and excess sebum in the nose... Whoa! It was a CATASTROPHE. But you know, time cured most of them... so now it feels rather nice.
It rains.
I absolutely adore the sound of thick raindrops outside.
They clean dust, trash, and everything impure.
The ground, once made dirt, takes a cool shower.
Astounding. I worship the greatness of nature.
17.7.07
My mistake
I was writing a comment for a blog post about Harry Potter and the Deathly Hallows. After I finished my comment, I spotted a typo, and tried to correct it... But my, it didn't work! I happened to post the same comment twice...like a litany of hollow words! This makes me look somewhat rude... I feel so concerned... Sorry, Mr. Nick Solter.
(added after seven hours)
It's Constitution day in South Korea.
I went to a nearby bookstore and saw a sign, which read "HP7 40% off." Now I'm at home, but still this wizarding boy really tempts me. I can't cool this impulsive-buying instinct though the book itself is too pricy for my budget... I'm dying to know the ending of my dear Joanne's masterpiece.
I'm doing my math workbook. Even till now, eight chapters left unsolved! Such hard work... Lucky I don't have any headaches yet. I'm also starting the next chapter of my Science textbook.
(added after seven hours)
It's Constitution day in South Korea.
I went to a nearby bookstore and saw a sign, which read "HP7 40% off." Now I'm at home, but still this wizarding boy really tempts me. I can't cool this impulsive-buying instinct though the book itself is too pricy for my budget... I'm dying to know the ending of my dear Joanne's masterpiece.
I'm doing my math workbook. Even till now, eight chapters left unsolved! Such hard work... Lucky I don't have any headaches yet. I'm also starting the next chapter of my Science textbook.
16.7.07
Beyond a Dilemma
I kept wondering if I should use this website as an English diary to increase my writing skill. I was caught on the horns of a dilemma, and couldn’t find an exit. (I already own a Naver.com blog open to the Korean public, though at this time I cannot manage it due to my exam ahead…well, leaving that aside) This is Korea, so there are no people around who chatter and schmooze in English like the States or the UK. Consequently, no matter how profound your linguistic talent is, you have no chance here to bring it into real-life use. You can bet on it. But, on the other hand, if I activate this blogspot again, I’m breaking a solemn promise with myself... That could be another kind of betrayal.
At first, I thought of publishing various interesting posts about Korean tradition, culture, and language so I can enlighten overseas people about Korea, a motherland of mine. But maybe later, that’s all I can tell you right this moment - with these hectic schedules.
So now, after gazillions of thoughts, I made up my mind to re-open this blog ONLY as a cyber diary, all written in ENGLISH. I think this is the best choice.
22.5.07
Undercooled - (Posting test)
Just checking if this song - my biggest favorite - plays properly on blogspot.
To relax, I often listen to it over and over.
21.5.07
Skiing-Snowboarding Debate
A clipping from my English textbook. This is just to increase my vocabulary.
Skiing-Snowboarding Debate
Given the ubiquity of snowboarders at resorts these days, it's hard to believe that 20 years ago the sport barely existed. It wasn't until the date '70s that such snowboarding pioneers as Jake Burton began testing their new surfboard-like contraptions. Much to the chagrin of many hard-core skiers, the fad caught on faster than a California wildfire, especially among kids who loved the sensation of flying on snow but saw skiing as something more suited to their square parents.
Thus a rivarly was born. Though attutudes have softened in recent years, the skiing-snowboarding debate - which
is cooler? - still rages in the 21st century. Why can't we all just get along? Well, there are some crucial differences between skiing and snowboarding, both physical and cultural. If you're trying to decide which sport is for you, consider the following points:
Learning Curve: Many people believe that snowboarding is easier to learn than skiing. David Precit, director of the Squaw Valley Ski School and a certified ski and snowboard instructor, says it isn't quite that simple.
"Snowboarding is easier at the very beginning because the board is wide and balance is fairly easy," he explains, "But then you begin what I call the '500 Fall Method," meaning, you fall about 500 times before you really get it."
Skiing, on the other hand, takes more patience and practice at the beginning, but having your feet strapped to two boards instead of one has many benefits, including increased mobility on flatter terrain.
Snow Conditions: Are some kinds of snow better for snowboarding than skiing? It depends on whom you talk to. Precit points out that the wider surface area of a snowboard keeps it more "buoyant" in deep snow. In the same snow, skis may dive or catch, leading to more falling, or certainly to more difficulty in staying upright. That's why many hard-core skiers prefer to board on powder days. Traitors? Not likely. They just seem to have found a good thing. Either that or they need the extra cushioning.
Image: You read it here first: Snowboarding is not cooler than skiing, nor is skiing cooler than snowboarding. Each offers its own physical thrills, and both foster hell-bent attitudes. Today's "new-school" skiers are throwing down mind-blowing, Ninja-style tricks right down alongside snowboarders. (If you have any doubts about this, just watch the X Games in late January on ESPN, or pick up Powder or Freeze magazines.) Nope, skiing isn't square anymore (was it ever?), so don't pass up a good time.
Cost: No doubt, top-end ski gear is way more expensive than top-end snowboard gear. However, you have to note that gear at the intermediate level is more comparably priced for the two ports, except for ski boots, which can cost $100~150 more than their snowboard equivalents. But a lift ticket is a lift ticket, whether you're skiing or boarding.
Resorts: The vast majority of ski areas acroos the U.S. welcome snowboarders and their disposable incomes with open arms, but there are a few top resorts where snowboarding is not allowed - including Alta, Utah, and Taos, New Mexico. Why? In part, because of tradition. Alta, for instance, is considered by many skiers to be the spiritual epicenter of the sport. Besides, Alta's terrain also isn't consisntently snowboard-friendly. There are a lot of flat spots between peaks and lifts where skiers can efficiently pole or skate, but snowboarders must walk.
Peer Pressure: Chances are if your friends snowboard, you will too. The same goes for skiing. Give both a whirl and then decide for yourself. You can't go wrong either way.
Skiing-Snowboarding Debate
Given the ubiquity of snowboarders at resorts these days, it's hard to believe that 20 years ago the sport barely existed. It wasn't until the date '70s that such snowboarding pioneers as Jake Burton began testing their new surfboard-like contraptions. Much to the chagrin of many hard-core skiers, the fad caught on faster than a California wildfire, especially among kids who loved the sensation of flying on snow but saw skiing as something more suited to their square parents.
Thus a rivarly was born. Though attutudes have softened in recent years, the skiing-snowboarding debate - which
is cooler? - still rages in the 21st century. Why can't we all just get along? Well, there are some crucial differences between skiing and snowboarding, both physical and cultural. If you're trying to decide which sport is for you, consider the following points:
Learning Curve: Many people believe that snowboarding is easier to learn than skiing. David Precit, director of the Squaw Valley Ski School and a certified ski and snowboard instructor, says it isn't quite that simple.
"Snowboarding is easier at the very beginning because the board is wide and balance is fairly easy," he explains, "But then you begin what I call the '500 Fall Method," meaning, you fall about 500 times before you really get it."
Skiing, on the other hand, takes more patience and practice at the beginning, but having your feet strapped to two boards instead of one has many benefits, including increased mobility on flatter terrain.
Snow Conditions: Are some kinds of snow better for snowboarding than skiing? It depends on whom you talk to. Precit points out that the wider surface area of a snowboard keeps it more "buoyant" in deep snow. In the same snow, skis may dive or catch, leading to more falling, or certainly to more difficulty in staying upright. That's why many hard-core skiers prefer to board on powder days. Traitors? Not likely. They just seem to have found a good thing. Either that or they need the extra cushioning.
Image: You read it here first: Snowboarding is not cooler than skiing, nor is skiing cooler than snowboarding. Each offers its own physical thrills, and both foster hell-bent attitudes. Today's "new-school" skiers are throwing down mind-blowing, Ninja-style tricks right down alongside snowboarders. (If you have any doubts about this, just watch the X Games in late January on ESPN, or pick up Powder or Freeze magazines.) Nope, skiing isn't square anymore (was it ever?), so don't pass up a good time.
Cost: No doubt, top-end ski gear is way more expensive than top-end snowboard gear. However, you have to note that gear at the intermediate level is more comparably priced for the two ports, except for ski boots, which can cost $100~150 more than their snowboard equivalents. But a lift ticket is a lift ticket, whether you're skiing or boarding.
Resorts: The vast majority of ski areas acroos the U.S. welcome snowboarders and their disposable incomes with open arms, but there are a few top resorts where snowboarding is not allowed - including Alta, Utah, and Taos, New Mexico. Why? In part, because of tradition. Alta, for instance, is considered by many skiers to be the spiritual epicenter of the sport. Besides, Alta's terrain also isn't consisntently snowboard-friendly. There are a lot of flat spots between peaks and lifts where skiers can efficiently pole or skate, but snowboarders must walk.
Peer Pressure: Chances are if your friends snowboard, you will too. The same goes for skiing. Give both a whirl and then decide for yourself. You can't go wrong either way.
Subscribe to:
Posts (Atom)