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1 -XWiki.hcybay2@gmailcom
1 +XWiki.ontiveros@aaedu
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1 -1AC
2 -There are spikes at the bottom
3 -
4 -Framework
5 -Current discussions of decolonization reconcile colonization through metaphorization. We need to recognize that reconciliation is impossible and is incommensurable with decolonization.
6 -Tuck and Yang 1 (2012, Eve Tuck, State University of New York at New Paltz, and K. Wayne Yang, University of California, San Diego, "Decolonization is not a metaphor", http://decolonization.org/index.php/des/article/view/18630/15554, pg 1, 8/10/16 HB)
7 -Our goal in this article is to remind readers what is unsettling about decolonization.
8 -AND
9 -coalescence of social justice endeavors, making room for more meaningful potential alliances.
10 -
11 -Settler-colonial methods of thinking impose their will on indigenous communities and cultures, erasing their existence—root cause of multiple oppressive mindsets
12 -Tuck and Yang 2 (2012, Eve Tuck, State University of New York at New Paltz, and K. Wayne Yang, University of California, San Diego, "Decolonization is not a metaphor", http://decolonization.org/index.php/des/article/view/18630/15554, pgs 6-7, 8/10/16 HB)
13 -In order for the settlers to make a place their home, they must destroy
14 -AND
15 -not immigrant nations (See also A.J. Barker, 2009).
16 -
17 -Centuries of colonization have removed indigenous perspectives and intellectual history from modern academic studies. The role of the ballot is to vote for the debater that best challenges colonization and colonial mindsets.
18 -Grande 1 (2004, Sandy Grande, Associate Professor in the Education Department at Connecticut College, Quechua woman, "Red Pedagogy: Native American Social and Political Thought", pgs 1-2, 8/9/16 HB)
19 -This lack of interchange has additionally raised a series of important questions: How has
20 -AND
21 -transforms "the Native American experience" into a multifarious, polyvocal space.
22 -
23 -Engaging with the affirmative's method is a prerequisite to begin critical discussions—these discussions in the status quo inherently exclude American Indian scholars from deliberation
24 -Grande 2 (2004, Sandy Grande, Associate Professor in the Education Department at Connecticut College, Quechua woman, "Red Pedagogy: Native American Social and Political Thought", pgs 3, 8/9/16 HB)
25 -That being said, this is not a call for American Indian scholars to simply
26 -AND
27 -to confront the internalized racism, sexism, and homophobia within indigenous communities.
28 -
29 -Thus I affirm: Countries ought to prohibit the production of nuclear power. The affirmative advocacy stands under an ethic of incommensurability. Other methods fail to solve because they act under a method of reconciliation. Vote affirmative as a first step towards literal decolonization.
30 -Tuck and Yang 3 (2012, Eve Tuck, State University of New York at New Paltz, and K. Wayne Yang, University of California, San Diego, "Decolonization is not a metaphor", http://decolonization.org/index.php/des/article/view/18630/15554, pgs 35-36, 8/10/16 HB)
31 -An ethic of incommensurability, which guides moves that unsettle innocence, stands in contrast
32 -AND
33 -one. Decolonization is not an "and". It is an elsewhere.
34 -
35 -Offense
36 -1. Under the role of the ballot giving back land is good, thus implementation is definitionally offensive
37 -2. Nuclear power disproportionately affects indigenous people at all stages of nuclear power production, displacing them and destroying important lands
38 -Alldred and Shrader-Frechette 9 (Mary Alldred and Kristin Shrader-Frechette, "Environmental Injustice in Siting Nuclear Plants", http://www3.nd.edu/~~kshrader/pubs/final-pdf-ej-nuke-siting-wi-Alldred_08-0544.pdf, Mary Alldred Bio: http://life.bio.sunysb.edu/~~malldred/alldred20cv.pdf, Kristin Shrader-Frechette Bio: http://www3.nd.edu/~~kshrader/ksf-cv203-1-15.pdf, 8/9/16 HB)
39 -At stage (1), mining uranium, in most major uranium producing nations of
40 -AND
41 -underestimate future wasterepository-radiation doses by 9–12 orders of magnitude.
42 -
43 -3. Nuclear power operations physically, ontologically, and epistemologically disrupt indigenous communities; even if they oppose nuclear projects, it is impossible to prevent operations from occurring due to tribes' sociopolitical standings
44 -Kamps 1 (Kevin Kamps, Nuclear Waste Specialist, Nuclear Information Resource Service, 2/15/01, "Environmental Racism, Tribal Sovereignty and Nuclear Waste", http://www.nirs.org/factsheets/pfsejfactsheet.htm, 8/10/16, HB)
45 -Nevadans and Utahans living downwind and downstream from nuclear weapons testing, uranium mining,
46 -AND
47 -that struggle for Native American environmental justice against corporate greed and environmental racism.
48 -
49 -4. Environmental injustice will occur as long as nuclear power production exists—only prohibiting production can solve
50 -EarthTalk 10 (EarthTalk, 3/31/10, "Reservations about Toxic Waste: Native American Tribes Encouraged to Turn Down Lucrative Hazardous Disposal Deals", http://www.scientificamerican.com/article/earth-talk-reservations-about-toxic-waste/, 8/10/16, HB)
51 -Native tribes across the American West have been and continue to be subjected to significant
52 -AND
53 -is working with dozens of other tribes to try to do the same.
EntryDate
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1 -2016-11-30 18:13:00.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Steve Knell
Opponent
... ... @@ -1,1 +1,0 @@
1 -Mountain Brook JB
ParentRound
... ... @@ -1,1 +1,0 @@
1 -1
Round
... ... @@ -1,1 +1,0 @@
1 -1
Team
... ... @@ -1,1 +1,0 @@
1 -Albuquerque Academy Bay Aff
Title
... ... @@ -1,1 +1,0 @@
1 -SO 1AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -St Marks
Caselist.CitesClass[2]
Cites
... ... @@ -1,68 +1,0 @@
1 -=1AC=
2 -There are spikes at the bottom
3 -
4 -
5 -==Framework ==
6 -
7 -
8 -====Current discussions of decolonization reconcile colonization through metaphorization. We need to recognize that reconciliation is impossible and is incommensurable with decolonization.====
9 -Tuck and Yang 1 (2012, Eve Tuck, State University of New York at New Paltz, and K. Wayne Yang, University of California, San Diego, "Decolonization is not a metaphor", http://decolonization.org/index.php/des/article/view/18630/15554, pg 1, 8/10/16 HB)
10 -Our goal in this article is to remind readers what is unsettling about decolonization.
11 -AND
12 -coalescence of social justice endeavors, making room for more meaningful potential alliances.
13 -
14 -
15 -====Settler-colonial methods of thinking impose their will on indigenous communities and cultures, erasing their existence—root cause of multiple oppressive mindsets====
16 -Tuck and Yang 2 (2012, Eve Tuck, State University of New York at New Paltz, and K. Wayne Yang, University of California, San Diego, "Decolonization is not a metaphor", http://decolonization.org/index.php/des/article/view/18630/15554, pgs 6-7, 8/10/16 HB)
17 -In order for the settlers to make a place their home, they must destroy
18 -AND
19 -not immigrant nations (See also A.J. Barker, 2009).
20 -
21 -
22 -====Centuries of colonization have removed indigenous perspectives and intellectual history from modern academic studies. The role of the ballot is to vote for the debater that best challenges colonization and colonial mindsets.====
23 -Grande 1 (2004, Sandy Grande, Associate Professor in the Education Department at Connecticut College, Quechua woman, "Red Pedagogy: Native American Social and Political Thought", pgs 1-2, 8/9/16 HB)
24 -This lack of interchange has additionally raised a series of important questions: How has
25 -AND
26 -transforms "the Native American experience" into a multifarious, polyvocal space.
27 -
28 -
29 -====Engaging with the affirmative's method is a prerequisite to begin critical discussions—these discussions in the status quo inherently exclude American Indian scholars from deliberation====
30 -Grande 2 (2004, Sandy Grande, Associate Professor in the Education Department at Connecticut College, Quechua woman, "Red Pedagogy: Native American Social and Political Thought", pgs 3, 8/9/16 HB)
31 -That being said, this is not a call for American Indian scholars to simply
32 -AND
33 -to confront the internalized racism, sexism, and homophobia within indigenous communities.
34 -
35 -
36 -====Thus I affirm: Countries ought to prohibit the production of nuclear power. The affirmative advocacy stands under an ethic of incommensurability. Other methods fail to solve because they act under a method of reconciliation. Vote affirmative as a first step towards literal decolonization.====
37 -Tuck and Yang 3 (2012, Eve Tuck, State University of New York at New Paltz, and K. Wayne Yang, University of California, San Diego, "Decolonization is not a metaphor", http://decolonization.org/index.php/des/article/view/18630/15554, pgs 35-36, 8/10/16 HB)
38 -An ethic of incommensurability, which guides moves that unsettle innocence, stands in contrast
39 -AND
40 -one. Decolonization is not an "and". It is an elsewhere.
41 -
42 -
43 -
44 -==Offense==
45 -
46 -
47 -====1. Under the role of the ballot giving back land is good, thus implementation is definitionally offensive====
48 -
49 -
50 -====2. Nuclear power disproportionately affects indigenous people at all stages of nuclear power production, displacing them and destroying important lands====
51 -Alldred and Shrader-Frechette 9 (Mary Alldred and Kristin Shrader-Frechette, "Environmental Injustice in Siting Nuclear Plants", http://www3.nd.edu/~~kshrader/pubs/final-pdf-ej-nuke-siting-wi-Alldred_08-0544.pdf, Mary Alldred Bio: http://life.bio.sunysb.edu/~~malldred/alldred20cv.pdf, Kristin Shrader-Frechette Bio: http://www3.nd.edu/~~kshrader/ksf-cv203-1-15.pdf, 8/9/16 HB)
52 -At stage (1), mining uranium, in most major uranium producing nations of
53 -AND
54 -underestimate future wasterepository-radiation doses by 9–12 orders of magnitude.
55 -
56 -
57 -====3. Nuclear power operations physically, ontologically, and epistemologically disrupt indigenous communities; even if they oppose nuclear projects, it is impossible to prevent operations from occurring due to tribes' sociopolitical standings====
58 -Kamps 1 (Kevin Kamps, Nuclear Waste Specialist, Nuclear Information Resource Service, 2/15/01, "Environmental Racism, Tribal Sovereignty and Nuclear Waste", http://www.nirs.org/factsheets/pfsejfactsheet.htm, 8/10/16, HB)
59 -Nevadans and Utahans living downwind and downstream from nuclear weapons testing, uranium mining,
60 -AND
61 -that struggle for Native American environmental justice against corporate greed and environmental racism.
62 -
63 -
64 -====4. Environmental injustice will occur as long as nuclear power production exists—only prohibiting production can solve====
65 -EarthTalk 10 (EarthTalk, 3/31/10, "Reservations about Toxic Waste: Native American Tribes Encouraged to Turn Down Lucrative Hazardous Disposal Deals", http://www.scientificamerican.com/article/earth-talk-reservations-about-toxic-waste/, 8/10/16, HB)
66 -Native tribes across the American West have been and continue to be subjected to significant
67 -AND
68 -is working with dozens of other tribes to try to do the same.
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-11-30 18:13:14.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Dino De La O
Opponent
... ... @@ -1,1 +1,0 @@
1 -Katy Taylor PR
ParentRound
... ... @@ -1,1 +1,0 @@
1 -2
Round
... ... @@ -1,1 +1,0 @@
1 -1
Team
... ... @@ -1,1 +1,0 @@
1 -Albuquerque Academy Bay Aff
Title
... ... @@ -1,1 +1,0 @@
1 -SO 1AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Grapevine
Caselist.CitesClass[3]
Cites
... ... @@ -1,88 +1,0 @@
1 -=====Spikes at the bottom=====
2 -
3 -
4 -==Part 1 is Framework==
5 -
6 -
7 -====The role of the ballot is to vote for the team that combats structural violence through policies—debate should deal with real-world consequences—ideal theories ignore the concrete nature of oppression.====
8 -Curry '14 (Dr. Tommy J. Curry, "The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century", Victory Briefs, 2014, FT)
9 -Despite the pronouncement of debate as an activity and intellectual exercise pointing to the real world consequences of dialogue, thinking, and (personal) politics when addressing issues of racism, sexism, economic disparity, global conflicts, and death, many of the discussions concerning these ongoing challenges to humanity are fixed to a paradigm which sees the adjudication of material disparities and sociological realities as the conquest of one ideal theory over the other. In "Ideal Theory as Ideology," Charles Mills outlines the problem contemporary theoretical-performance styles in policy debate and value-weighing in Lincoln-Douglass are confronted with in their attempts to get at the concrete problems in our societies. At the outset, Mills concedes that "ideal theory applies to moral theory as a whole (at least to normative ethics as against metaethics); ~~s~~ince ethics deals by definition with normative/prescriptive/evaluative issues, ~~it is set~~ against factual/descriptive issues." At the most general level, the conceptual chasm between what emerges as actual problems in the world (e.g.: racism, sexism, poverty, disease, etc.) and how we frame such problems theoretically—the assumptions and shared ideologies we depend upon for our problems to be heard and accepted as a worthy "problem" by an audience—is the most obvious call for an anti-ethical paradigm, since such a paradigm insists on the actual as the basis of what can be considered normatively. Mills, however, describes this chasm as a problem of an ideal-as-descriptive model which argues that for any actual-empirical-observable social phenomenon (P), an ideal of (P) is necessarily a representation of that phenomenon. In the idealization of a social phenomenon (P), one "necessarily has to abstract away from certain features" of (P) that is observed before abstraction occurs. This gap between what is actual (in the world), and what is represented by theories and politics of debaters proposed in rounds threatens any real discussions about the concrete nature of oppression and the racist economic structures which necessitate tangible policies and reorienting changes in our value orientations. As Mills states: "What distinguishes ideal theory is the reliance on idealization to the exclusion, or at least marginalization, of the actual," so what we are seeking to resolve on the basis of "thought" is in fact incomplete, incorrect, or ultimately irrelevant to the actual problems which our "theories" seek to address. Our attempts to situate social disparity cannot simply appeal to the ontologization of social phenomenon—meaning we cannot suggest that the various complexities of social problems (which are constantly emerging and undisclosed beyond the effects we observe) are totalizable by any one set of theories within an ideological frame be it our most cherished notions of Afro-pessimism, feminism, Marxism, or the like. At best, theoretical endorsements make us aware of sets of actions to address ever developing problems in our empirical world, but even this awareness does not command us to only do X, but rather do X and the other ideas which compliment the material conditions addressed by the action X. As a whole, debate (policy and LD) neglects the need to do X in order to remedy our cast-away-ness among our ideological tendencies and politics. How then do we pull ourselves from this seeming ir-recoverability of thought in general and in our endorsement of socially actualizable values like that of the living wage? It is my position that Dr. Martin Luther King Jr.'s thinking about the need for a living wage was a unique, and remains an underappreciated, resource in our attempts to impose value reorientation (be it through critique or normative gestures) upon the actual world. In other words, King aims to reformulate the values which deny the legitimacy of the living wage, and those values predicated on the flawed views of the worker, Blacks, and the colonized (dignity, justice, fairness, rights, etc.) used to currently justify the living wages in under our contemporary moral parameters.
10 -
11 -
12 -====This outweighs—learning moral philosophy ironically makes us immoral.====
13 -**Posner 98**
14 -(The Problematics of Moral and Legal Theory, Richard A. Posner ~~Chief Judge, United States Court of Appeals for the Seventh Circuit; University of Chicago Law School.~~, Harvard Law Review, Vol. 111, No. 7 (May, 1998), pp. 1637-1717, http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2828andcontext=journal_articles)
15 -The better read you are in philosophy or literature, and the more imaginative and analytically supple you are, the easier you will find it to reweave your tapestry of moral beliefs so that your principles allow you to do what your id tells you to do. My point is not that it's costless to change one's moral stripes, but only that the cost is less for a highly educated person. Ignorance is the ally of morality, as the medieval Roman Catholic Church recognized when it instructed priests not to ask parishioners in the confessional about specific sexually deviant practices, lest they give them ideas. Moral education equips the student to argue against moral preceptors. So even if instruction in moral reasoning improves people's moral beliefs (which I greatly doubt), the effect may be completely offset by the reduction in the likelihood that people would conform their behavior to moral precepts. To be confident that moral instruction would not have this effect, you would have to agree with Socrates that people are naturally good and do bad things only out of ignorance. 97
16 -
17 -
18 -====Focus on abstract resistance rather than concrete policy re-entrenches mechanisms that produce oppression, and withers the politically consequential Left====
19 -**Smulewicz-Zucker and Thompson, 15**, Gregory Smulewicz-Zucker and Michael Thompson, 9/15,Radical Intellectuals and the Subversion of Progressive Politics: The Betrayal of Politics, (Political Philosophy and Public Purpose) (Kindle Locations 263-270). Palgrave Macmillan. Kindle Edition. Thompson is a Political Scientist @ William Patterson University, Smulewicz-Zucker is a philosophy professor @ Baruch
20 -On our reading, there is not only a theoretical but also a deeply political
21 -AND
22 -) (Kindle Locations 263-270). Palgrave Macmillan. Kindle Edition.
23 -
24 -
25 -====Thus, the plan: The United States ought to limit qualified immunity for police officers by removing the "clearly established" standard for qualified immunity.====
26 -
27 -
28 -==Part 2 is Offense==
29 -
30 -
31 -===Advantage 1: Brutality===
32 -
33 -
34 -====Police brutality and use of excessive force against black people is a huge problem, and the data backs it up====
35 -**Swaine et al. 15 **(Jon Swaine, Oliver Laughland, Jamiles Lartey, and Ciara McCarthy, 12/31/15, "Young black men killed by US police at highest rate in year of 1,134 deaths", https://www.theguardian.com/us-news/2015/dec/31/the-counted-police-killings-2015-young-black-men)
36 -Young black men were nine times more likely than other Americans to be killed by
37 -AND
38 -killed were found to be twice as likely to not have a weapon.
39 -
40 -
41 -====The plan allows civilians to win lawsuits and take action to increase police accountability against excessive force and brutality====
42 -**Wright 15 **(Sam Wright is a dyed-in-the-wool, bleeding-heart public interest lawyer who has spent his career exclusively in nonprofits and government. "Want to Fight Police Misconduct? Reform Qualified Immunity," 11/3, Above The Law, http://abovethelaw.com/2015/11/want-to-fight-police-misconduct-reform-qualified-immunity/)
43 -As usual, I've not buried the lede: that something is qualified immunity reform
44 -AND
45 -show that that conduct's illegality has already been clearly established in the courts?
46 -
47 -
48 -====Lawsuits increase police effectiveness by encouraging accountability and transparency====
49 -**Shircore 05**, Mandy Shircore, Associate Lecturer, James Cook University, POLICE LIABILITY FOR NEGLIGENT INVESTIGATIONS: WHEN WILL A DUTY OF CARE ARISE? MANDY SHIRCORE* DEAKIN LAW REVIEW VOLUME 10 No 2, http://researchonline.jcu.edu.au/4657/1/4657_Shircore_2006.pdf p. 26-27 ~~Premier~~
50 -Of greater significance is the compelling argument that the fear of litigation promotes better policing
51 -AND
52 -imposed to deny a duty, has been detrimentally affected in this way.
53 -
54 -
55 -===Advantage 2: Surveillance===
56 -
57 -
58 -====Qualified Immunity spills over into other areas of law====
59 -**Brooks 13**
60 -Brooks, Rosa (2013), pf @ Georgetown Law, "The Trickle-Down War," Yale Law and Policy Review: Vol. 32: Iss. 2, Article 8. Available at: http://digitalcommons.law.yale.edu/ylpr/vol32/iss2/8 ~~Premier~~
61 -In this brief Essay, I have focused on policing, the state secrets privilege
62 -AND
63 -security justifications giving rise to these cases and ordinary civil litigation will increasingly blur
64 -
65 -
66 -====Lawsuits on mass surveillance work—it's a tough fight, but they achieve change—empirics prove====
67 -**ACLU 15** (American Civil Liberties Union, 10/29/15, "ACLU V. Clapper – Challenge to NSA Mass Call-Tracking Program", https://www.aclu.org/cases/aclu-v-clapper-challenge-nsa-mass-call-tracking-program) //AA HB
68 -On June 11, 2013, the ACLU filed a lawsuit challenging the legality of
69 -AND
70 -phone call made or received by Americans. The court of appeals agreed.
71 -
72 -
73 -====The popular conception of surveillance focuses on a series of wires, but violence against minority and anti-racist political activists goes deeper. This countersubversion through infiltration is used to disrupt challengers of racism and dehumanize minorities.====
74 -**Kundnani, 15**—Arun, Professor of Terror Studies and Media @ NYU and John Jay College, formerly a Fellow @ Leiden U (Netherlands), an Open Society Fellow, and Editor of Race and Class. The Muslims are Coming! Islamophobia, Extremism and the Domestic War on Terror, p. 10-15 –BR
75 -Two main modes of thinking pervade the war on terror, one predominantly among conservatives
76 -AND
77 -recent years is the best approach to reducing so-called jihadist terrorism.
78 -
79 -
80 -==Part 3 is the Underview==
81 -Baldwin
82 -
83 -
84 -====Reformism is not mutually exclusive with condemning the US—it's necessary right now====
85 -**Wilderson 16** (Frank B. III, interviewed by Samira Spatzek and Paula von Gleich, "'The Inside-Outside of Civil Society': An Interview with Frank B. Wilderson, III." Black Studies Papers, 2.1 (2016): 4–22, https://www.academia.edu/26032053/_The_Inside-Outside_of_Civil_Society_An_Interview_with_Frank_B._Wilderson_III) OS
86 -The question is, can Black political organizing in Ferguson and Baltimore and these places
87 -AND
88 -it impossible for the aff to answer them—make an advantage counterplan instead
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-02 19:02:27.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Brooke Ellis
Opponent
... ... @@ -1,1 +1,0 @@
1 -Bingham BL
ParentRound
... ... @@ -1,1 +1,0 @@
1 -4
Round
... ... @@ -1,1 +1,0 @@
1 -2
Team
... ... @@ -1,1 +1,0 @@
1 -Albuquerque Academy Bay Aff
Title
... ... @@ -1,1 +1,0 @@
1 -ND 1AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Alta
Caselist.CitesClass[4]
Cites
... ... @@ -1,114 +1,0 @@
1 -=1AC=
2 -1 mini spike at the bottom
3 -
4 -
5 -==Part 1 is Framework==
6 -
7 -
8 -====1. Learning moral philosophy ironically makes us immoral.====
9 -**Posner 98**
10 -(The Problematics of Moral and Legal Theory, Richard A. Posner ~~Chief Judge, United States Court of Appeals for the Seventh Circuit; University of Chicago Law School.~~, Harvard Law Review, Vol. 111, No. 7 (May, 1998), pp. 1637-1717, http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2828andcontext=journal_articles)
11 -The better read you are in philosophy or literature, and the more imaginative and analytically supple you are, the easier you will find it to reweave your tapestry of moral beliefs so that your principles allow you to do what your id tells you to do. My point is not that it's costless to change one's moral stripes, but only that the cost is less for a highly educated person. Ignorance is the ally of morality, as the medieval Roman Catholic Church recognized when it instructed priests not to ask parishioners in the confessional about specific sexually deviant practices, lest they give them ideas. Moral education equips the student to argue against moral preceptors. So even if instruction in moral reasoning improves people's moral beliefs (which I greatly doubt), the effect may be completely offset by the reduction in the likelihood that people would conform their behavior to moral precepts. To be confident that moral instruction would not have this effect, you would have to agree with Socrates that people are naturally good and do bad things only out of ignorance. 97
12 -
13 -
14 -====2. The role of the ballot is to evaluate the simulated consequences of the implementation of the aff. Prefer for 2 reasons:====
15 -
16 -
17 -====a. Focus on abstract resistance rather than concrete policy re-entrenches mechanisms that produce oppression, and withers the politically consequential Left====
18 -**Thompson et al., 15**, Gregory Smulewicz-Zucker and Michael Thompson, 9/15,Radical Intellectuals and the Subversion of Progressive Politics: The Betrayal of Politics, (Political Philosophy and Public Purpose) (Kindle Locations 263-270). Palgrave Macmillan. Kindle Edition. Thompson is a Political Scientist @ William Patterson University, Smulewicz-Zucker is a philosophy professor @ Baruch
19 -On our reading, there is not only a theoretical but also a deeply political
20 -AND
21 -) (Kindle Locations 263-270). Palgrave Macmillan. Kindle Edition.
22 -
23 -
24 -====b. Debate should deal with real-world consequences—ideal theories ignore the concrete nature of the world and legitimize oppression.====
25 -**Curry '14** (Dr. Tommy J. Curry, "The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century", Victory Briefs, 2014, FT)
26 -Despite the pronouncement of debate as an activity and intellectual exercise pointing to the real world consequences of dialogue, thinking, and (personal) politics when addressing issues of racism, sexism, economic disparity, global conflicts, and death, many of the discussions concerning these ongoing challenges to humanity are fixed to a paradigm which sees the adjudication of material disparities and sociological realities as the conquest of one ideal theory over the other. In "Ideal Theory as Ideology," Charles Mills outlines the problem contemporary theoretical-performance styles in policy debate and value-weighing in Lincoln-Douglass are confronted with in their attempts to get at the concrete problems in our societies. At the outset, Mills concedes that "ideal theory applies to moral theory as a whole (at least to normative ethics as against metaethics); ~~s~~ince ethics deals by definition with normative/prescriptive/evaluative issues, ~~it is set~~ against factual/descriptive issues." At the most general level, the conceptual chasm between what emerges as actual problems in the world (e.g.: racism, sexism, poverty, disease, etc.) and how we frame such problems theoretically—the assumptions and shared ideologies we depend upon for our problems to be heard and accepted as a worthy "problem" by an audience—is the most obvious call for an anti-ethical paradigm, since such a paradigm insists on the actual as the basis of what can be considered normatively. Mills, however, describes this chasm as a problem of an ideal-as-descriptive model which argues that for any actual-empirical-observable social phenomenon (P), an ideal of (P) is necessarily a representation of that phenomenon. In the idealization of a social phenomenon (P), one "necessarily has to abstract away from certain features" of (P) that is observed before abstraction occurs. This gap between what is actual (in the world), and what is represented by theories and politics of debaters proposed in rounds threatens any real discussions about the concrete nature of oppression and the racist economic structures which necessitate tangible policies and reorienting changes in our value orientations. As Mills states: "What distinguishes ideal theory is the reliance on idealization to the exclusion, or at least marginalization, of the actual," so what we are seeking to resolve on the basis of "thought" is in fact incomplete, incorrect, or ultimately irrelevant to the actual problems which our "theories" seek to address. Our attempts to situate social disparity cannot simply appeal to the ontologization of social phenomenon—meaning we cannot suggest that the various complexities of social problems (which are constantly emerging and undisclosed beyond the effects we observe) are totalizable by any one set of theories within an ideological frame be it our most cherished notions of Afro-pessimism, feminism, Marxism, or the like. At best, theoretical endorsements make us aware of sets of actions to address ever developing problems in our empirical world, but even this awareness does not command us to only do X, but rather do X and the other ideas which compliment the material conditions addressed by the action X. As a whole, debate (policy and LD) neglects the need to do X in order to remedy our cast-away-ness among our ideological tendencies and politics. How then do we pull ourselves from this seeming ir-recoverability of thought in general and in our endorsement of socially actualizable values like that of the living wage? It is my position that Dr. Martin Luther King Jr.'s thinking about the need for a living wage was a unique, and remains an underappreciated, resource in our attempts to impose value reorientation (be it through critique or normative gestures) upon the actual world. In other words, King aims to reformulate the values which deny the legitimacy of the living wage, and those values predicated on the flawed views of the worker, Blacks, and the colonized (dignity, justice, fairness, rights, etc.) used to currently justify the living wages in under our contemporary moral parameters.
27 -
28 -
29 -====3. Future narratives are a link—predictions are not value neutral—hyperboles obscure violence and preserves the status quo. ====
30 -**Jackson '12:** (Richard, **Director of the National Centre for Peace and Conflict Studies**, the University of Otago. Former. Professor of International Politics at Aberystwyth University, "The Great Con of National Security," 8/5/12 http://richardjacksonterrorismblog.wordpress.com/2012/08/05/the-great-con-of-national-security/)
31 -It may have once been the case that being attacked by another country was a
32 -AND
33 -terrorism. Somehow, we need to challenge the politicians on this fact.
34 -
35 -
36 -==Part 2 is Offense==
37 -
38 -
39 -===Contention 1 is Alt Right===
40 -
41 -
42 -====The alt right is being energized in the status quo—this should control the uniqueness frame—students are already engaging in harmful dialogue in the status quo it's just a question of engagement from the other side—limits on free speech are just being used to sustain white supremacy ====
43 -**Harkinson 12/6** (Josh, reporter @ mother jones, "The Push to Enlist "Alt-Right" Recruits on College Campuses," December 6, 2016, http://www.motherjones.com/politics/2016/12/richard-spencer-alt-right-college-activism//LADI)
44 -How much support is there for the loose-knit coalition of white nationalists and
45 -AND
46 -, Damigo and more than two dozen Identity Evropa members attended Spencer's conference.
47 -
48 -
49 -====Speech codes create a culture of hyper racial consciousness====
50 -**O'Neill 15** (Brandon O'Neill, editor of spiked, 8/5/15. "College Codes Make 'Color Blindness' a Microaggression", http://reason.com/archives/2015/08/05/speech-codes-and-humanism) //AA HB
51 -There are many mad and worrying things about the speech codes spreading across campuses like
52 -AND
53 -I will not treat my fellow citizens as "racial/cultural beings."
54 -
55 -
56 -====This also energizes the alt-right—white people go further right after they perceive their opinions don't matter====
57 -**Carle 16** (Robert Carle, professor of theology at The King's College in Manhattan, 12-22-2016. "How The American Academy Helped Create The Alt-Right", http://thefederalist.com/2016/12/22/american-academy-helped-create-alt-right/)
58 -American academics are rightly alarmed by the ascendance of the alt-right and its
59 -AND
60 -people that ceases to educate in freedom will cease to live in freedom.
61 -
62 -
63 -====The emergence of the alt-right marks the return of violent white supremacism====
64 -**Caldwell 16** (Christopher, senior editor at The Weekly Standard, "What the Alt-Right Really Means," December 2, 2016, http://www.nytimes.com/2016/12/02/opinion/sunday/what-the-alt-right-really-means.html?_r=0//LADI)
65 -Not even those most depressed about Donald J. Trump's election and what it might
66 -AND
67 -identity is under attack, as a "minority"-style political bloc.
68 -
69 -
70 -====Empirically, speech codes have been used to oppress minorities instead of protect them====
71 -**ACLU** (American Civil Liberties Union, no date. "Hate Speech on Campus", https://www.aclu.org/other/hate-speech-campus) //AA HB
72 -Q: Aren't speech codes on college campuses an effective way to combat bias against
73 -AND
74 -if we infringe on the rights of any persons, we'll be next."
75 -
76 -
77 -===Contention 2 is Chilling Effect===
78 -
79 -
80 -====Speech codes create self-censorship, silencing those who have moderate positions who may be scared of ostracism ====
81 -**Loury 10**
82 -Loury, Glenn C. (Prof of Philosophy @ BU) "Self-Censorship in Public Discourse: A Theory of "Political Correctness" and Related Phenomena." Rationality and Society (2010): n. pag. Print. ~~Premier~~
83 -First, though political correctness is often spoken of as a threat to free speech
84 -AND
85 -by a fear of ostracism to avoid the candid expression of their opinions.
86 -
87 -
88 -====This chilling effect discourages political engagement and discourse ====
89 -**Mandava 15** (Sidd Mandava, FIRE Intern, an 8-week paid Summer Internship as an effort to educate students about their rights at colleges and universities, 6/19/15. "The 'Chilling Effect' in Action: Campus Speech Codes and Political Disengagement", https://www.thefire.org/the-chilling-effect-in-action-campus-speech-codes-and-political-disengagement/) //AA HB
90 -By one measure, millennials are the United States' least politically engaged generation, with
91 -AND
92 -our generation's lack of political discourse will continue to hinder effective civic engagement.
93 -
94 -
95 -===Contention 3 is Solvency===
96 -
97 -
98 -====Thus I affirm: Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech. ====
99 -
100 -
101 -====Counter-speech and political engagement ACTUALLY solve—empirics prove—speech codes don't, they just repress it====
102 -**Dalmia 16**
103 -Shikha Dalmia, Reason magazine, "Debating NYU's Jeremy Waldron on Free Speech vs. Hate Speech on College Campuses" http://reason.com/blog/2016/09/22/debating-nyus-jeremy-waldron-on-free-speech ~~Premier~~
104 -One: Hate speech bans make us impatient and dogmatic
105 -The main reason that
106 -AND
107 -hard to contain, precisely what we are seeing right now on campuses.
108 -
109 -
110 -====Speech codes actually allow dangerous forms of racism to strengthen ====
111 -**Wise 5** (Wise, Tim. "Hate Speech Codes Will Not End Racism and Hate Crimes." What Is a Hate Crime?, edited by Robert Winters, Greenhaven Press, 2007. At Issue. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/EJ3010196217/OVIC?u=new11178andxid=d95e1a88. Accessed 26 Jan. 2017. Originally published as "Racism, Free Speech, and the College Campus," Lip Magazine, 23 Dec. 2005.) //AA HB
112 -At the same time, the arguments of those who would move to ban hate
113 -AND
114 -the Educational Testing Service or in the admissions offices of any given school.
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-01-28 12:06:29.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Akash Gogate
Opponent
... ... @@ -1,1 +1,0 @@
1 -Starrs Mill
ParentRound
... ... @@ -1,1 +1,0 @@
1 -5
Round
... ... @@ -1,1 +1,0 @@
1 -2
Team
... ... @@ -1,1 +1,0 @@
1 -Albuquerque Academy Bay Aff
Title
... ... @@ -1,1 +1,0 @@
1 -1ac jf
Tournament
... ... @@ -1,1 +1,0 @@
1 -Emory
Caselist.CitesClass[5]
Cites
... ... @@ -1,137 +1,0 @@
1 -=1AC=
2 -1 mini spike at the bottom
3 -
4 -
5 -==Part 1 is Framework==
6 -
7 -
8 -====1. Learning moral philosophy ironically makes us immoral.====
9 -**Posner 98**
10 -(The Problematics of Moral and Legal Theory, Richard A. Posner ~~Chief Judge, United States Court of Appeals for the Seventh Circuit; University of Chicago Law School.~~, Harvard Law Review, Vol. 111, No. 7 (May, 1998), pp. 1637-1717, http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2828andcontext=journal_articles)
11 -The better read you are in philosophy or literature, and the more imaginative and analytically supple you are, the easier you will find it to reweave your tapestry of moral beliefs so that your principles allow you to do what your id tells you to do. My point is not that it's costless to change one's moral stripes, but only that the cost is less for a highly educated person. Ignorance is the ally of morality, as the medieval Roman Catholic Church recognized when it instructed priests not to ask parishioners in the confessional about specific sexually deviant practices, lest they give them ideas. Moral education equips the student to argue against moral preceptors. So even if instruction in moral reasoning improves people's moral beliefs (which I greatly doubt), the effect may be completely offset by the reduction in the likelihood that people would conform their behavior to moral precepts. To be confident that moral instruction would not have this effect, you would have to agree with Socrates that people are naturally good and do bad things only out of ignorance. 97
12 -
13 -
14 -====2. The role of the ballot is to evaluate the consequences of the implementation of the aff. Prefer for 2 reasons:====
15 -
16 -
17 -====a. Focus on abstract resistance rather than concrete policy re-entrenches mechanisms that produce oppression, and withers the politically consequential Left====
18 -**Thompson et al., 15**, Gregory Smulewicz-Zucker and Michael Thompson, 9/15,Radical Intellectuals and the Subversion of Progressive Politics: The Betrayal of Politics, (Political Philosophy and Public Purpose) (Kindle Locations 263-270). Palgrave Macmillan. Kindle Edition. Thompson is a Political Scientist @ William Patterson University, Smulewicz-Zucker is a philosophy professor @ Baruch
19 -On our reading, there is not only a theoretical but also a deeply political
20 -AND
21 -) (Kindle Locations 263-270). Palgrave Macmillan. Kindle Edition.
22 -
23 -
24 -====b. Debate should deal with real-world consequences—ideal theories ignore the concrete nature of the world and legitimize oppression.====
25 -**Curry '14** (Dr. Tommy J. Curry, "The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century", Victory Briefs, 2014, FT)
26 -Despite the pronouncement of debate as an activity and intellectual exercise pointing to the real world consequences of dialogue, thinking, and (personal) politics when addressing issues of racism, sexism, economic disparity, global conflicts, and death, many of the discussions concerning these ongoing challenges to humanity are fixed to a paradigm which sees the adjudication of material disparities and sociological realities as the conquest of one ideal theory over the other. In "Ideal Theory as Ideology," Charles Mills outlines the problem contemporary theoretical-performance styles in policy debate and value-weighing in Lincoln-Douglass are confronted with in their attempts to get at the concrete problems in our societies. At the outset, Mills concedes that "ideal theory applies to moral theory as a whole (at least to normative ethics as against metaethics); ~~s~~ince ethics deals by definition with normative/prescriptive/evaluative issues, ~~it is set~~ against factual/descriptive issues." At the most general level, the conceptual chasm between what emerges as actual problems in the world (e.g.: racism, sexism, poverty, disease, etc.) and how we frame such problems theoretically—the assumptions and shared ideologies we depend upon for our problems to be heard and accepted as a worthy "problem" by an gaudience—is the most obvious call for an anti-ethical paradigm, since such a paradigm insists on the actual as the basis of what can be considered normatively. Mills, however, describes this chasm as a problem of an ideal-as-descriptive model which argues that for any actual-empirical-observable social phenomenon (P), an ideal of (P) is necessarily a representation of that phenomenon. In the idealization of a social phenomenon (P), one "necessarily has to abstract away from certain features" of (P) that is observed before abstraction occurs. This gap between what is actual (in the world), and what is represented by theories and politics of debaters proposed in rounds threatens any real discussions about the concrete nature of oppression and the racist economic structures which necessitate tangible policies and reorienting changes in our value orientations. As Mills states: "What distinguishes ideal theory is the reliance on idealization to the exclusion, or at least marginalization, of the actual," so what we are seeking to resolve on the basis of "thought" is in fact incomplete, incorrect, or ultimately irrelevant to the actual problems which our "theories" seek to address. Our attempts to situate social disparity cannot simply appeal to the ontologization of social phenomenon—meaning we cannot suggest that the various complexities of social problems (which are constantly emerging and undisclosed beyond the effects we observe) are totalizable by any one set of theories within an ideological frame be it our most cherished notions of Afro-pessimism, feminism, Marxism, or the like. At best, theoretical endorsements make us aware of sets of actions to address ever developing problems in our empirical world, but even this awareness does not command us to only do X, but rather do X and the other ideas which compliment the material conditions addressed by the action X. As a whole, debate (policy and LD) neglects the need to do X in order to remedy our cast-away-ness among our ideological tendencies and politics. How then do we pull ourselves from this seeming ir-recoverability of thought in general and in our endorsement of socially actualizable values like that of the living wage? It is my position that Dr. Martin Luther King Jr.'s thinking about the need for a living wage was a unique, and remains an underappreciated, resource in our attempts to impose value reorientation (be it through critique or normative gestures) upon the actual world. In other words, King aims to reformulate the values which deny the legitimacy of the living wage, and those values predicated on the flawed views of the worker, Blacks, and the colonized (dignity, justice, fairness, rights, etc.) used to currently justify the living wages in under our contemporary moral parameters.
27 -
28 -
29 -====3. Future narratives are a link—predictions are not value neutral—hyperboles obscure violence and preserves the status quo. ====
30 -**Jackson '12:** (Richard, **Director of the National Centre for Peace and Conflict Studies**, the University of Otago. Former. Professor of International Politics at Aberystwyth University, "The Great Con of National Security," 8/5/12 http://richardjacksonterrorismblog.wordpress.com/2012/08/05/the-great-con-of-national-security/)
31 -It may have once been the case that being attacked by another country was a
32 -AND
33 -terrorism. Somehow, we need to challenge the politicians on this fact.
34 -
35 -
36 -==Part 2 is Offense==
37 -
38 -
39 -===Contention 1 is Alt Right===
40 -
41 -
42 -====The alt right is being energized in the status quo. Limits on free speech are just being used to sustain white supremacy ====
43 -**Harkinson 12/6** (Josh, reporter @ mother jones, "The Push to Enlist "Alt-Right" Recruits on College Campuses," December 6, 2016, http://www.motherjones.com/politics/2016/12/richard-spencer-alt-right-college-activism//LADI)
44 -How much support is there for the loose-knit coalition of white nationalists and
45 -AND
46 -, Damigo and more than two dozen Identity Evropa members attended Spencer's conference.
47 -
48 -
49 -====Speech codes create a culture of hyper racial consciousness====
50 -**O'Neill 15** (Brandon O'Neill, editor of spiked, 8/5/15. "College Codes Make 'Color Blindness' a Microaggression", http://reason.com/archives/2015/08/05/speech-codes-and-humanism)
51 -There are many mad and worrying things about the speech codes spreading across campuses like
52 -AND
53 -I will not treat my fellow citizens as "racial/cultural beings."
54 -
55 -
56 -====The plan attacks the ROOT CAUSE of the alt-right of double standards by unrestricting speech====
57 -**Carle 16** (Robert Carle, professor of theology at The King's College in Manhattan, 12-22-2016. "How The American Academy Helped Create The Alt-Right", http://thefederalist.com/2016/12/22/american-academy-helped-create-alt-right/)
58 -American academics are rightly alarmed by the ascendance of the alt-right and its
59 -AND
60 -people that ceases to educate in freedom will cease to live in freedom.
61 -
62 -
63 -====The emergence of the alt-right marks the return of violent white supremacism====
64 -**Caldwell 16** (Christopher, senior editor at The Weekly Standard, "What the Alt-Right Really Means," December 2, 2016, http://www.nytimes.com/2016/12/02/opinion/sunday/what-the-alt-right-really-means.html?_r=0//LADI)
65 -Not even those most depressed about Donald J. Trump's election and what it might
66 -AND
67 -identity is under attack, as a "minority"-style political bloc.
68 -
69 -
70 -====This is an article from THE alt right website of Richard Spencer—it literally advocates for black genocide====
71 -**Liddell 12—NOTE: THIS IS JUST AN EXAMPLE FROM AN ALT RIGHT WEBSITE, I DO NOT AGREE WITH THESE VIEWS IN ANY WAY—this is just disgusting** (Colin Liddell, 2/14/12, writer for THE alternative right website, "Is Black Genocide Right?" https://web.archive.org/web/20120216183528/http:/www.alternativeright.com/main/the-magazine/is-black-genocide-right)
72 -It strikes me that one of the main things about having a good debate is
73 -AND
74 -White, Indian, or Chinese labour and have done the job anyway.
75 -
76 -
77 -====Empirically, speech codes have been used to oppress minorities instead of protect them====
78 -**ACLU** (American Civil Liberties Union, no date. "Hate Speech on Campus", https://www.aclu.org/other/hate-speech-campus) //AA HB
79 -Q: Aren't speech codes on college campuses an effective way to combat bias against
80 -AND
81 -if we infringe on the rights of any persons, we'll be next."
82 -
83 -
84 -===Contention 2 is Chilling Effect===
85 -
86 -
87 -====Speech codes create self-censorship ====
88 -**Loury 10**
89 -Loury, Glenn C. (Prof of Philosophy @ BU) "Self-Censorship in Public Discourse: A Theory of "Political Correctness" and Related Phenomena." Rationality and Society (2010): n. pag. Print. ~~Premier~~
90 -First, though political correctness is often spoken of as a threat to free speech
91 -AND
92 -by a fear of ostracism to avoid the candid expression of their opinions.
93 -
94 -
95 -====This chilling effect discourages political engagement ====
96 -**Mandava 15** (Sidd Mandava, FIRE Intern, an 8-week paid Summer Internship as an effort to educate students about their rights at colleges and universities, 6/19/15. "The 'Chilling Effect' in Action: Campus Speech Codes and Political Disengagement", https://www.thefire.org/the-chilling-effect-in-action-campus-speech-codes-and-political-disengagement/) //AA HB
97 -By one measure, millennials are the United States' least politically engaged generation, with
98 -AND
99 -our generation's lack of political discourse will continue to hinder effective civic engagement.
100 -
101 -
102 -====Civic engagement creates progressive change and political INCLUSION====
103 -**Pahad 5**
104 -(Essop Pahad is a South African politician, was a minister in the presidency from 1999 to September 2008. 2005. "Political Participation and Civic Engagement". http://www.policy-network.net/uploadedFiles/Publications/Publications/Pahad-final.pdf) //AA HB
105 -A progressive political agenda has of necessity to come to terms with reconfiguring the relationship
106 -AND
107 -, and in a variety of civic organisations at the grass roots level.
108 -
109 -
110 -====Progressive reform is in the direction of less oppression—empirics prove====
111 -**Pahad 5**
112 -(Essop Pahad is a South African politician, was a minister in the presidency from 1999 to September 2008. 2005. "Political Participation and Civic Engagement". http://www.policy-network.net/uploadedFiles/Publications/Publications/Pahad-final.pdf) //AA HB
113 -Fifty years ago what is widely regarded as the first 'People's Parliament' in South
114 -AND
115 -determination to strengthen the developmental state that actively pursues a social justice agenda.
116 -
117 -
118 -===Contention 3 is Solvency===
119 -
120 -
121 -====Thus I affirm: Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech. ====
122 -
123 -
124 -====Counter-speech and political engagement ACTUALLY solve—empirics prove—speech codes don't, they just repress it====
125 -**Dalmia 16**
126 -Shikha Dalmia, Reason magazine, "Debating NYU's Jeremy Waldron on Free Speech vs. Hate Speech on College Campuses" http://reason.com/blog/2016/09/22/debating-nyus-jeremy-waldron-on-free-speech ~~Premier~~
127 -One: Hate speech bans make us impatient and dogmatic
128 -The main reason that
129 -AND
130 -hard to contain, precisely what we are seeing right now on campuses.
131 -
132 -
133 -====Speech codes actually allow dangerous forms of racism to strengthen ====
134 -**Wise 5** (Wise, Tim. "Hate Speech Codes Will Not End Racism and Hate Crimes." What Is a Hate Crime?, edited by Robert Winters, Greenhaven Press, 2007. At Issue. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/EJ3010196217/OVIC?u=new11178andxid=d95e1a88. Accessed 26 Jan. 2017. Originally published as "Racism, Free Speech, and the College Campus," Lip Magazine, 23 Dec. 2005.)
135 -At the same time, the arguments of those who would move to ban hate
136 -AND
137 -the Educational Testing Service or in the admissions offices of any given school.
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-02-18 15:12:22.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Preetham Chippada
Opponent
... ... @@ -1,1 +1,0 @@
1 -Lake Travis KO
ParentRound
... ... @@ -1,1 +1,0 @@
1 -6
Round
... ... @@ -1,1 +1,0 @@
1 -1
Team
... ... @@ -1,1 +1,0 @@
1 -Albuquerque Academy Bay Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF 1AC 20
Tournament
... ... @@ -1,1 +1,0 @@
1 -Harvard
Caselist.RoundClass[1]
Cites
... ... @@ -1,1 +1,0 @@
1 -1
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-11-30 18:12:59.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Steve Knell
Opponent
... ... @@ -1,1 +1,0 @@
1 -Mountain Brook JB
Round
... ... @@ -1,1 +1,0 @@
1 -1
RoundReport
... ... @@ -1,1 +1,0 @@
1 -Natives
Tournament
... ... @@ -1,1 +1,0 @@
1 -St Marks
Caselist.RoundClass[2]
Cites
... ... @@ -1,1 +1,0 @@
1 -2
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-11-30 18:13:12.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Dino De La O
Opponent
... ... @@ -1,1 +1,0 @@
1 -Katy Taylor PR
Round
... ... @@ -1,1 +1,0 @@
1 -1
Tournament
... ... @@ -1,1 +1,0 @@
1 -Grapevine
Caselist.RoundClass[4]
Cites
... ... @@ -1,1 +1,0 @@
1 -3
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-02 19:02:26.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Brooke Ellis
Opponent
... ... @@ -1,1 +1,0 @@
1 -Bingham BL
Round
... ... @@ -1,1 +1,0 @@
1 -2
Tournament
... ... @@ -1,1 +1,0 @@
1 -Alta
Caselist.RoundClass[5]
Cites
... ... @@ -1,1 +1,0 @@
1 -4
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-01-28 12:06:28.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Akash Gogate
Opponent
... ... @@ -1,1 +1,0 @@
1 -Starrs Mill
Round
... ... @@ -1,1 +1,0 @@
1 -2
RoundReport
... ... @@ -1,1 +1,0 @@
1 -1ac vs 2 off
Tournament
... ... @@ -1,1 +1,0 @@
1 -Emory

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