Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[24]
  • Caselist.CitesClass[31]

Details

Caselist.RoundClass[24]

EntryDate

...	...	@@ -1,1 +1,1 @@
1		-2016-11-21 04:14:26.577
	1	+2016-11-21 04:14:26.0

Caselist.CitesClass[31]

Cites

...	...	@@ -1,0 +1,65 @@
	1	+A is the interpretation - the affirmative may not claim offense from anything other than a fiated piece of legislation that limits qualified immunity for police officers
	2	+First, “United States” means the three branches of the central government. The affirmative does not advocate action by the USFG.
	3	+OECD 87 — Organisation for Economic Co-operation and Development Council, 1987 (“United States,” The Control and Management of Government Expenditure, p. 179)
	4	+1. Political and organisational structure of government
	5	+The United States of America is a federal republic consisting of 50 states. States have their own constitutions and within each State there are at least two additional levels of government, generally designated as counties and cities, towns or villages. The relationships between different levels of government are complex and varied (see Section B for more information).
	6	+The Federal Government is composed of three branches: the legislative branch, the executive branch, and the judicial branch. Budgetary decisionmaking is shared primarily by the legislative and executive branches. The general structure of these two branches relative to budget formulation and execution is as follows.
	7	+Second, Resolved implies a policy
	8	+Louisiana House 3-8-2005, http://house.louisiana.gov/house-glossary.htm
	9	+Resolution A legislative instrument that generally is used for making declarations, stating policies, and making decisions where some other form is not required. A bill includes the constitutionally required enacting clause; a resolution uses the term "resolved". Not subject to a time limit for introduction nor to governor's veto. ( Const. Art. III, §17(B) and House Rules 8.11 , 13.1 , 6.8 , and 7.4)
	10	+My interpretation is that the resolution should define the division of affirmative and negative ground. It was negotiated and announced in advance, providing both sides with a reasonable opportunity to prepare to engage one another’s arguments.
	11	+This does not require the use of any particular style, type of evidence, or assumption about the role of the judge — only that the topic should determine the debate’s subject matter.
	12	+B is the violation: The affirmative violates this interpretation because they call
	13	+TVA solves: You could exp
	14	+Knowing the law is powerful – legal education prevents state coercion and improves enforcement
	15	+Jananeethi 8 Non-Profit Organization, “Legal Literacy: Social Empowerment for Democracy and Good Governance,” http://www.hurights.or.jp/archives/asia-pacific/section1/08Jananeethi.pdf
	16	+Knowledge of law is power and helps self-realization. India, the largest
	17	+AND
	18	+knowledge of law, which can transform people's lives, is legal literacy.
	19	+Around 35 of India’s population have no formal education.1 Most of them
	20	+AND
	21	+and access to justice, etc., are manifestations of their vulnerable existence.
	22	+
	23	+
	24	+Major social reformation efforts are required to bring about a change in the rural scenario. Non-governmental agencies that have deeper contacts at the grassroots level than official government machineries play crucial role in this regard. Legal literacy and human rights education are effective and practical means to strengthen the social fabric for a successful democracy.
	25	+Article 39A2 of the Constitution of India requires the State to ensure that the operation
	26	+AND
	27	+no one from compliance therewith,” the need for legal literacy is undisputable.
	28	+Legal literacy, therefore, is a tool for bringing about qualitative change at the grassroots level. Experience shows that better awareness of laws helps people work more effectively in diverse spheres. The non-implementation of many laws is partly attributed to the beneficiaries' lack of awareness.
	29	+Even if the State is imperfect of academically obsolete, we can’t underestimate its centrality. Normative refusal to discuss or work with it is naïve and counter-productive
	30	+Dr. Inis Claude is a Professor of Government and Foreign Affairs, Emeritus, at the University of Virginia. During his teaching career, Professor Claude held positions at the University of Michigan, Harvard University, Columbia University, University of Wales, and the Hebrew University of Jerusalem, and the Institute of Social Studies at the Hague. States and the Global System – 1988
	31	+Finally, let us take note of the view that the state is obsolete,
	32	+AND
	33	+rather than to rail against the system and to dream of abolishing it.
	34	+Only the state can restrain violent domination—the alt will get crushed by elites and make the problems worse
	35	+Taylor 2k – Professor of Environmental Ethics, Florida (Bron, Beneath the Surface, p 282-4, AG)
	36	+
	37	+A more trenchant problem is how bioregionalists (and the anarchists who influenced their most
	38	+AND
	39	+, the most beautiful bioregional experiments and models will be overwhelmed and futile.
	40	+
	41	+
	42	+
	43	+
	44	+
	45	+the importance of TVA is that it allows me to engage ~-~-- non-T version of the AFF makes the 1AC become the end of the discussion, not the start of it
	46	+C is reasons to prefer
	47	+1 – Stasis - Stasis is the internal link to solving the aff – Debate has the ability to change people’s attitudes because it forces pre-round internal deliberation on a focused topic of debate
	48	+Goodin and Niemeyer 3 – Australian National University (Robert and Simon, “When Does Deliberation Begin? Internal Reflection versus Public Discussion in Deliberative Democracy” Political Studies, Vol 50, p 627-649, WileyInterscience)
	49	+What happened in this particular case, as in any particular case, was in
	50	+AND
	51	+rather than just consulting our running on-line ‘summary judgments’. C
	52	+
	53	+rucially for our present discussion, once again, what prompts that shift from online
	54	+AND
	55	+least one possible way of doing that for each of those key features.
	56	+2 – Fallibility – Even if the 1AC is factually correct, failure to subject their claims to testing by a well-prepared opponent produces groupthink that prevents effective advocacy – treat their claims as false until properly tested
	57	+Poscher 16—director at the Institute for Staatswissenschaft and Philosophy of Law at the University of Freiburg (Ralf, “Why We Argue About the Law: An Agonistic Account of Legal Disagreement”, Metaphilosophy of Law, Tomasz Gizbert-Studnicki/Adam Dyrda/Pawel Banas (eds.), Hart Publishing, forthcoming)
	58	+Hegel’s dialectical thinking powerfully exploits the idea of negation. It is a central feature
	59	+AND
	60	+exchange of arguments can still serve to test and improve our position. W
	61	+
	62	+e have to do the “labor of the negative” for ourselves. Even
	63	+AND
	64	+concept of justice to art such as to engage in an intelligible controversy.
	65	+D is the voter ~-~-- this is a voter for education (1) it’s a turn to the AFF methodology (2) voter for portable skills – spills overe (substantive ed)

EntryDate

...	...	@@ -1,0 +1,1 @@
	1	+2016-11-21 04:14:28.815

Judge

...	...	@@ -1,0 +1,1 @@
	1	+Lauren Burdt

Opponent

...	...	@@ -1,0 +1,1 @@
	1	+Oak Hall KZ

ParentRound

...	...	@@ -1,0 +1,1 @@
	1	+24

Round

...	...	@@ -1,0 +1,1 @@
	1	+6

Team

...	...	@@ -1,0 +1,1 @@
	1	+Harker Malyugina Neg

Title

...	...	@@ -1,0 +1,1 @@
	1	+ND - T-Implement ~-~-- Biopower AFF

Tournament

...	...	@@ -1,0 +1,1 @@
	1	+Glenbrooks