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... ... @@ -1,14 +1,0 @@ 1 -Prescriptive claims can’t be derived from descriptive properties like how we descriptively reason. Explanatory meta-ethical accounts of morality commit a conceptual error. Morality exists to explain what is right, not what is so. 2 -Reader Reader, Soren. Late Professor of Philosophy, Durham University “New Directions in Ethics: Naturalism, Reasons, and Virtue.” Ethical Theory and Moral Practice, Vol. 3, No. 4, Dec. 2000. 3 -What is the … need to go. 4 -Instead, a virtue paradigm views ethics as a developmental social phenomenon in which the pre-existing moral categories and inculcated as a disposition. 5 -Reader 2: Reader, Soren. Late Professor of Philosophy, Durham University “New Directions in Ethics: Naturalism, Reasons, and Virtue.” Ethical Theory and Moral Practice, Vol. 3, No. 4, Dec. 2000. 6 -Virtue is a … what constitutes it. 7 -Thus the standard is Promoting Human Flourishing. 8 -Contention 9 -The state has an obligation to inculcate civic virtue. 10 -Smith: George H. Smith FEB 28, 2012 The Roots of State Education Part 3: Aristotle and Civic Virtue formerly Senior Research Fellow for the Institute for Humane Studies, a lecturer on American History for Cato Summer Seminars, and Executive Editor of Knowledge Products. Smith's fourth book, The System of Liberty, was recently published by Cambridge University Press. 11 -Aristotle explicitly repudiated … of the State….” 12 -That entails restricting university speech. 13 -Byrne 91, J. Peter Byrne (Associate Professor, Georgetown University Law Center), Racial Insults and Free Speech Within the University, 79 Geo. L.J. 399 (1991). 14 -The university’s relationship … been insufficiently studied. - EntryDate
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... ... @@ -1,3 +1,0 @@ 1 -Interpretation – The aff must defend that constitutionally protected speech ought not be restricted, not prohibited. Oxford Dictionary defines restrict: 2 -https://en.oxforddictionaries.com/definition/restrict 3 -put a limit on; keep under control. - EntryDate
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... ... @@ -1,3 +1,0 @@ 1 -Interpretation – The aff must defend that all public colleges and universities in the United States ought not restrict any constitutionally protected speech and may not specify to a single public college or university or subset of colleges or universities. 2 -Debois 16: Danny DeBois (Harvard ’18) debated for Harrison High School in New York for 4 years. He won the TOC, NCFL Grand Nationals, the Minneapple, the Glenbrooks, and the Harvard Invitational (twice), coaches Harvard Westlake.. “Topic Analysis by Danny DeBois” January-February 2017 LD Brief. Victory Briefs. 2016. p.17 3 -First, “public colleges and universities” is a bare plural—i.e. there’s no article or demonstrative in front of public colleges and universities like “the” or “these” indicating which ones the resolution is talking about. Bare plurals indicate that the resolution is a generic statement, and consequently, in order to textually affirm, aff advocacies would have to prove why public colleges and universities in general ought not limit constitutionally protected speech, not why certain public colleges and universities should have certain procedures. - EntryDate
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... ... @@ -1,1 +1,0 @@ 1 -Email me at ryounger@bwscampus.com or Facebook message Jackson Lallas for info about cites and positions. - EntryDate
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... ... @@ -1,37 +1,0 @@ 1 -Interpretation: The aff cannot require the negative to clarify 1AC advocacy during cross ex and/or ask the neg to check theory interps in cross examination 2 - 3 - 4 - 5 -Interpretation: The aff cannot defend a plan that will not be inherent in ten years. 6 - 7 - 8 - 9 -Interpretation: The aff must specify and delineate in the text of the AC a roll of the ballot, standard, or metric by which the judge evaluates the round and how to weigh and evaluate offense under it and cannot simply state “Evaluation of energy policy requires a social context.” 10 - 11 - 12 - 13 -Interpretation: Debaters can only garner offense through the efficacy of critical advocacies and impacts and cannot get offense from initiating or participating in a discussion. 14 - 15 - 16 - 17 -Interpretation: if the aff reads the spike “PIC’s are a voting issue against whole res affs,” they must specify and define what a PIC is in the text of the AC and cannot put the theory argument at the bottom of the case. 18 - 19 - 20 - 21 -Interpretation: The affirmative cannot read the following spikes in conjunction: “Drop neg theory not weighed against the side bias,” “Drop the neg on theory,” and “Only drop the arg on theory for violations out of the AC and recontextualize AC offense under T”. To clarify, each spikes is permissible, but all three in conjunction is not. 22 - 23 - 24 - 25 -Interpretation: if the negative introduces a role of the ballot of to embrace a pedagogy of world opening, they must specify and define what it means to embrace a pedagogy of world opening and clarify how to weigh and evaluate offense under the role of the ballot with minimally a sentence in their role of the ballot. 26 - 27 - 28 - 29 -Interpretation: The aff cannot require the neg to weigh abuse against presumption or side bias and claim that neg abuse outweighs aff abuse. 30 - 31 - 32 - 33 -Interpretation – the aff must specify which constitutionally protected speech they prohibit. 34 - 35 - 36 - 37 -Interpretation – Evidence that debaters read or statistics that the quote must be cited and still accessible. - EntryDate
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... ... @@ -1,15 +1,0 @@ 1 -Courts are overburdened and nearly failing but the GOP election could reduce caseload 2 -Bendery 15 Jennifer Bendery (White House and Congressional Reporter); 09/30/2015; “Federal Judges Are Burned Out, Overworked And Wondering Where Congress Is”; http://www.huffingtonpost.com/entry/judge-federal-courts-vacancies_us_55d77721e4b0a40aa3aaf14b //BWSWJ 3 -For many district … way too thin. 4 -Court involvement in public institution speech cases causes court clog 5 -Less 09 Gia B. Less, Professor-UCLA School of Law, 2009, “First Amendment Enforcement in Government Institutions and Programs,” UCLA Law Review, August, 56 UCLA L. Rev. 1691, p. 1723 6 -This theme - that … overwhelm the courts. n169 7 -Court clog from new litigation independently destroys the economy 8 -Fix-Fierro 3, Circuit Master Judge, 3 (Hector, Courts, Justice, and Efficiency: A Social Justice Legal Study of Economic Rationality in Adjudication, p. 123) 9 -Regarding the second … domestic) economic actors.123 10 -An economic collapse causes a global nuclear war. 11 -Aaron Friedberg and Gabriel Schoenfeld, 2008 (prof. of politics @ Princeton and Senior editor of the Wall Street Journal) WALL STREET JOURNAL. Oct. 21, 2008. Retrieved May 17, 2014 from http://online.wsj.com/article/SB122455074012352571.html. 12 -Then there are … external adventures. 13 -Preventing existential risk in the short term is key to preventing long term oppression and suffering – framework is a gateway to solving your impact 14 -Parfit 17 Derek Parfit (Derek Parfit was a British philosopher who specialised in problems of personal identity, rationality, ethics, and the relations among them. His 1984 book Reasons and Persons has been very influential.); Passage from his upcoming book On What Matters which will be released in March 2017; The passage was shared on DailyNous by philosopher Peter Singer; http://dailynous.com/2017/01/02/derek-parfit-1942-2017/#comment-96731 //BWSWJ 15 -I regret that, … the Universe exists. - EntryDate
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... ... @@ -1,9 +1,0 @@ 1 -Endowments are high now but dropping rapidly - protests are alienating alumni donors, who are of older generations 2 -Hartocollis 8/4 – Anemona Hartocollis, writer for NYT: August 4, 2016(“College Students Protest, Alumni’s Fondness Fades and Checks Shrink” New York Times Available at http://www.nytimes.com/2016/08/05/us/college-protests-alumni-donations.html?_r=0 Accessed on 12/15/16)IG 3 -Scott MacConnell cherishes … to campus protests. 4 -Endowment funds are key to US competitiveness – ensures college quality 5 -Leigh 14 Steven R. Leigh (dean of CU-Boulder’s College of Arts and Sciences), "Endowments and the future of higher education," UColorado Boulder, March 2014 AZ 6 -These broad trends … viability and vitality. 7 -Innovation solves great power war 8 -Taylor 4 – Professor of Political Science, Massachusetts Institute of Technology (Mark, “The Politics of Technological Change: International Relations versus Domestic Institutions,” Massachusetts Institute of Technology, 4/1/2004, http://www.scribd.com/doc/46554792/Taylor) RGP 9 -I. Introduction Technological innovation … the first place. - EntryDate
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... ... @@ -1,17 +1,0 @@ 1 -Interpretation - the aff must defend and can only garner offense from the desirability of the hypothetical enactment of public colleges and universities removing restrictions on constitutionally protected speech. 2 -Oxford Dictionary defines restrict: 3 -https://en.oxforddictionaries.com/definition/restriction 4 -A limiting condition … a legal one. 5 -Net Benefits: 6 -1. Limits – They destroy limits by allowing any possible aff – the topic is the only predictable point of preparation for both sides and is a key upper limit on the number of positions they can defend. This destroys the dialogical nature of debate, making it one side and robbing debate of any educational value. 7 -Galloway 7—Samford Comm prof (Ryan, Contemporary Argumentation and Debate, Vol. 28, 2007) 8 -Debate as a … of topical advocacy. 9 -2. Dialogue - Debate is not real life – the integration of Ks into the strategic toolkit of debaters proves that they’re strategic tools just like anything else. Debaters now regularly read non-topical affs in one round and generic policy arguments in another and nobody bats an eye. Let’s not pretend that voting for the millionth K aff will somehow make the difference. Instead, you should view debate as a training ground to equip students with the knowledge and advocacy skills necessary to change the real world when we get there. This means dialogue is key - Debate teaches skills key to collective decision-making – that’s key to address every global problem 10 -Lundberg 10: Christian O. Lundberg, Associate Professor, Communication, University of North Carolina, Chapel Hill, “Tradition of Debate in North Carolina,” NAVIGATING OPPORTUNITY: POLICY DEBATE IN THE 21ST CENTURY ed. A.D.Louden, 2010, p. 311+. 11 -The second major … increasingly complex world. 12 -3. Polarization – Defending the topic is hard because it requires you to admit you could be wrong—that generates competitive respect and dialogue. Voting aff reinforces group polarization and choir preaching 13 -Talisse 5 – philosophy professor at Vanderbilt (Robert, Philosophy and Social Criticism, 31.4, “Deliberativist responses to activist challenges”) 14 -Nonetheless, the deliberativist … he is unreasonable. 15 -4. Topical version — women of color advocate their need for free speech to support the feminist movement. 16 -Heuchan 16: Claire L. Heuchan, reporter for Heaststreet, “The Feminist Case for Free Speech,” July 16, 2016 http://heatst.com/world/the-feminist-case-for-free-speech/ 17 -Free speech and … worth fighting for. - EntryDate
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... ... @@ -1,12 +1,0 @@ 1 -The link is that the feminist standpoint inherently legitimates a gender duality. By defining women as a distinct social and biological group with certain characteristic experiences, the aff divides the world into male and female. 2 -Ferguson 91 – (Kathy E. Professor of Philosophy, University of Hawaii“Interpretation and Genealogy in Feminism” Signs, Vol. 16, No. 2 (Winter, 1991), pp. 322-339) GHS//GB 3 -An important tension … knowledge and politics. 4 -The 1AC’s gender politics equate peace with the feminine – that not only turns the k’s revolutionary politics because they simply continue to essentialize gender but they also prop up militarism by misdiagnosing it. 5 -Lucinda Joy Peach 97, Professor in the Department of Philosophy and Religion at American University, 1997, “Behind the Front Lines: Feminist Battles over Women in Combat,” in Wives and Warriors: Women and the Military in the United States and Canada, p. 111 6 -Whereas Justice Feminists … than are men. 7 -This exclusion is dangerous – if you don’t fit into neatly defined categories your experiences don’t count and you don’t matter. 8 -Hope 12 - (Hope PR specialist and journalist “A Penis and a Dress: Why the Gender Binary Needs to Go Away” Huffington Post) GHS//GB 9 -If your genitalia … and limiting categories. 10 -The alternative is to deconstruct gender and reject the male/female binary that perpetuates heteronormativity as the only “proper” form of existence. 11 -Mirabelli 12 – (Rebecca “My Anatomy, Your Sex: Deconstructing the sex/gender binary and heteronormativity through the isolation of gender from sexuality” http://youngchicagoauthors.org/girlspeak/blog/essays-articles/my-anatomy-your-sex-deconstructing-the-sexgender-binary-and-heteronormativity-through-the-isolation-of-gender-from-sexuality-by-rebecca-mirabelli) GHS//GB 12 -In a patriarchal … dismantling into nothing. - EntryDate
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... ... @@ -1,19 +1,0 @@ 1 -Focus on sarcasm and irony is ableist, excluding those unable to detect it: this removes from the debate space those who are sociopathic, or who have Asperger syndrome, or other social disabilities. 2 -Chin 14 (Richard Chin is a Twin Cities newspaper reporter. He was a Knight Journalism Fellow at Stanford University. Smithsonian Magazine: “The Science of Sarcasm? Yeah, Right” published November 14th, 2014. Accessed July 21st, 2015. http://www.smithsonianmag.com/science-nature/the-science-of-sarcasm-yeah-right-25038/?all) 3 -Actually, scientists are … we use it. 4 - 5 - 6 -Multiple disabilities limit capacity to accurately interpret sarcasm 7 -Williams ‘8 (Diane L. Williams: a Department of Speech Language Pathology, Rangos School of Health Sciences, Duquesne University; Gerald Goldstein: VA Pittsburgh Healthcare System and University of Pittsburgh School of Medicine; Nicole Kojkowski: University of Pittsburgh School of Medicine; and Nancy J. Minshewd, Department of Psychiatry, University of Pittsburgh School of Medicine, Department of Neurology, University of Pittsburgh School of Medicine. Res Autism Spectr Disord: “Do individuals with high functioning autism have the IQ profile associated with nonverbal learning disability? “Published June, 2008. Accessed July 24th, 2015. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4148695/) 8 - 9 -Individuals with high …challenge for diagnosticians. . 10 -Ableism in the debate space excludes those with disabilities from participation. Only challenging ableist practices solves. 11 -Zelinger 15 (Julie Zeilinger: a freelance author from the Barnard College class of 2015. Mic.com: “6 Forms of Ableism We Need to Retire Immediately” published July 7th, 2015. Accessed July 24th, 2015. http://mic.com/articles/121653/6-forms-of-ableism-we-need-to-retire-immediately) 12 -Nearly 1 in … in our society." 13 - 14 -The alternative is to recognize and challenge ableist assumptions in the educational space of debate by rejecting the other team 15 -Hehir 07 (Thomas Hehir is Professor of Practice and Director of the School Leadership Program, Harvard Graduate School of Education, Cambridge, Massachusetts. Educational Leadership: “Confronting Ableism.” Published in February, 2007. Accessed July 20th, 2015. http://www.ascd.org/publications/educational-leadership/feb07/vol64/num05/Confronting-Ableism.aspx) 16 -The U.S. education … school and society. 17 -Disability comes first – it’s a master trope to uncovering other forms of oppression. Siebers 18 -Siebers 2010 “Disability Aesthetics” Tom Siebers 2010 19 -Oppression is the … justifiable human inferiority. - EntryDate
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... ... @@ -1,19 +1,0 @@ 1 -Interpretation - the aff must defend and can only garner offense from the desirability of the hypothetical enactment of public colleges and universities removing restrictions on constitutionally protected speech. 2 -Oxford Dictionary defines restrict: 3 -https://en.oxforddictionaries.com/definition/restriction 4 -A limiting condition or measure, especially a legal one. 5 -Net benefits 6 -Stasis – Failing to affirm the resolution destroys constraints on debate and makes effective deliberation impossible 7 -Steinberg and Freeley 13: * David, Lecturer in Communication studies and rhetoric. Advisor to Miami Urban Debate League. Director of Debate at U Miami, Former President of CEDA. And ** Austin, attorney who focuses on criminal, personal injury and civil rights law, JD, Suffolk University, Argumentation and Debate, Critical Thinking for Reasoned Decision Making, 121-4 8 -Debate is a … the following discussion. 9 -3 impacts 10 -First, fairness~-~--Rules and constraints make the game enjoyable and they create excellence by facilitating productive competition – breaking the rules destroys its value 11 -Acampora 02 Christa Davis Acampora 2, Professor of Philosophy at Hunter College of the City University of New York, Fall 2002, “Of Dangerous Games and Dastardly Deeds,” International Studies in Philosophy, Vol. 34, No. 3 12 -The agonistic game … cowardly and barbarous. 13 - 14 -Second, decision making~-~--The impact outweighs—deliberative debate models impart skills vital to respond to existential threats 15 -Lundberg 10 Christian O., Professor of Communications @ University of North Carolina, Chapel Hill, “Tradition of Debate in North Carolina” in Navigating Opportunity: Policy Debate in the 21st Century By Allan D. Louden, p. 311 16 -The second major … increasingly complex world. 17 -Three- Agnosticism – This is a process of antilogic – it’s what teaches us to affect power systems and persuade an external audience – this requires the stasis of the topic and understanding the full spectrum of the controversy – this allows the structure of debate to solve the aff’s offense 18 -INOUE 5 ASAO B. INOUE – at the time of this writing, Asao held an MA in Rhetoric and Communication from Oregon State. He is currently an Associate Professor of Rhetoric and Composition at Fresno State, focusing on writing assessment and race studies. This dissertation was approved by Dissertation Chair: Victor Villanueva. Dr. Victor Villanueva received his PhD in English from the University of Washington in 1986. Since then, he has worked not only as a professor of rhetoric and writing, but as an Equal Opportunity Program Director, Writing Project Director, a Director of Composition, twice as Department Chair (at Washington State University and at Auburn University), and Interim Associate Dean – “THE EPISTEMOLOGY OF RACISM AND COMMUNITY-BASED ASSESSMENT PRACTICE” –submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of English May 2005 – obtainable via google search… This link should work: https://research.wsulibs.wsu.edu/xmlui/.../2376/.../a_inoue_012205.pdf? 19 -Gutherie’s definition of … relationships it nurtured. - EntryDate
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... ... @@ -1,1 +1,0 @@ 1 -Triples - Tournament
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... ... @@ -1,1 +1,0 @@ 1 -Berkeley
- Caselist.RoundClass[37]
-
- Cites
-
... ... @@ -1,1 +1,0 @@ 1 -78 - EntryDate
-
... ... @@ -1,1 +1,0 @@ 1 -2017-04-29 15:39:31.0 - Judge
-
... ... @@ -1,1 +1,0 @@ 1 -Kevin Krotz - Opponent
-
... ... @@ -1,1 +1,0 @@ 1 -Christopher Columbus JN - Round
-
... ... @@ -1,1 +1,0 @@ 1 -2 - Tournament
-
... ... @@ -1,1 +1,0 @@ 1 -TOC
- Caselist.RoundClass[38]
-
- EntryDate
-
... ... @@ -1,1 +1,0 @@ 1 -2017-04-30 17:53:11.0 - Judge
-
... ... @@ -1,1 +1,0 @@ 1 -Scott Phillips - Opponent
-
... ... @@ -1,1 +1,0 @@ 1 -Collegiate DM - Round
-
... ... @@ -1,1 +1,0 @@ 1 -6 - Tournament
-
... ... @@ -1,1 +1,0 @@ 1 -TOC
- Caselist.CitesClass[17]
-
- Cites
-
... ... @@ -1,0 +1,1 @@ 1 +Open Source - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-09-17 17:42:30.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +John Scoggin - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +Lynbrook AP - ParentRound
-
... ... @@ -1,0 +1,1 @@ 1 +8 - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Team
-
... ... @@ -1,0 +1,1 @@ 1 +Brentwood Younger Neg - Title
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Nebel T - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +Loyola
- Caselist.CitesClass[47]
-
- Cites
-
... ... @@ -1,0 +1,1 @@ 1 +Email me at ryounger@bwscampus.com or Facebook message Jackson Lallas for info about cites and positions. - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-10-30 03:33:56.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +any - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +any - ParentRound
-
... ... @@ -1,0 +1,1 @@ 1 +21 - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Team
-
... ... @@ -1,0 +1,1 @@ 1 +Brentwood Younger Neg - Title
-
... ... @@ -1,0 +1,1 @@ 1 +0 - Contact Info - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +any
- Caselist.CitesClass[48]
-
- Cites
-
... ... @@ -1,0 +1,29 @@ 1 +Interpretation: The aff cannot require the negative to clarify 1AC advocacy during cross ex and/or ask the neg to check theory interps in cross examination 2 + 3 + 4 + 5 +Interpretation: The aff cannot defend a plan that will not be inherent in ten years. 6 + 7 + 8 + 9 +Interpretation: The aff must specify and delineate in the text of the AC a roll of the ballot, standard, or metric by which the judge evaluates the round and how to weigh and evaluate offense under it and cannot simply state “Evaluation of energy policy requires a social context.” 10 + 11 + 12 + 13 +Interpretation: Debaters can only garner offense through the efficacy of critical advocacies and impacts and cannot get offense from initiating or participating in a discussion. 14 + 15 + 16 + 17 +Interpretation: if the aff reads the spike “PIC’s are a voting issue against whole res affs,” they must specify and define what a PIC is in the text of the AC and cannot put the theory argument at the bottom of the case. 18 + 19 + 20 + 21 +Interpretation: The affirmative cannot read the following spikes in conjunction: “Drop neg theory not weighed against the side bias,” “Drop the neg on theory,” and “Only drop the arg on theory for violations out of the AC and recontextualize AC offense under T”. To clarify, each spikes is permissible, but all three in conjunction is not. 22 + 23 + 24 + 25 +Interpretation: if the negative introduces a role of the ballot of to embrace a pedagogy of world opening, they must specify and define what it means to embrace a pedagogy of world opening and clarify how to weigh and evaluate offense under the role of the ballot with minimally a sentence in their role of the ballot. 26 + 27 + 28 + 29 +Interpretation: The aff cannot require the neg to weigh abuse against presumption or side bias and claim that neg abuse outweighs aff abuse. - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-10-30 03:33:57.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +any - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +any - ParentRound
-
... ... @@ -1,0 +1,1 @@ 1 +21 - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Team
-
... ... @@ -1,0 +1,1 @@ 1 +Brentwood Younger Neg - Title
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Interps - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +any
- Caselist.RoundClass[21]
-
- Cites
-
... ... @@ -1,0 +1,1 @@ 1 +47,48 - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-10-30 03:33:55.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +any - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +any - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +any
- Caselist.RoundClass[25]
-
- Cites
-
... ... @@ -1,0 +1,1 @@ 1 +56 - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-12-18 06:38:37.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +x - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +x - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +x