Common Core mandates digital literacy – ELA and writing standards.
Burns 15 – Monica Burns, Doctor of Education (Ed.D.) at Lamar University, Adjunct Professor at Delaware Technical & Community College with a focus of integrating technology in education, 2015 (“The Common Core and Digital Skills Development”, Edutopia, July 1, Available Online at http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/everything-you-need-to-know-about-common-core-ravitch/, accessed 7/3/15, KM)
The Common Core State Standards (CCSS) is a powerful set of expectations for student learning that has been adopted by districts across the country. One of the phrases associated with this document is college and career readiness. As we prepare students for life beyond the classroom, including digital tools in our instruction and making connections to technology in the real world is absolutely essential. Students of all ages need experience using technology and developing digital skills that can be applied to multiple tasks. If we truly want children to be college and career ready, schools must take thoughtful and strategic action to include technology tools in classroom instruction. The CCSS clearly states expectations for technology use as it applies to different content areas. These standards also give teachers the flexibility to incorporate a variety of strategies and resources. Educators can make decisions about how to address the Common Core, meet the needs of their students, and provide opportunities to strengthen digital skills. Embrace Multimedia The English Language Arts (ELA) Anchor Standards of the Common Core state that students should be able to "[i]ntegrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally" (CCSS.ELA-LITERACY.CCRA.SL.2). Students are bombarded by media outside of the classroom. They need to master how to use this information strategically and assess its value. As a classroom teacher, I shared multimedia clips to help students make meaning of information, and I held them accountable for the content presented. Using graphic organizers to synthesize information presented in a BrainPop video is one strategy that I used to create a purpose for viewing multimedia. You can have students support a claim and "go back to the minute" when analyzing a video in the same way that they'd "go back to the paragraph" when analyzing a short text. Students are also expected to "[m]ake strategic use of digital media and visual displays of data to express information and enhance understanding of presentations" (CCSS.ELA-LITERACY.CCRA.SL.5). Learners of all ages should be able to make meaning of multimedia as consumers and see the power of visuals as creators. Technology tools can help students create digital media. Depending on the task that you give students, they might make graphs with Numbers for Mac or a step-by-step tutorial with the screencasting app Explain Everything. Empower Writers Whether students are writing an informational report on ecosystems for their science class, a persuasive essay for social studies, or creating a tutorial on fractions for their math class, digital tools can empower writers. The anchor standards for writing ask students to "[u]se technology, including the Internet, to produce and publish writing and to interact and collaborate with others" (CCSS.ELA-LITERACY.CCRA.W.6). There are a variety of kid-friendly publishing tools that provide options for teachers looking to support Common Core instruction with technology. Adobe Slate and Book Creator are two powerful publishing apps for tablets that can be tailored to different writing types including narrative, opinion, and explanatory. The Common Core also expects students to "[g]ather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism" (CCSS.ELA-LITERACY.CCRA.W.8). Developing the skill set to read from digital devices (including smartphones, laptop screens, and tablets) is a must for students inside and outside of the classroom. This is their new normal, and schools must include a balance of print and digital texts in their instruction. For my fifth grade students, I would connect a variety of informational text to QR codes for them to scan and access on their iPads. There are many great digital text resources for students at all grade levels. I used Scholastic News and Time For Kids in my classroom and would recommend exploring them. Be Creative In addition to the ELA Anchor Standards mentioned above, teachers can tailor their lessons to meet grade-level-specific standards while thoughtfully integrating technology. This past month, I had the pleasure of visiting Courtney Pepe, a fellow Apple Distinguished Educator at the A. Harry Moore School in New Jersey. Teachers work to meet the CCSS and the needs of their low-incidence special education students by incorporating technology tools into their everyday instruction. I had the chance to watch students practice counting and sequencing using the programmable Sphero to move from one number to another across their classroom. Students were interested and focused on this math skill while using digital skills to interact with content. The Common Core provides expectations for student learning that can be tailored to a variety of classroom environments. Teachers can help students develop digital skills and incorporate technology while addressing the needs of their students. If we truly want students to be college and career ready, the thoughtful integration of technology into daily instruction is a non-negotiable.
Digital skills are the missing puzzle piece – the lack of workers’ digital education is hurting labor productivity growth and competition.
Grovo 14 – Grovo is a learning technology company that gives enterprise organizations the technology and content to align, train, and develop their teams, 2014 (“How the digital skills gap is killing productivity and what you can do about it”, Grovo, Available Online at http://a1.grovo.com/asset/whitepapers/Grovo-Digital-Skills-Gap-whitepaper.pdf, accessed 7/3/15, KM)
America’s productivity crisis Labor productivity growth in the US has slowed to levels not seen since before the digital revolution (see chart). At the macroeconomic level this decline in the growth rate in productivity is worrying economists and policymakers alike: labor productivity growth is a key ingredient in economic growth, and in raising the living standard of the population. The issue is evident at the firm level too: during the 1990s and early 2000s, in the early years of the digital age, managers could reap the low hanging fruit that new technologies made available. But getting more from their employees today is proving more challenging even as the cloud promises the “next stage in the digital revolution.” The productivity crisis & the digital skills gap More than 200M adults in the US are part of the digital workforce, yet only 1-in-10 rate themselves as very proficient with the digital tools they use every day at work.2 Training has not kept pace with technology, and workers, businesses and the entire economy are paying the price. Digital products and topics are rapidly proliferating and evolving, and yet there is virtually no professional development focused on these 21st century skills. For instance, organizations are using Dropbox and Box for file storage and sharing, Twitter and Facebook to connect with customers, and Google Docs and Analytics to run their businesses. These tools serve essential functions but they can only improve productivity with the right training. A recent study by Deloitte, a consultancy, states that the rapid pace of technological change in the workplace is leading to a skills half-life of only 2.5 years. Organizations are failing to adapt their training programs quickly enough. Indeed, policymakers are waking up to the fact that digital skills are key to competitive advantage in the global knowledge economy. Governments all around the world, from Canada, to the UK and European Union, and all the way to New Zealand have recognized the challenge. Government policy, though, is only likely to be able to have an impact through the education system in the long term and it is individuals and firms that must look to fill the gap that exists today. “To be innovative and competitive in today’s global digital economy, organizations have little choice but to invest in information and communication technologies (ICT). However, without the proper skills to put these technologies to effective use, firms are at significant risk of wasting their investments and missing key opportunities for growth and competitiveness.”- European Commission/! INSEAD
Link — Data Collection Longitudinal data collection on student performance is good – “smart data” helps educators identify where educational reforms are necessary – Kentucky proves
Resnick 12 – Brian Resnick, staff correspondent at National Journal and a former producer of The Atlantic's National channel, citing a report by Data Quality Campaign, a nonpartisan, nonprofit advocacy organization that works to improve student achievement through effective data use, 2012 (“How Smarter Data Can Save U.S. Education”, The Atlantic, January 18, Available Online at http://www.theatlantic.com/national/archive/2012/01/how-smarter-data-can-save-us-education/251519/, accessed 7/7/15, KM)
Collecting data on individual students over time may give educators the insight they need to fix America's schools. Here's one reason why No Child Left Behind is all but a failed initiative: One of its main metrics, Adequate Yearly Progress (AYP), is a horrendous measure of educational progress. With AYP, each state sets its own goals and assesses progress with its own metric. If one state meets AYP and another one does not, it's impossible to make a comparison. NCLB relied on data for improvement, but that data was so unscientific that it hardly had a chance at success. But, as a report from the Data Quality Campaign released today concludes, we may be on the verge of meaningful, data-backed reforms. Many states and school districts now have the capability to track individual students longitudinally, which means educators can compile electronic data of a student's yearly progress. In the aggregate, this information is invaluable as it pinpoints, rather than guesses at, the crucial milestones that mark the path toward higher-ed or career success. "We couldn't have done this ten years ago," Aimee Guidera, executive director of the Data Quality Campaign explains. When No Child Left behind started, the data platform it needed to succeed simply didn't exist. But, what the program did do effectively, Guidera says, is create a call for transparency in educational data. "AYP was all we had," she says. "Now, because states have the ability to follow students over time, every state has the capability to have a growth model." Below is an example of what a longitudinal report looks like. It shows a student's most likely outcome in the next grade, given his or her past progress. In this case, the student is proficient, but this data would help educators better recognize warning signs that he or she might fall off track -- and into that dark "unsatisfactory" region. If this makes education sound a lot like a business -- with growth models and performance reviews -- that's because, in a way, it is. Making good business decisions requires good data, but education hasn't always had access to that. "We've been asking them to do all these great things without giving them any feedback on what they are doing," Guidera says of America's schools. In compiling these reports and making them transparent (anonymously) to other educators and parents, schools can better predict what makes for success after high school. Schools can even see how many of their students need remediation when they arrive at college. If those numbers are high, they can update their curricula to better prepare students for college-level courses. It's an approach that appears to be working, at least anecdotally. Kentucky has been tracking its students' progress longitudinally since the early 2000s. From 2002 to 2008, Kentucky students saw significant increases in college readiness, and decreases in the need for remediation upon reaching college, according to the Data Quality Campaign. Comparability across states is still a problem, but Guidera says more states are adopting similar metrics. Perhaps if NCLB gets a reform, smart data will play a key role.
Internal Link — Education key to Competitiveness Education promotes global competitiveness, power, and a more productive world
Duncan 10 – Arne Duncan is an American education administrator who has been United States Secretary of Education since 2009, 2010 (“The Vision of Education Reform in the United States: Secretary Arne Duncan's Remarks to United Nations Educational, Scientific and Cultural Organization (UNESCO),” Paris, France, Department of Education, 11-4-2010, available online via http://www.ed.gov/news/speeches/vision-education-reform-united-states-secretary-arne-duncans-remarks-united-nations-educational-scientific-and-cultural-organization-unesco-paris-france, accessed on 7-8-2015)//CM
It is an absolute honor to address UNESCO. During the last 65 years, UNESCO has done so much to advance the cause of education and gender equity, alleviate poverty, and promote peace. When UNESCO was founded in 1945, much of Europe, Russia, and Japan lay in ruin. The promise of universal education was then a lonely beacon—a light to guide the way to peace and the rebuilding of nations across the globe. Today, the world is no longer recovering from a tragic global war. Yet the international community faces a crisis of a different sort, the global economic crisis. And education is still the beacon lighting the path forward—perhaps more so today than ever before. Education is still the key to eliminating gender inequities, to reducing poverty, to creating a sustainable planet, and to fostering peace. And in a knowledge economy, education is the new currency by which nations maintain economic competitiveness and global prosperity. I want to provide two overarching messages today about America's efforts to boost educational attainment and achievement. First, the Obama administration has an ambitious and unified theory of action that propels our agenda. The challenge of transforming education in America cannot be met by quick-fix solutions or isolated reforms. It can only be accomplished with a clear, coherent, and coordinated vision of reform. Second, while America must improve its stagnant educational and economic performance, President Obama and I reject the protectionist Cold War-era assumption that improving economic competitiveness is somehow a zero-sum game, with one nation's gain being another country's loss. I want to make the case to you today that enhancing educational attainment and economic viability, both at home and abroad, is really more of a win-win game; it is an opportunity to grow the economic pie, instead of carve it up. As President Obama said in his speech to the Muslim world in Cairo last year, "Any world order that elevates one nation or group of people over another will inevitably fail." There is so much that the United States has to learn from nations with high-performing education systems. And there is so much that America can share from its experience to the mutual benefit of nations confronting similar educational challenges. I am convinced that the U.S. education system now has an unprecedented opportunity to get dramatically better. Nothing—nothing—is more important in the long-run to American prosperity than boosting the skills and attainment of the nation's students. In the United States, we feel an economic and moral imperative to challenge the status quo. Closing the achievement gap and closing the opportunity gap is the civil rights issue of our generation. One quarter of U.S. high school students drop out or fail to graduate on time. Almost one million students leave our schools for the streets each year. That is economically unsustainable and morally unacceptable. One of the more unusual and sobering press conferences I participated in last year was the release of a report by a group of top retired generals and admirals. Here was the stunning conclusion of their report: 75 percent of young Americans, between the ages of 17 to 24, are unable to enlist in the military today because they have failed to graduate from high school, have a criminal record, or are physically unfit. Now, everyone here today knows that education is taking on more and more importance around the globe. In the last decade, international competition in higher education and the job market has grown dramatically. As the New York Times columnist Thomas Friedman famously pointed out, the world economy has indeed "flattened." Companies now digitize, automate, and outsource work to the most competitive individuals, companies, and countries. In the knowledge economy, opportunities to land a good job are vanishing fast for young workers who drop out of school or fail to get college experience. That is why President Obama often says that the nation that "out-educates us today is going to out-compete us tomorrow." Yet there is also a paradox at the heart of America's efforts to bolster international competitiveness. To succeed in the global economy, the United States, just like other nations, will have to become both more economically competitive and more collaborative. In the information age, more international competition has spawned more international collaboration. Today, education is a global public good unconstrained by national boundaries. In the United States, for example, concerns are sometimes raised about the large number of foreign-born students earning masters and doctorates in science and engineering fields. Immigrants now constitute nearly half of America's PhD scientists and engineers, even though they constitute only 12 percent of the workforce overall. These foreign-born students more often return to the country of origin than in the past. But their scientific skills and entrepreneurship strengthen not only their native economy but also stimulate innovation and new markets that can help boost the U.S. economy. The same borderless nature of innovation and ideas is evident when foreign-born students remain in America. Immigrants to the U.S. started a quarter of all engineering and technology companies from 1995 and 2005, including half of the start-ups in Silicon Valley, our high-tech capital. Sergey Brin, Google's co-founder, was born in Moscow but educated in the United States. Google is now used throughout the globe to gather information and advance knowledge. The brain drain, in short, has become the brain gain. It is no surprise that economic interdependence brings new global challenges and educational demands. The United States cannot, acting by itself, dramatically reduce poverty and disease or develop sustainable sources of energy. America alone cannot combat terrorism or curb climate change. To succeed, we must collaborate with other countries. Those new partnerships require American students to develop better critical thinking abilities, cross-cultural understanding, and facility in multiple languages. They also will require U.S. students to strengthen their skills in science, technology, engineering, and math—the STEM fields that anchor much of our innovation in the global economy. These new partnerships must also inspire students to take a bigger and deeper view of their civic obligations—not only to their countries of origin but to the betterment of the global community. A just and socially responsible society must also be anchored in civic engagement for the public good. In our view, the United States will be better off, in comparative terms, if we lead the world in educational attainment, rather than lagging behind. A generation ago, America did in fact lead the world in college attainment. But today among young adults, the U.S. is tied for ninth. That is why President Obama has set a goal that America will once again have the highest proportion of college graduates in the world by 2020, a decade from now. Yet even as the United States works to strengthen its educational system, it is important to remember that advancing educational attainment and achievement everywhere brings benefits not just to the U.S. but around the globe. In the knowledge economy, education is the new game-changer driving economic growth. Education, as Nelson Mandela says, "is the most powerful weapon which you can use to change the world."From Indonesia to Pakistan to Kenya, education has immeasurable power to promote growth and stability. It is absolutely imperative that the United States seize the opportunity to help Haiti build a stronger school system from the ruins of its old, broken one—just as America coalesced to build a fast-improving, vibrant school system in New Orleans after the tragedy of Hurricane Katrina. From devastation, beautiful flowers can grow—crisis can seed opportunities for transformational change. In 2001, Afghanistan had barely 900,000 boys in school. They now have almost seven million children in schools, almost 40 percent of whom are girls. Dramatic change can happen in a short period of time. It just requires the commitment to succeed. Educating girls and integrating them into the labor force is especially critical to breaking the cycle of poverty. It is hard to imagine a better world without a global commitment to providing better education for women and youth—including the 72 million children who do not attend primary school today. And don't forget that a better-educated world would be a safer world, too. Low educational attainment is one of the few statistically significant predictors of violence. My department has been pleased to partner with the U.S. Agency for International Development to help ensure that our best domestic practices are shared world-wide. The United States provides over a billion dollars annually to partner countries working on educational reform. Our goal for the coming year will be to work closely with global partners, including UNESCO, to promote qualitative improvements and system-strengthening. With such a shared commitment, we believe that we can greatly reduce the number of children out of school and ensure that the children who are in class are actually learning. Ultimately, education is the great equalizer. It is the one force that can consistently overcome differences in background, culture, and privilege. As the author Ben Wildavsky writes in his new book, The Great Brain Race, in the global economy "more and more people will have the chance... to advance based on what they know rather than who they are."
Middle skills are key to competition – lack of training damages the US middle skills industry.
Milken Institute 15 – The Milken Institute is an independent economic think tank based in Santa Monica, California that publishes research and hosts conferences that apply market-based principles and financial innovations to a variety of societal issues in the US and internationally, 2015 (“Middle-skills gap threatens U.S. competitiveness in the global economy”, Milken Institute, April 30, Available Online at http://www.milkeninstitute.org/blog/view/773, accessed 7/6/15, KM)
To compete in a global economy, the U.S. needs to fill crucial middle-skills jobs in manufacturing, infrastructure, computers, health care and other industries that require post-secondary technical education and training. The problem is that there aren’t enough people who are trained for them. At the Milken Institute Global Conference, leaders in education and business discussed ways to close America’s skills gap. They also pointed to the necessity of addressing the large numbers of minorities and students in disadvantaged communities who are being left behind, a problem which, if left unresolved, could lead to an economic crisis worse than 2008. “The public education system is what needs to change,” said Eloy Ortiz Oakley, superintendent-president of Long Beach City College, whose partnership with the school district and California State University, Long Beach earned a $5 million state grant last month for innovation in higher education. “It is the gateway for the majority of people of color.” Chris Romer, president and co-founder of Quad Learning, Inc., creator of the American Honors college prep program, added that the path to a post-secondary employment certificate is harder for students with less “college knowledge.” To compound the challenge, businesses tend to recruit more from four-year universities than community colleges.
Link Magnifier — Lasting Knowledge Common Core makes education last – it increases content, depth, and applicability of knowledge – this gives US students a competitive edge – don’t listen to their unwarranted pessimism.
Caret 14 – Robert Caret, chancellor of the University System of Maryland, former President of the University of Massachusetts, San Jose State University, and Towson University. Caret serves on the Board of Directors of the American Council on Education (ACE), the primary coordinating and advocacy body for all of the nation's colleges and universities, 2014 (“How the Common Core Will Keep the U.S. Education System Competitive”, The Huffington Post, June 4, Available Online at http://www.huffingtonpost.com/robert-l-caret/how-the-common-core-will-_b_5446496.html, accessed 7/2/15, KM)
It is a partnership that makes perfect sense, higher education leaders joining with their K-12 counterparts and others to work to create a national set of standards that would ensure that young people leave school armed with the knowledge they need to be successful in college, work and life. It is an effort that everyone has a stake in -- and while the progress made to date has been conspicuous, so too are the risks unless we remain vigilant and energetic. Developed five years ago at the behest of governors and state education officials, Common Core seeks to create a shared academic vocabulary for the young people of America. It asserts that if you graduate from a high school in the United States, you should depart with a diploma and a certain body of knowledge. It argues that there are things that you need to know to succeed in a world that seems to grow more challenging and complex by the day. The Common Core is the first concerted effort by states across the country to analyze what works, to establish the rough framework for a locally-created curriculum and to implement rigorous assessments at crucial crossroads in the journey from kindergarten to 12th grade. These standards were created from a thoughtful analysis of what works in states like Massachusetts and push students to think creatively, understand thought processes and develop much better writing skills. What the Common Core is not is yet another device where teachers are forced to prepare students not for college or careers -- but to be good test-takers. Instead, it is aimed at fostering a deeper understanding of what is learned. And don't listen to naysayers who complain that the Common Core foists a one-size-fits-all education on our schools: Each school, and teacher, creates an appropriate curriculum within the guiding framework of the Common Core. While Massachusetts is often at the head of the class, clearly, our nation as a whole needs to do a better job of preparing students for college, for careers and for the demands of an internationally competitive economy. Our students' reading skills have fallen to 14th in the world, and we are a dismal 25th in math skills. Crucially, in science, where we once led the world and where the keys to climate change, economic growth and medicine will be found, the Broad Foundation analysis finds us now in 17th place. It is simply not acceptable. The Common Core standards enjoy significant support across the nation, but there are opponents -- and given the tenacity of the opposition and the stakes of the debate, many higher education leaders are, for the first time, joining together to support the standards in an organized and energetic way. To date, 44 states, the District of Columbia and four territories have voluntarily adopted and are moving forward with the Common Core. But, recent headlines about the Common Core have been distressing, centering on calls by some parents and lawmakers to make the standards less challenging and the assessments easier to pass. Is this really how little we think of our students? Is this how we intend to take back our spot at the top of global rankings, by lowering the bar? Higher education leaders and organizations from across the nation have formed a coalition called Higher Ed for Higher Standards, and have done so believing that we should no longer be content to watch this this issue from the sidelines, much less from above in the ivory tower. Students who arrive at our doors prepared remain in school and graduate. In fact, they tend to graduate on time, and in so doing, accrue less debt. In the world of public higher education, on-time graduation is as welcomed as a summer breeze, as it saves everyone money, the student and the state. As a nation, we must fend off those who would come forward with tired top-down, one-size-fits-all arguments and give our young people the tools they need to compete and succeed in the real world.
Impact — Economy Finally, economic decline increases the risk of war—strong statistical support.
Royal 10 — Jedidiah Royal, Director of Cooperative Threat Reduction at the U.S. Department of Defense, M.Phil. Candidate at the University of New South Wales, 2010 (“Economic Integration, Economic Signalling and the Problem of Economic Crises,” Economics of War and Peace: Economic, Legal and Political Perspectives, Edited by Ben Goldsmith and Jurgen Brauer, Published by Emerald Group Publishing, ISBN 0857240048, p. 213-215)
Less intuitive is how periods of economic decline may increase the likelihood of external conflict. Political science literature has contributed a moderate degree of attention to the impact of economic decline and the security and defence behaviour of interdependent states. Research in this vein has been considered at systemic, dyadic and national levels. Several notable contributions follow.
First, on the systemic level, Pollins (2008) advances Modelski and Thompson's (1996) work on leadership cycle theory, finding that rhythms in the global economy are associated with the rise and fall of a pre-eminent power and the often bloody transition from one pre-eminent leader to the next. As such, exogenous shocks such as economic crises could usher in a redistribution of relative power (see also Gilpin. 1981) that leads to uncertainty about power balances, increasing the risk of miscalculation (Feaver, 1995). Alternatively, even a relatively certain redistribution of power could lead to a permissive environment for conflict as a rising power may seek to challenge a declining power (Werner. 1999). Separately, Pollins (1996) also shows that global economic cycles combined with parallel leadership cycles impact the likelihood of conflict among major, medium and small powers, although he suggests that the causes and connections between global economic conditions and security conditions remain unknown.
Second, on a dyadic level, Copeland's (1996, 2000) theory of trade expectations suggests that 'future expectation of trade' is a significant variable in understanding economic conditions and security behaviour of states. He argues that interdependent states are likely to gain pacific benefits from trade so long as they have an optimistic view of future trade relations. However, if the expectations of future trade decline, particularly for difficult [end page 213] to replace items such as energy resources, the likelihood for conflict increases, as states will be inclined to use force to gain access to those resources. Crises could potentially be the trigger for decreased trade expectations either on its own or because it triggers protectionist moves by interdependent states.4
Third, others have considered the link between economic decline and external armed conflict at a national level. Blomberg and Hess (2002) find a strong correlation between internal conflict and external conflict, particularly during periods of economic downturn. They write,
The linkages between internal and external conflict and prosperity are strong and mutually reinforcing. Economic conflict tends to spawn internal conflict, which in turn returns the favour. Moreover, the presence of a recession tends to amplify the extent to which international and external conflicts self-reinforce each other. (Blomberg & Hess, 2002. p. 89)
Economic decline has also been linked with an increase in the likelihood of terrorism (Blomberg, Hess, & Weerapana, 2004), which has the capacity to spill across borders and lead to external tensions.
Furthermore, crises generally reduce the popularity of a sitting government. “Diversionary theory" suggests that, when facing unpopularity arising from economic decline, sitting governments have increased incentives to fabricate external military conflicts to create a 'rally around the flag' effect. Wang (1996), DeRouen (1995). and Blomberg, Hess, and Thacker (2006) find supporting evidence showing that economic decline and use of force are at least indirectly correlated. Gelpi (1997), Miller (1999), and Kisangani and Pickering (2009) suggest that the tendency towards diversionary tactics are greater for democratic states than autocratic states, due to the fact that democratic leaders are generally more susceptible to being removed from office due to lack of domestic support. DeRouen (2000) has provided evidence showing that periods of weak economic performance in the United States, and thus weak Presidential popularity, are statistically linked to an increase in the use of force.
In summary, recent economic scholarship positively correlates economic integration with an increase in the frequency of economic crises, whereas political science scholarship links economic decline with external conflict at systemic, dyadic and national levels.5 This implied connection between integration, crises and armed conflict has not featured prominently in the economic-security debate and deserves more attention.
This observation is not contradictory to other perspectives that link economic interdependence with a decrease in the likelihood of external conflict, such as those mentioned in the first paragraph of this chapter. [end page 214] Those studies tend to focus on dyadic interdependence instead of global interdependence and do not specifically consider the occurrence of and conditions created by economic crises. As such, the view presented here should be considered ancillary to those views.
Economic decline heightens the risk of global conflict—multiple scenarios.
Burrows and Harris 9 —Mathew J. Burrows, counselor in the National Intelligence Council, principal drafter of Global Trends 2025: A Transformed World—an unclassified report by the NIC published every four years that projects trends over a 15-year period, has served in the Central Intelligence Agency since 1986, holds a Ph.D. in European History from Cambridge University, and Jennifer Harris, Member of the Long Range Analysis Unit at the National Intelligence Council, holds an M.Phil. in International Relations from Oxford University and a J.D. from Yale University, 2009 (“Revisiting the Future: Geopolitical Effects of the Financial Crisis,” The Washington Quarterly, Volume 32, Issue 2, April, Available Online at http://www.twq.com/09april/docs/09apr_Burrows.pdf, Accessed 08-22-2011, p. 35-37)
Of course, the report encompasses more than economics and indeed believes the future is likely to be the result of a number of intersecting and interlocking forces. With so many possible permutations of outcomes, each with ample [end page 35] opportunity for unintended consequences, there is a growing sense of insecurity.
Even so, history may be more instructive than ever. While we continue to believe that the Great Depression is not likely to be repeated, the lessons to be drawn from that period include the harmful effects on fledgling democracies and multiethnic societies (think Central Europe in 1920s and 1930s) and on the sustainability of multilateral institutions (think League of Nations in the same period). There is no reason to think that this would not be true in the twenty-first as much as in the twentieth century. For that reason, the ways in which the potential for greater conflict could grow would seem to be even more apt in a constantly volatile economic environment as they would be if change would be steadier.
In surveying those risks, the report stressed the likelihood that terrorism and nonproliferation will remain priorities even as resource issues move up on the international agenda. Terrorism’s appeal will decline if economic growth continues in the Middle East and youth unemployment is reduced. For those terrorist groups that remain active in 2025, however, the diffusion of technologies and scientific knowledge will place some of the world’s most dangerous capabilities within their reach. Terrorist groups in 2025 will likely be a combination of descendants of long established groups—inheriting organizational structures, command and control processes, and training procedures necessary to conduct sophisticated attacks—and newly emergent collections of the angry and disenfranchised that become self-radicalized, particularly in the absence of economic outlets that would become narrower in an economic downturn.
The most dangerous casualty of any economically-induced drawdown of U.S. military presence would almost certainly be the Middle East. Although Iran’s acquisition of nuclear weapons is not inevitable, worries about a nuclear-armed Iran could lead states in the region to develop new security arrangements with external powers, acquire additional weapons, and consider pursuing their own nuclear ambitions. It is not clear that the type of stable deterrent relationship that existed between the great powers for most of the Cold War would emerge naturally in the Middle East with a nuclear Iran. Episodes of low intensity conflict and terrorism taking place under a nuclear umbrella could lead to an unintended escalation and broader conflict if clear red lines between those states involved are not well established. The close proximity of potential nuclear rivals combined with underdeveloped surveillance capabilities and mobile dual-capable Iranian missile systems also will produce inherent difficulties in achieving reliable indications and warning of an impending nuclear attack. The lack of strategic depth in neighboring states like Israel, short warning and missile flight times, and uncertainty of Iranian intentions may place more focus on preemption rather than defense, potentially leading to escalating crises. [end page 36]
Types of conflict that the world continues to experience, such as over resources, could reemerge, particularly if protectionism grows and there is a resort to neo-mercantilist practices. Perceptions of renewed energy scarcity will drive countries to take actions to assure their future access to energy supplies. In the worst case, this could result in interstate conflicts if government leaders deem assured access to energy resources, for example, to be essential for maintaining domestic stability and the survival of their regime. Even actions short of war, however, will have important geopolitical implications. Maritime security concerns are providing a rationale for naval buildups and modernization efforts, such as China’s and India’s development of blue water naval capabilities. If the fiscal stimulus focus for these countries indeed turns inward, one of the most obvious funding targets may be military. Buildup of regional naval capabilities could lead to increased tensions, rivalries, and counterbalancing moves, but it also will create opportunities for multinational cooperation in protecting critical sea lanes. With water also becoming scarcer in Asia and the Middle East, cooperation to manage changing water resources is likely to be increasingly difficult both within and between states in a more dog-eat-dog world.
Economic decline collapses democracy and causes war—empirically proven.
Tilford 8 — Earl Tilford, military historian and fellow for the Middle East and terrorism with The Center for Vision & Values at Grove City College, served as a military officer and analyst for the Air Force and Army for thirty-two years, served as Director of Research at the U.S. Army’s Strategic Studies Institute, former Professor of History at Grove City College, holds a Ph.D. in History from George Washington University, 2008 (“Critical Mass: Economic Leadership or Dictatorship,” Published by The Center for Vision & Values, October 6th, Available Online at http://www.visionandvalues.org/2008/10/critical-mass-economic-leadership-or-dictatorship/, Accessed 08-23-2011)
Nevertheless, al-Qaeda failed to seriously destabilize the American economic and political systems. The current economic crisis, however, could foster critical mass not only in the American and world economies but also put the world democracies in jeopardy.
Some experts maintain that a U.S. government economic relief package might lead to socialism. I am not an economist, so I will let that issue sit. However, as a historian I know what happened when the European and American economies collapsed in the late 1920s and early 1930s. The role of government expanded exponentially in Europe and the United States. The Soviet system, already well entrenched in socialist totalitarianism, saw Stalin tighten his grip with the doctrine of "socialism in one country," which allowed him to dispense with political opposition real and imagined. German economic collapse contributed to the Nazi rise to power in 1933. The alternatives in the Spanish civil war were between a fascist dictatorship and a communist dictatorship. Dictatorships also proliferated across Eastern Europe.
In the United States, the Franklin Roosevelt administration vastly expanded the role and power of government. In Asia, Japanese militarists gained control of the political process and then fed Japan's burgeoning industrial age economy with imperialist lunges into China and Korea; the first steps toward the greatest conflagration in the history of mankind ... so far ... World War II ultimately resulted. That's what happened the last time the world came to a situation resembling critical mass. Scores upon scores of millions of people died.
Could it happen again? Bourgeois democracy requires a vibrant capitalist system. Without it, the role of the individual shrinks as government expands. At the very least, the dimensions of the U.S. government economic intervention will foster a growth in bureaucracy to administer the multi-faceted programs necessary for implementation. Bureaucracies, once established, inevitably become self-serving and self-perpetuating. Will this lead to "socialism" as some conservative economic prognosticators suggest? Perhaps. But so is the possibility of dictatorship. If the American economy collapses, especially in wartime, there remains that possibility. And if that happens the American democratic era may be over. If the world economies collapse, totalitarianism will almost certainly return to Russia, which already is well along that path in any event. Fragile democracies in South America and Eastern Europe could crumble.
A global economic collapse will also increase the chance of global conflict. As economic systems shut down, so will the distribution systems for resources like petroleum and food. It is certainly within the realm of possibility that nations perceiving themselves in peril will, if they have the military capability, use force, just as Japan and Nazi Germany did in the mid-to-late 1930s. Every nation in the world needs access to food and water. Industrial nations -- the world powers of North America, Europe, and Asia -- need access to energy. When the world economy runs smoothly, reciprocal trade meets these needs. If the world economy collapses, the use of military force becomes a more likely alternative. And given the increasingly rapid rate at which world affairs move; the world could devolve to that point very quickly.
2NC/1NR — They Say: Competitiveness Not Key Krugman is wrong — competitiveness is real and necessary for economic growth.
Ezell 11 — Stephen Ezell, Senior Analyst with the Information Technology and Innovation Foundation—a non-partisan research and educational institute and think tank whose mission is to formulate and promote public policies to advance technological innovation and productivity, former head of the Global Service Innovation Consortium at Peer Insight—an innovation research and consulting firm, holds a B.S. from the School of Foreign Service at Georgetown University with an Honors Certificate from Georgetown’s Landegger International Business Diplomacy program, 2011 (“Krugman Flat Wrong that Competitiveness is a Myth,” The Innovation Files, January 25th, Available Online at http://www.innovationfiles.org/krugman-flat-wrong-that-competitiveness-is-a-myth/, Accessed 08-11-2013)
In a Sunday op-ed in the New York Times, “The Competition Myth,” Paul Krugman argues that “competitiveness” is a myth, a bad metaphor, a fundamentally misleading goal, and that it doesn’t make “any sense to view our current woes as stemming from a lack of competitiveness.” About this, Krugman is absolutely, dead-on, 100 percent wrong. For the reality is that the perilous state of the American economy has everything to do with faltering U.S. competitiveness—and more than that—much to do with the abject refusal of neoclassical economists like Krugman himself to recognize that competitiveness is an issue, that countries compete, and that U.S. economic policy should be directly designed to bolster the competitiveness of U.S. organizations and industries.
Krugman’s like the young boy who finds himself losing a race with his buddies and who stops and yells, “I’m not racing!” Better to simply pretend that you aren’t racing than to lose. For if you can convince yourself that you aren’t in a race, you sure sleep better at night than if you admitted you were in a competition and were losing…That is, until you wake up one morning having lost ten million manufacturing jobs, have 10% unemployment, and have a horrifically bad trade balance. Moreover, when you refuse to even believe that you’re in a race, it’s a sure sign that you’re going to lose, as evidenced by the fact that the United States ranks 40th of out of 40 countries and regions in improving its innovation competitiveness over the past decade, as ITIF’s Atlantic Century report found.
Government policies are needed to support innovation and global competitiveness — Krugman is wrong.
Ezell 11 — Stephen Ezell, Senior Analyst with the Information Technology and Innovation Foundation—a non-partisan research and educational institute and think tank whose mission is to formulate and promote public policies to advance technological innovation and productivity, former head of the Global Service Innovation Consortium at Peer Insight—an innovation research and consulting firm, holds a B.S. from the School of Foreign Service at Georgetown University with an Honors Certificate from Georgetown’s Landegger International Business Diplomacy program, 2011 (“Krugman Flat Wrong that Competitiveness is a Myth,” The Innovation Files, January 25th, Available Online at http://www.innovationfiles.org/krugman-flat-wrong-that-competitiveness-is-a-myth/, Accessed 08-11-2013)
Krugman’s misguided perspective on competitiveness dates back to a 1994 Foreign Affairs article he wrote, “Competitiveness, A Dangerous Obsession,” in which he made the utterly astounding contention that, “The notion that nations compete is incorrect…countries are not to any important degree in competition with each other.” Like many U.S. elites, Krugman simply refuses to recognize that the U.S. is in global economic—and innovation—competition with other nations. This view remains readily apparent in the NYT article, where Krugman contends that “we’re in a mess because we had a financial crisis, not because American companies have lost their ability to compete with foreign rivals.” Krugman goes on, “But isn’t it at least somewhat useful to think of our nation as if it were America Inc., competing in the global marketplace? No.” So again, only companies compete with one another; and it’s not helpful to think of the U.S. as competing. Moreover, our companies are competing fine…so the problem must be a financial crisis (caused by a few malfeasant firms in the financial sector).
But the reality is that countries do compete and seek to win in the highest-value-added sectors of economic activity. In fact, Krugman dramatically underestimates the impact that countries’ strategies—whether fair and consistent with global rules or not—can have in shifting comparative advantage in critical technology-based sectors their way. There are two aspects to this competition worth discussing.
First, an increasingly globalized economy means that countries have become price takers—not price makers—on international markets. In other words, companies now shop the world for the best locations to situate their globally mobile innovation activity, such as where to locate R&D facilities or build new factories. These companies look for which countries offer the best pools of talent (skilled scientists and engineers and a highly educated, highly skilled populace); which have the most attractive tax laws in terms of low corporate tax rates and generous and stable R&D tax credits; which have the most robust physical and digital infrastructures, the latter especially in terms of fixed and mobile broadband, electric smart grids, or intelligent transportation systems; which have the best high-skill immigration policies; the deepest pools of capital; the best funding for R&D; the easiest place to start a business; etc.. Collectively, these attributes constitute a nation’s innovation ecosystem, and governments play a legitimate and crucial role in shaping their nation’s innovation ecosystem. In fact, it is these innovation ecosystems on which countries increasingly compete. As Greg Tassey, a Senior Economist at the Department of Commerce National Institute of Standards and Technology argues, “Competition among governments has become a critical factor in determining which economies win and which lose in the increasingly intense process of creative destruction.”
But Krugman refuses to see this because “only companies compete.” This raises a consequent challenge again explained by Tassey: “Another underlying problem is that U.S. firms are attempting to compete largely as independent entities against a growing number of national economies in Europe and Asia in which government, industry, and a broad infrastructure (technical, education, economic, and information) are evolving into increasingly effective technology-based ecosystems.” Or as Wayne Johnson, Hewlett Packard’s Director of Worldwide Strategic University Customer Relations, said at a 2008 conference, “We in the United States find ourselves in competition not only with individuals, companies, and private institutions, but also with governments and mixed government-private collaborations.” In other words, the United States has a collection of players (businesses) running around competing against other players (nations) that are well equipped, well coached, and running specific plays.
2NC/1NR — They Say: “No Economic Decline Impact” Strong relative growth is crucial to maintain U.S. military power.
Manzi 11 — Jim Manzi, Senior Fellow at the Manhattan Institute, Chief Executive Officer of Applied Predictive Technologies—an applied artificial intelligence software company, holds a B.S. in Mathematics from the Massachusetts Institute of Technology, 2011 (“On Not Ceding ‘Competitiveness’ to the Left,” National Review Online, September 16th, Available Online at http://www.nationalreview.com/corner/277406/not-ceding-competitiveness-left-jim-manzi, Accessed 08-11-2013)
An idiosyncrasy of contemporary American political debate is that concern with “competitiveness” is so often associated with the Democratic party, and is often used as a code word for industrial policy and a host of social engineering initiatives. I think it is a mistake for the right to concede this territory.
You link to a quote from Paul Krugman, supposedly discrediting the idea of national competitiveness:
International trade, unlike competition among businesses for a limited market, is not a zero-sum game in which one nation’s gain is another’s loss. It is [a] positive-sum game, which is why the word “competitiveness” can be dangerously misleading when applied to international trade.
But this doesn’t make a lot of sense to me. Sure, some product markets are somewhat limited, but competition between companies as a whole is not generally “zero-sum” either — hence, economic growth.
International trade can make both parties better off than they would be without the exchange. But there are still relative winners and losers. Some societies are populated by lots of people with high-wage jobs, nice houses, and good schools, and other societies are populated by lots of people hustling for tips from vacationers from the first kind of society. Over time, people who spend their working hours generating goods or services that they can sell for a big margin versus the costs of the required inputs will tend to live in the first kind of society. Nothing is forever in this world, but I want America to remain in that camp for a very long time.
In the most important sense, competitiveness is relative productivity. And relative productivity is likely to matter a lot, because it will materially influence future absolute wealth by affecting the flow of global technology and innovation. But relative productivity and the wealth wealth it produces also matter in and of themselves. First, they will impact the global prestige and success of the Western idea of the open society which we value independently of its economic benefits — people naturally look to economically successful societies for lessons and inspiration. Second, maintenance of a very large GDP per capita gap between the West and the rest of the world will be essential to maintaining relative Western aggregate GDP, and therefore, long-run military power.
In sum, we want the rest of the world to get richer, but we want to stay much richer than they get.
Maintaining strong economic growth is vital to prevent great power conflict — relative growth is key.
Goldstein 7 — Avery Goldstein, David M. Knott Professor of Global Politics and International Relations at the University of Pennsylvania, Associate Director of the Christopher H. Browne Center for International Politics, Senior Fellow at the Foreign Policy Research Institute, holds a Ph.D. from the University of California-Berkeley, 2007 (“Power transitions, institutions, and China's rise in East Asia: Theoretical expectations and evidence,” Journal of Strategic Studies, Volume 30, Number 4-5, August-October, Available Online to Subscribing Institutions via Taylor & Francis Online, p. 647-648)
Two closely related, though distinct, theoretical arguments focus explicitly on the consequences for international politics of a shift in power between a dominant state and a rising power. In War and Change in World Politics, Robert Gilpin suggested that peace prevails when a dominant state’s capabilities enable it to ‘govern’ an international order that it has shaped. Over time, however, as economic and technological diffusion proceeds during eras of peace and development, other states are empowered. Moreover, the burdens of international governance drain and distract the reigning hegemon, and challengers eventually emerge who seek to rewrite the rules of governance. As the power advantage of the erstwhile hegemon ebbs, it may become desperate enough to resort to the ultima ratio of international politics, force, to forestall the increasingly urgent demands of a rising challenger. Or as the power of the challenger rises, it may be tempted to press its case with threats to use force. It is the rise and fall of the great powers that creates the circumstances under which major wars, what Gilpin labels ‘hegemonic wars’, break out.13
Gilpin’s argument logically encourages pessimism about the implications of a rising China. It leads to the expectation that international trade, investment, and technology transfer will result in a steady diffusion of American economic power, benefiting the rapidly developing states of the world, including China. As the US simultaneously scurries to put out the many brushfires that threaten its far-flung global interests (i.e., the classic problem of overextension), it will be unable to devote sufficient resources to maintain or restore its former advantage over emerging competitors like China. While the erosion of the once clear American advantage plays itself out, the US will find it ever more difficult to preserve the order in Asia that it created during its era of preponderance. The expectation is an increase in the likelihood for the use of force – either by a Chinese challenger able to field a stronger military in support of its demands for greater influence over international arrangements in Asia, or by a besieged American hegemon desperate to head off further decline. Among the trends that alarm [end page 647] those who would look at Asia through the lens of Gilpin’s theory are China’s expanding share of world trade and wealth (much of it resulting from the gains made possible by the international economic order a dominant US established); its acquisition of technology in key sectors that have both civilian and military applications (e.g., information, communications, and electronics linked with the ‘revolution in military affairs’); and an expanding military burden for the US (as it copes with the challenges of its global war on terrorism and especially its struggle in Iraq) that limits the resources it can devote to preserving its interests in East Asia.14
Although similar to Gilpin’s work insofar as it emphasizes the importance of shifts in the capabilities of a dominant state and a rising challenger, the power-transition theory A. F. K. Organski and Jacek Kugler present in The War Ledger focuses more closely on the allegedly dangerous phenomenon of ‘crossover’– the point at which a dissatisfied challenger is about to overtake the established leading state.15 In such cases, when the power gap narrows, the dominant state becomes increasingly desperate to forestall, and the challenger becomes increasingly determined to realize the transition to a new international order whose contours it will define.
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