Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[14]
  • Caselist.CitesClass[7]

Details

Caselist.RoundClass[14]

EntryDate

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1		-2016-11-21 04:13:26.777
	1	+2016-11-21 04:13:26.0

Caselist.CitesClass[7]

Cites

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	1	+T
	2	+
	3	+
	4	+Intepretation: Affirmatives can only claim advantages based on the immediate hypotethical enactment of a topical plan by the USFG- in other words, simply winning that the USFG should not do the plan should always be a sufficient reason to vote negative.
	5	+First - “Resolved” is legislative
	6	+Jeff Parcher 1, former debate coach at Georgetown, Feb 2001 http://www.ndtceda.com/archives/200102/0790.html
	7	+Pardon me if…to a question.
	8	+
	9	+B: Violation-
	10	+One- You claim offense from the reading the 1AC as a performance of conscientization.
	11	+Two -You also claim offense from saying reading is protest.
	12	+
	13	+C: Reasons to prefer:
	14	+One- Limits and Ground-
	15	+1. Limits is also an independent voter because it’s reaches can be felt in our lives: we can’t do anything without Harris ‘13
	16	+B) Scott Harris (Director of Debate at U Kansas, 2006 National Debate Coach of the Year, Vice President of the American Forensic Association, 2nd speaker at the NDT in 1981). “This ballot.” 5 April 2013. CEDA Forums. http://www.cedadebate.org/forum/index.php?action=dlattach;topic=4762.0;attach=1655
	17	+
	18	+I understand… my everyday existence.
	19	+
	20	+Extra T
	21	+Next off your underview
	22	+ Debate requires a specific point of difference in order to promote effective exchange—stasis in the topic is key to engagement.
	23	+Steinberg and Freeley 13, * David, Lecturer in Communicatio22n 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
	24	+Debate is a…the following discussion.
	25	+
	26	+One- Topical requirements are key to meaningful dialogue—monopolizing strategy and prep makes the discussion one-sided and subverts any meaningful neg role, turns the aff
	27	+Ryan Galloway 7, Samford Comm prof, Contemporary Argumentation and Debate, Vol. 28, 2007
	28	+Debate as a…of topical advocacy.
	29	+
	30	+The impact outweighs—deliberative debate models impart skills vital to respond to social problems
	31	+Christian O. Lundberg 10 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
	32	+The second major…its promises real. n66
	33	+
	34	+Hanghoj Debate’s critical axis is a form of dialogic communication within a confined game space.
	35	+Unbridled affirmation outside the game space makes research impossible and destroys dialogue in debate
	36	+Hanghoj 8 http://static.sdu.dk/mediafiles/Files/Information_til/Studerende_ved_SDU/Din_uddannelse/phd_hum/afhandlinger/2009/ThorkilHanghoej.pdf Thorkild Hanghøj, Copenhagen, 2008 Since this PhD project began in 2004, the present author has been affiliated with DREAM (Danish Research Centre on Education and Advanced Media Materials), which is located at the Institute of Literature, Media and Cultural Studies at the University of Southern Denmark. Research visits have taken place at the Centre for Learning, Knowledge, and Interactive Technologies (L-KIT), the Institute of Education at the University of Bristol and the institute formerly known as Learning Lab Denmark at the School of Education, University of Aarhus, where I currently work as an assistant professor.
	37	+Debate games are…end in itself” (Wegerif, 2006: 61).
	38	+K
	39	+
	40	+the Affirmative’s politics of “naming pain” incentivizes portraits of abuse and locks in subjugation- the Judge’s recognition becomes predicated on the display of violation and suffering.
	41	+Tuck and Yang 14 (Eve Tuck and K. Wayne Yang, Assistant Professor of Educational Foundations and Coordinator of Native American Studies at the State University of New York and Prof of ethnic studies @ USCD, “R-Words: Refusing Research”, 2014)//Miro
	42	+The costs of…in (a) lived life.
	43	+
	44	+
	45	+Reject the Aff advocacy as an instance of oppression
	46	+
	47	+K
	48	+
	49	+Refuse an analytic that presumes to champion the unique subjectivity of the oppressed; their identification of the oppressed identity is reflective of a colonial interpretation that hierarchizes experience and impairs an interconnected pedagogy that is accessible
	50	+Said 93
	51	+Edward, Palestinian literary theoretician, professor of English, historian and comparative literature at Columbia University, “Culture and Imperialism” MB BRACKETED FOR CLARITY
	52	+
	53	+Let us begin…suitable historic past."37
	54	+
	55	+Spaces designated for those bound by mutual suffering culminate in a ressentiment stemming from an inability to change the present- this is because they lose themselves in endless critique of material progress in response to social injustice as opposed to building upon it
	56	+Bhambra 10
	57	+Gurminder K., Professor of Sociology @ University of Warwick, Economic and Political Weekly Vol. 45 No. 15, 4/10/10, “Identity Politics and the Need for a ‘Tomorrow’”
	58	+
	59	+Political mobilisation around…movement for justice.

EntryDate

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	1	+2016-11-21 04:13:28.311

Judge

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	1	+Paul Gravley, Bill Thompson, Srikar Pyda

Opponent

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	1	+Collegiate DM

ParentRound

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	1	+14

Round

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	1	+Doubles

Team

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	1	+Cypress Woods Clarke Neg

Title

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	1	+NC

Tournament

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	1	+Glenbrooks