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... ... @@ -1,83 +1,0 @@ 1 -====Moral evaluations must be character-based, not action-based.==== 2 -**Gryz '11** (Jarek, Prof in the Department of Electrical Engineering and Computer Science at York University, "On the Relationship Between the Aretaic and the Deontic," Ethical Theory and Moral Practice, 2011, 14:493–501, Springer) OS 3 -The way we use words 'good/bad' and 'right/wrong' seems 4 -AND 5 -attractive ethical theories seem to be much better off than the imperative ones. 6 - 7 - 8 -====The result is a virtue paradigm: ethics is a developmental social phenomenon that is established via inculcation.==== 9 -**Reader 2k **(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.) 10 -Virtue is a free disposition to act in certain ways under certain conditions. Virtue 11 -AND 12 -to say about the skill of being moral, with what constitutes it. 13 - 14 - 15 -**====Because all action must contain an aim that seeks to achieve the ultimate good, the fulfillment of said purpose is Eudaimonia, or human flourishing, the constitutive function of an agent. ====** 16 -**Athanassoulis n.d.** (Nafsika, Keele University, "Virtue Ethics," IEP, http://www.iep.utm.edu/virtue/~~#SH2a) OS 17 -"Eudaimonia" is an Aristotelian term loosely (and inadequately) translated as happiness 18 -AND 19 -is an end in itself and a means to live and fare well. 20 - 21 - 22 -**====The actor is the state—public colleges and universities are founded and operated by the state.====** 23 -**Collegebound writes** "Differences Between Public and Private Universities and Liberal Arts Colleges" http://www.collegebound.net/content/article/differences-between-public-and-private-universities-and-liberal-arts-colleges/18529/ 24 -In the US, most public institutions are state universities founded and operated by state 25 -AND 26 -universities began as teacher training schools and eventually were expanded into comprehensive universities. 27 - 28 - 29 -====Thus the standard is promoting virtue. Because states are legal fictions created by individuals to ensure proper conditions, they have the obligation to promote a virtuous society.==== 30 - 31 - 32 -**====Counterplan text: Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech except for symbolic speech protections for carrying guns.====** 33 -**KGC n.d.:** 34 - About Us "Gun Lobby Threatens Safety of America's Colleges and Universities" by The Campaign to Keep Guns Off Campus http://keepgunsoffcampus.org/about/ DD 35 -"America's colleges and universities are under attack from the gun lobby. Following mass 36 -AND 37 -campuses safer, and protect students, faculty, staff and the community." 38 - 39 - 40 -====It's mutually exclusive—open carry is constitutionally protected symbolic speech.==== 41 -**Blanchfield '14** 42 -Blanchfield, Patrick ~~Freelance Writer; PhD in Comparative Literature, Emory University~~. "What do Guns Say?" The New York Times. 04 May 2014. https://opinionator.blogs.nytimes.com/2014/05/04/what-do-guns-say/. 43 -According to open carry advocates, their presence in public space represents more than just 44 -AND 45 -demonstration. The state's clear interest in maintaining public order can be narrowly satisfied 46 - 47 - 48 -**====Gun ownership creates a cynical worldview that promotes intellectual and social vices, causes racism, kills compassion, and inhibits communal bonds that are key to flourishing====** 49 -**Trivigno '13** (Franco, philosophy professor at Marquette University, "Guns and Virtue: The Virtue Ethical Case against Gun Carrying," Public Affairs Quarterly Vol. No. 4 October 2013, https://www.academia.edu/4778227/Guns_and_Virtue_The_Virtue_Ethical_Case_against_Gun_Carrying_Public_Affairs_Quarterly_2013_) OS 50 -In this section, I turn my attention to the core belief that underlies the 51 -AND 52 -weaken trust and the community bonds that help to make a society flourish. 53 - 54 - 55 -**====Guns inhibit social trust, which is a necessary virtue, and harms relationships that are key to flourishing—I control uniqueness====** 56 -**Trivigno '13** (Franco, philosophy professor at Marquette University, "Guns and Virtue: The Virtue Ethical Case against Gun Carrying," Public Affairs Quarterly Vol. No. 4 October 2013, https://www.academia.edu/4778227/Guns_and_Virtue_The_Virtue_Ethical_Case_against_Gun_Carrying_Public_Affairs_Quarterly_2013_) OS 57 -Habitual gun carrying seems not only to manifest social distrust, but to contribute to 58 -AND 59 -and just accept the kind of society that Aristotle would regard as uncivilized. 60 - 61 - 62 -====Independent of the CP, restricting speech in academic setting supports civic virtues.==== 63 -**Byrne 91** ~~J. Peter Byrne, Georgetown University Law, 1991, "Racial Insults and Free Speech Within the University", The Georgetown Law Journal, http://scholarship.law.georgetown.edu/cgi/viewcontent.cgi?article=2592andcontext=facpub~~ AG 64 -The university's relationship to the speech of its members is fundamentally different from the state's 65 -AND 66 -justification for university regulation of speech beyond the curriculum has been insufficiently studied. 67 - 68 - 69 -====CP turns case:==== 70 - 71 - 72 -====~~a~~ The mere presence of guns on campus undermines effective free discussion.==== 73 -**PHW 14**: (public Health Watch Keeping an Eye on the Public Impact of Modern Politics "Point Blank: Guns Don't Belong On College Campuses – Here's Why" March 2014) 74 -"In order to foster a healthy learning environment at America's colleges and universities, 75 -AND 76 -the open exchange of ideas that is so critical to the college experience." 77 - 78 - 79 -====~~b~~ Gun violence is deadly and racialized==== 80 -**Peniel '15** (Joseph Peniel, Reporter for Newsweek, "Guns Have Been the Most Dramatic Weapon Used Against African-Americans, but Not the Most Effective," Newsweek, 6/23, http://www.newsweek.com/guns-have-been-most-dramatic-weapon-used-against-african- americans-not-most-346101) 81 -African-American veterans returned from World War I with a renewed militancy that helped 82 -AND 83 -racial terror and white power—that has always been backed by guns. - EntryDate
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... ... @@ -1,26 +1,0 @@ 1 -====US is actually pretty compliant with ILaw now, but violations undermine the entire system.==== 2 -**The Economist '14** (M.S., Democracy in America blog, "Why the sheriff should follow the law," 5/23, http://www.economist.com/blogs/democracyinamerica/2014/05/america-and-international-law) OS 3 -The overall impression is that while the United States wants other countries to observe international 4 -AND 5 -or of eastern Ukraine's Donbass region, as such, violate international law. 6 - 7 - 8 -====Aff egregiously violates international human rights law.==== 9 -**Cohen '15** (Tanya, "It's Time To Bring The Hammer Down On Hate Speech In The U.S.," Thought Catalog, 5/1, http://thoughtcatalog.com/tanya-cohen/2015/05/hammer-down-on-hate-speech/) OS 10 -For many decades, human rights groups around the world – from Amnesty International to 11 -AND 12 -to follow international human rights law as the rest of the world is. 13 - 14 - 15 -====ILaw solves nuclear war.==== 16 -**Pickering '14** —- MA international relations, Melbourne School of Government ~~Heath, "Why Do States Mostly Obey International Law?"http://www.e-ir.info/2014/02/04/why-do-states-mostly-obey-international-law/x~~//Mnush 17 -All states in the contemporary world, including great powers, are compelled to justify 18 -AND 19 -treaties illustrate states agreeing voluntarily to give up a portion of their sovereignty. 20 - 21 - 22 -====Human rights cred solves nuclear war.==== 23 -William W. **Burke-White 4**, Lecturer in Public and International Affairs and Senior Special Assistant to the Dean, Woodrow Wilson School of Public and International Affairs, Princeton University, Spring 2004, Harvard Human Rights Journal, 17 Harv. Hum. Rts. J. 249, p. 279-280 24 -This Article presents a strategic—as opposed to ideological or normative—argument that 25 -AND 26 -U.S.-U.N. cooperation on human rights issues. - EntryDate
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... ... @@ -1,7 +1,0 @@ 1 -Interpretation: Debaters may only read positions that are disclosed before the debate on their NDCA wiki page under their own name with full citations, tags, and first three/last three words. 2 - 3 -Interpretation: Debaters must disclose previously run constructive positions – all cases, off cases and theory arguments – at least 30 minutes before the round on the NDCA wiki or when asked. This means providing proper citations for all evidence including first three and last three words and tags as well as advocacy, standard, and interpretation texts. 4 - 5 -Interpretation: Affirmatives may only read cases that have been disclosed at least 15 minutes before the round as the case that they will read. 6 - 7 -Interpretation - Debaters must disclose tags, cites, and first three/last three words for all evidence for affirmative cases where the criterion requires a descriptive debate over legal precedent or standards, with theoretical warrants, AND where there is a role of the ballot of to vote for the debater who best justifies their advocacy through contextualizing legal norms. - EntryDate
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... ... @@ -1,0 +1,7 @@ 1 +Interpretation: Debaters may only read positions that are disclosed before the debate on their NDCA wiki page under their own name with full citations, tags, and first three/last three words. 2 + 3 +Interpretation: Debaters must disclose previously run constructive positions – all cases, off cases and theory arguments – at least 30 minutes before the round on the NDCA wiki or when asked. This means providing proper citations for all evidence including first three and last three words and tags as well as advocacy, standard, and interpretation texts. 4 + 5 +Interpretation: Affirmatives may only read cases that have been disclosed at least 15 minutes before the round as the case that they will read. 6 + 7 +Interpretation - Debaters must disclose tags, cites, and first three/last three words for all evidence for affirmative cases where the criterion requires a descriptive debate over legal precedent or standards, with theoretical warrants, AND where there is a role of the ballot of to vote for the debater who best justifies their advocacy through contextualizing legal norms. - EntryDate
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... ... @@ -1,0 +1,19 @@ 1 +Any burden structure must require both debaters to defend just the truth or falsity of the resolution. To clarify, they can’t read a burden of: the aff burden is to prove that we an obligation to future generations, while the neg burden is to prove that we have an obligation not to be concerned with future generations. In addition, neither debater may read necessary but insufficient burdens. 2 + 3 +If the aff says “No link to implementation args cause I’ll defend those – they aren’t relevant to affirming/negating the burden” in the 1AC, they can’t tell me during my prep that they won’t grant me links to disads. 4 + 5 +Debaters may not represent two different passages from a scholarly source as one continuous card. 6 + 7 +The aff must read a solvency advocate that explicitly advocates all planks of the plan. 8 + 9 +The aff must read a solvency advocate, i.e. a piece of evidence from the topic literature, that advocates—and only advocates—for every plank of a topical plan. 10 + 11 +If the aff reads a standard of “upholding the procedures of justice,” they must define what procedures of justice are. 12 + 13 +Aff may not say "The role of the judge and ballot is to vote for the debater who best stops alienation." 14 + 15 +If the aff reads a normatively justified framework, they cannot read reasons why philosophical education is bad in the 1AR. 16 + 17 +The aff may not read a determinism trigger. To clarify, they may not argue that “If individuals did not have the ability to will ends, then determinism is true,” which would mean “We can’t make moral claims about the resolution and there are no obligations to restrict, in which case you affirm on face.” 18 + 19 +The aff needs a standard, value criterion, or role of the ballot text. - EntryDate
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