Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[13]
  • Caselist.CitesClass[23]

Details

Caselist.RoundClass[13]

EntryDate

...	...	@@ -1,1 +1,1 @@
1		-2017-03-09 23:15:46.531
	1	+2017-03-09 23:15:46.0

Caselist.CitesClass[23]

Cites

...	...	@@ -1,0 +1,57 @@
	1	+=Implementation T=
	2	+
	3	+====Interpretation – ====
	4	+
	5	+
	6	+===="Resolved" is a statement of policy====
	7	+**Nolo's Plain-English Law Dictionary** (2016, http://www.nolo.com/dictionary/resolution-term.html)
	8	+Resolution: statement of policy, belief, or appreciation passed by a legislative body
	9	+
	10	+
	11	+===="Ought" is a question of the desirability of two competing states of affairs====
	12	+**Finlay and Sendegar 12 **Stephen Finlay, Associate Professor of Philosophy at USC, and Justin Sendegar, PhD candidate in philosophy at the University of Southern California~~, "One Ought Too Many", Philosophy and Phenomenological Research, 2012
	13	+'Ought' sentences seem ambiguous in a variety of ways. We can distinguish normative
	14	+AND
	15	+evictions or to guarantee a certain degree of security of tenure to all.
	16	+
	17	+
	18	+====To clarify, the affirmative must defend the implementation of a policy that guarantees the right to housing====
	19	+
	20	+
	21	+====Violation – they don't – ~~CX Proves~~ or ~~they only defend the truth of the resolution~~====
	22	+
	23	+
	24	+====Net benefits – ====
	25	+
	26	+
	27	+====Ground – not defending implementation means I lose access to all disadvantages b/c they rely on real-world implementation- I also lose access to kritiks b/c they don't always prove the resolution false- ground controls the internal link to education and fairness because it is necessary for substantial engagement====
	28	+
	29	+
	30	+====Policy discussion is key to real-world education and activism====
	31	+Coverstone 5** **~~MBA (Alan, Acting on Activism)
	32	+An important concern emerges when Mitchell describes reflexive fiat as a contest strategy capable of
	33	+AND
	34	+that is a fundamental cause of voter and participatory abstention in America today.
	35	+
	36	+
	37	+====Real-world decision making is an independent voter- outweighs fairness and education. Strait and Wallace 7^^ ^^.====
	38	+Why debate? Some do it for scholarships, some do it for social purposes, and many just believe it is fun. These are certainly all relevant considerations when making the decision to joining the debate team, but as debate theorists they aren't the focus of our concern. Our concern in finding a framework for debate that educates the largest quantity of students with the highest quality of skills, while at the same time preserving competitive equity. The ability to make decisions deriving from discussions, argumentation or debate, is the key skill. It is the one thing every single one of us will do every day besides breathing. Decision making transcends boundaries between categories of learning like "policy education" and "kritik education," it makes irrelevant considerations of whether we will eventually be policymakers and it transcends questions of what substantive content a debate round should contain. The implication for this analysis is that the critical thinking and argumentative skills offered by real-world decision-making are comparatively greater than any educational disadvantage weighed against them. It is the skills we learn, not the content of our arguments, that can best improve all of our lives. While policy comparison skills are going to be learned through debate in one way or another, those skills are useless if they are not grounded in the kind of logic actually used to make decisions.
	39	+
	40	+
	41	+====Limits – you can defend absolutely anything in the context of it being a good idea. In order to actually test this claim, we need to enact it as a policy to see its effects- kills education b/c we don't have rigorous testing of ideas and critical thinking about arguments.====
	42	+
	43	+
	44	+====Fairness is a voter ====
	45	+
	46	+
	47	+====Education is a voter====
	48	+
	49	+
	50	+====Drop the debater on T – ====
	51	+
	52	+
	53	+
	54	+====T is competing interps- ====
	55	+
	56	+
	57	+====no RVI on T – ====

EntryDate

...	...	@@ -1,0 +1,1 @@
	1	+2017-03-09 23:15:48.160

Judge

...	...	@@ -1,0 +1,1 @@
	1	+Forrest Hebron

Opponent

...	...	@@ -1,0 +1,1 @@
	1	+Snyder

ParentRound

...	...	@@ -1,0 +1,1 @@
	1	+13

Round

...	...	@@ -1,0 +1,1 @@
	1	+3

Team

...	...	@@ -1,0 +1,1 @@
	1	+Garland PHAM Neg

Title

...	...	@@ -1,0 +1,1 @@
	1	+Mar-Apr Must Defend Implementation T

Tournament

...	...	@@ -1,0 +1,1 @@
	1	+TFA State