Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.RoundClass[47]
  • Caselist.CitesClass[43]

Details

Caselist.RoundClass[47]

EntryDate

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1		-2016-11-23 23:20:56.22
	1	+2016-11-23 23:20:56.0

Caselist.CitesClass[43]

Cites

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	1	+Interpretation - The AFF may only garner offense from hypothetical enactment of the resolution
	2	+Resolved reflects policy passage before a legislative body. Parcher 01
	3	+(Jeff, Fmr. Debate Coach at Georgetown University, February, http://www.ndtceda.com/archives/200102/0790.html)
	4	+
	5	+(1) Pardon me if I turn to a source besides Bill. American Heritage Dictionary: Resolve: 1. To make a firm decision about. 2. To decide or express by formal vote. 3. To separate something into constituent parts See Syns at *analyze* (emphasis in orginal) 4. Find a solution to. See Syns at *Solve* (emphasis in original) 5. To dispel: resolve a doubt. - n 1. Frimness of purpose; resolution. 2. A determination or decision.  (2) The very nature of the word "resolution" makes it a question. American Heritage: A course of action determined or decided on. A formal statemnt of a deciion, as by a legislature. (3) The resolution is obviously a question. Any other conclusion is utterly inconcievable. Why? Context. The debate community empowers a topic committee to write a topic for ALTERNATE side debating. The committee is not a random group of people coming together to "reserve" themselves about some issue. There is context - they are empowered by a community to do something. In their deliberations, the topic community attempts to craft a resolution which can be ANSWERED in either direction. They focus on issues like ground and fairness because they know the resolution will serve as the basis for debate which will be resolved by determining the policy desireablility of that resolution. That's not only what they do, but it's what we REQUIRE them to do. We don't just send the topic committee somewhere to adopt their own group resolution. It's not the end point of a resolution adopted by a body - it's the prelimanary wording of a resolution sent to others to be answered or decided upon. (4) Further context: the word resolved is used to emphasis the fact that it's policy debate. Resolved comes from the adoption of resolutions by legislative bodies. A resolution is either adopted or it is not. It's a question before a legislative body. Should this statement be adopted or not. (5) The very terms 'affirmative' and 'negative' support my view. One affirms a resolution. Affirmative and negative are the equivalents of 'yes' or 'no' - which, of course, are answers to a question.
	6	+
	7	+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. Solves their method good offense – they can read __ as a framework argument to justify a topical plan, there’s no reason voting off it is key.
	8	+
	9	+Violation:
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	11	+They defend the resolution as a general principle
	12	+
	13	+Standards:
	14	+
	15	+1. Engagement – there are infinite non topical AFFs - a precise and predictable point of difference is key to effective dialogue. Steinberg and Freeley 13
	16	+
	17	+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. NS from file
	18	+
	19	+Debate is a means of settling differences, so there must be a controversy, a difference of opinion or a conflict of interest before there can be a debate. If everyone is in agreement on a feet or value or policy, there is no need or opportunity for debate; the matter can be settled by unanimous consent. Thus, for example, it would be pointless to attempt to debate "Resolved: That two plus two equals four,” because there is simply no controversy about this statement. Controversy is an essential prerequisite of debate. Where there is no clash of ideas, proposals, interests, or expressed positions of issues, there is no debate. Controversy invites decisive choice between competing positions. Debate cannot produce effective decisions without clear identification of a question or questions to be answered. For example, general argument may occur about the broad topic of illegal immigration. How many illegal immigrants live in the United States? What is the impact of illegal immigration and immigrants on our economy? What is their impact on our communities? Do they commit crimes? Do they take jobs from American workers? Do they pay taxes? Do they require social services? Is it a problem that some do not speak English? Is it the responsibility of employers to discourage illegal immigration by not hiring undocumented workers? Should they have the opportunity to gain citizenship? Does illegal immigration pose a security threat to our country? Do illegal immigrants do work that American workers are unwilling to do? Are their rights as workers and as human beings at risk due to their status? Are they abused by employers, law enforcement, housing, and businesses? How are their families impacted by their status? What is the moral and philosophical obligation of a nation state to maintain its borders? Should we build a wall on the Mexican border, establish a national identification card, or enforce existing laws against employers? Should we invite immigrants to become U.S. citizens? Surely you can think of many more concerns to be addressed by a conversation about the topic area of illegal immigration. Participation in this “debate” is likely to be emotional and intense. However, it is not likely to be productive or useful without focus on a particular question and identification of a line demarcating sides in the controversy. To be discussed and resolved effectively, controversies are best understood when seated clearly such that all parties to the debate share an understanding about the objective of the debate. This enables focus on substantive and objectively identifiable issues facilitating comparison of competing argumentation leading to effective decisions. Vague understanding results in unfocused deliberation and poor decisions, general feelings of tension without opportunity for resolution, frustration, and emotional distress, as evidenced by the failure of the U.S. Congress to make substantial progress on the immigration debate. Of course, arguments may be presented without disagreement. For example, claims are presented and supported within speeches, editorials, and advertisements even without opposing or refutational response. Argumentation occurs in a range of settings from informal to formal, and may not call upon an audience or judge to make a forced choice among competing claims. Informal discourse occurs as conversation or panel discussion without demanding a decision about a dichotomous or yes/no question. However, by definition, debate requires "reasoned judgment on a proposition. The proposition is a statement about which competing advocates will offer alternative (pro or con) argumentation calling upon their audience or adjudicator to decide. The proposition provides focus for the discourse and guides the decision process. Even when a decision will be made through a process of compromise, it is important to identify the beginning positions of competing advocates to begin negotiation and movement toward a center, or consensus position. It is frustrating and usually unproductive to attempt to make a decision when deciders are unclear as to what the decision is about. The proposition may be implicit in some applied debates (“Vote for me!”); however, when a vote or consequential decision is called for (as in the courtroom or in applied parliamentary debate) it is essential that the proposition be explicitly expressed (“the defendant is guilty!”). In academic debate, the proposition provides essential guidance for the preparation of the debaters prior to the debate, the case building and discourse presented during the debate, and the decision to be made by the debate judge after the debate. Someone disturbed by the problem of a growing underclass of poorly educated, socially disenfranchised youths might observe, “Public schools are doing a terrible job! They' are overcrowded, and many teachers are poorly qualified in their subject areas. Even the best teachers can do little more than struggle to maintain order in their classrooms." That same concerned citizen, facing a complex range of issues, might arrive at an unhelpful decision, such as "We ought to do something about this” or, worse, “It’s too complicated a problem to deal with." Groups of concerned citizens worried about the state of public education could join together to express their frustrations, anger, disillusionment, and emotions regarding the schools, but without a focus for their discussions, they could easily agree about the sorry state of education without finding points of clarity or potential solutions. A gripe session would follow. But if a precise question is posed—such as “What can be done to improve public education?”—then a more profitable area of discussion is opened up simply by placing a focus on the search for a concrete solution step. One or more judgments can be phrased in the form of debate propositions, motions for parliamentary debate, or bills for legislative assemblies, The statements "Resolved: That the federal government should implement a program of charter schools in at-risk communities” and “Resolved; That the state of Florida should adopt a school voucher program" more clearly identify specific ways of dealing with educational problems in a manageable form, suitable for debate. They provide specific policies to be investigated and aid discussants in identifying points of difference. This focus contributes to better and more informed decision making with the potential for better results. In academic debate, it provides better depth of argumentation and enhanced opportunity for reaping the educational benefits of participation. In the next section, we will consider the challenge of framing the proposition for debate, and its role in the debate. To have a productive debate, which facilitates effective decision making by directing and placing limits on the decision to be made, the basis for argument should be clearly defined. If we merely talk about a topic, such as ‘"homelessness,” or “abortion,” Or “crime,” or “global warming,” we are likely to have an interesting discussion but not to establish a profitable basis for argument. For example, the statement “Resolved: That the pen is mightier than the sword” is debatable, yet by itself fails to provide much basis for dear argumentation. If we take this statement to mean Iliad the written word is more effective than physical force for some purposes, we can identify a problem area: the comparative effectiveness of writing or physical force for a specific purpose, perhaps promoting positive social change. (Note that “loose” propositions, such as the example above, may be defined by their advocates in such a way as to facilitate a clear contrast of competing sides; through definitions and debate they “become” clearly understood statements even though they may not begin as such. There are formats for debate that often begin with this sort of proposition. However, in any debate, at some point, effective and meaningful discussion relies on identification of a clearly stated or understood proposition.) Back to the example of the written word versus physical force. Although we now have a general subject, we have not yet stated a problem. It is still too broad, too loosely worded to promote well-organized argument. What sort of writing are we concerned with—poems, novels, government documents, website development, advertising, cyber-warfare, disinformation, or what? What does it mean to be “mightier" in this context? What kind of physical force is being compared—fists, dueling swords, bazookas, nuclear weapons, or what? A more specific question might be, “Would a mutual defense treaty or a visit by our fleet be more effective in assuring Laurania of our support in a certain crisis?” The basis for argument could be phrased in a debate proposition such as “Resolved: That the United States should enter into a mutual defense treaty with Laurania.” Negative advocates might oppose this proposition by arguing that fleet maneuvers would be a better solution. This is not to say that debates should completely avoid creative interpretation of the controversy by advocates, or that good debates cannot occur over competing interpretations of the controversy; in fact, these sorts of debates may be very engaging. The point is that debate is best facilitated by the guidance provided
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	21	+Outweighs:
	22	+A. Even if their method is good, it isn’t valuable if it’s not procedurally debatable – they don’t get access to any of their offense
	23	+B. Debate is about process not content – we inevitably switch sides, even if it’s arguing against one method with another. The individual ideas we learn, like the aff aren’t as valuable as learning how to effectively apply those ideas outside of round by engaging in precise discussions instead of just asserting opinions.
	24	+C. It’s key to long term activism which turns case and outweighs because of existential threats. Lundberg 10
	25	+
	26	+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
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	28	+The second major problem with the critique that identifies a naivety in articulating debate and democracy is that it presumes that the primary pedagogical outcome of debate is speech capacities. But the democratic capacities built by debate are not limited to speech—as indicated earlier, debate builds capacity for critical thinking, analysis of public claims, informed decision making, and better public judgment. If the picture of modem political life that underwrites this critique of debate is a pessimistic view of increasingly labyrinthine and bureaucratic administrative politics, rapid scientific and technological change outpacing the capacities of the citizenry to comprehend them, and ever-expanding insular special-interest- and money-driven politics, it is a puzzling solution, at best, to argue that these conditions warrant giving up on debate. If democracy is open to rearticulation, it is open to rearticulation precisely because as the challenges of modern political life proliferate, the citizenry's capacities can change, which is one of the primary reasons that theorists of democracy such as Ocwey in The Public awl Its Problems place such a high premium on education (Dewey 1988,63, 154). Debate provides an indispensible form of education in the modem articulation of democracy because it builds precisely the skills that allow the citizenry to research and be informed about policy decisions that impact them, to sort through and evaluate the evidence for and relative merits of arguments for and against a policy in an increasingly information-rich environment, and to prioritize their time and political energies toward policies that matter the most to them. The merits of debate as a tool for building democratic capacity-building take on a special significance in the context of information literacy. John Larkin (2005, HO) argues that one of the primary failings of modern colleges and universities is that they have not changed curriculum to match with the challenges of a new information environment. This is a problem for the course of academic study in our current context, but perhaps more important, argues Larkin, for the future of a citizenry that will need to make evaluative choices against an increasingly complex and multimediated information environment (ibid-). Larkin's study tested the benefits of debate participation on information-literacy skills and concluded that in-class debate participants reported significantly higher self-efficacy ratings of their ability to navigate academic search databases and to effectively search and use other Web resources: To analyze the self-report ratings of the instructional and control group students, we first conducted a multivariate analysis of variance on all of the ratings, looking jointly at the effect of instmction/no instruction and debate topic . . . that it did not matter which topic students had been assigned . . . students in the Instnictional debate) group were significantly more confident in their ability to access information and less likely to feel that they needed help to do so~-~-~-~-These findings clearly indicate greater self-efficacy for online searching among students who participated in (debate).... These results constitute strong support for the effectiveness of the project on students' self-efficacy for online searching in the academic databases. There was an unintended effect, however: After doing ... the project, instructional group students also felt more confident than the other students in their ability to get good information from Yahoo and Google. It may be that the library research experience increased self-efficacy for any searching, not just in academic databases. (Larkin 2005, 144) Larkin's study substantiates Thomas Worthcn and Gaylcn Pack's (1992, 3) claim that debate in the college classroom plays a critical role in fostering the kind of problem-solving skills demanded by the increasingly rich media and information environment of modernity. Though their essay was written in 1992 on the cusp of the eventual explosion of the Internet as a medium, Worthcn and Pack's framing of the issue was prescient: the primary question facing today's student has changed from how to best research a topic to the crucial question of learning how to best evaluate which arguments to cite and rely upon from an easily accessible and veritable cornucopia of materials. There are, without a doubt, a number of important criticisms of employing debate as a model for democratic deliberation. But cumulatively, the evidence presented here warrants strong support for expanding debate practice in the classroom as a technology for enhancing democratic deliberative capacities. The unique combination of critical thinking skills, research and information processing skills, oral communication skills, and capacities for listening and thoughtful, open engagement with hotly contested issues argues for debate as a crucial component of a rich and vital democratic life. In-class debate practice both aids students in achieving the best goals of college and university education, and serves as an unmatched practice for creating thoughtful, engaged, open-minded and self-critical students who are open to the possibilities of meaningful political engagement and new articulations of democratic life. Expanding this practice is crucial, if only because the more we produce citizens that can actively and effectively engage the political process, the more likely we are to produce revisions of democratic life that are necessary if democracy is not only to survive, but to thrive. Democracy faces a myriad of challenges, including: domestic and international issues of class, gender, and racial justice; wholesale environmental destruction and the potential for rapid climate change; emerging threats to international stability in the form of terrorism, intervention and new possibilities for great power conflict; and increasing challenges of rapid globalization including an increasingly volatile global economic structure. More than any specific policy or proposal, an informed and active citizenry that deliberates with greater skill and sensitivity provides one of the best hopes for responsive and effective democratic governance, and by extension, one of the last best hopes for dealing with the existential challenges to democracy in an increasingly complex world.
	29	+
	30	+2. Critical Activism
	31	+The aff overemphasizes the self, that demolishes collective political action and devolves into unproductive me-search~-~- Ethical projects of self-creation must be tethered from the outset to advocacy for institutional change. Meyers 13
	32	+Ella Myers 13, Assistant Professor of Political Science and Gender Studies at the University of Utah, 2013, Worldly Ethics: Democratic Politics and Care for the World, p. 44-45
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	35	+Unfortunately, Connolly is inconsistent in this regard, for he also positions Foucauldian self- artistry as an “essential preliminary to,” and even the necessary “condition of,” change at the macropolitical level.104 That is, although Connolly claims that micropolitics and political movements work “in tandem,” each producing effects on the other,105 he sometimes privileges “action by the self on itself” as a starting point and necessary prelude to macropolitical change. This approach not only avoids the question of the genesis of such reflexive action and its possible harmful effects but also indicates that collective efforts to alter social conditions actually await proper techniques of the self. For example, in a rich discussion of criminal punishment in the United States, Connolly contends that “today the micropolitics of desire in the domain of criminal violence has become a condition for a macropolitics that reconfigures existing relations between class, race, crime and punishment.”106 Here and elsewhere in Connolly’s writing the sequencing renders these activities primary and secondary rather than mutually inspiring and reinforcing.107 It is a mistake to grant chronological primacy to ethical self-intervention, however. How, after all, is such intervention, credited with producing salient effects at the macropolitical level, going to get off the ground, so to speak, or assuredly move in the direction of democratic engagement (rather than withdrawal, for example) if it is not tethered, from the beginning, to public claims that direct attention to a specific problem, defined as publicly significant and changeable? How and why would an individual take up reflexive work on the desire to punish if she were not already attuned, at least partially, to problems afflicting current criminal punishment practices? And that attunement is fostered, crucially, by the macropolitical efforts of democratic actors who define a public matter of concern and elicit the attention of other citizens.108 For reflexive self- care to be democratically significant, it must be inspired by and continually connected to larger political mobilizations. Connolly sometimes acknowledges that the arts of the self he celebrates are not themselves the starting point of collaborative action but instead exist in a dynamic, reciprocal relation with cooperative and antagonistic efforts to shape collective arrangements. Yet the self’s relation with itself is also treated as a privileged site, the very source of democratic spirit and action. This tendency to prioritize the self’s reflexive relationship over other modes of relation defines the therapeutic ethics that ultimately emerges out of Foucault’s and, to a lesser degree, Connolly’s work. This ethics not only elides differences between caring for oneself and caring for conditions but also celebrates the former as primary or, as Foucault says, “ontologically prior.” An ethics centered on the self’s engagement with itself may have value, but it is not an ethics fit for democracy.
	36	+Debate about specific policy scenarios is key to both self determination in relation to broader society, but also refining reformist or revolutionary projects – our interp controls the internal link to your solvency. Youniss et al. 97
	37	+James Youniss, Jeffrey A. McLellan, and Miranda Yates, What We Know About Engendering Civic Identity, The American Behavioral Scientist March/April 1997
	38	+
	39	+The top-down analysis of civil society moving from a macrosocial structure down to civic behaviors leaves us with the sense that great social forces have altered the course of America’s civil orientation. The search for causes puts us in a state of rumination and brooding. If macroforces have led us to become a nation of individualism or materialists (Bellah. Madsen. Sullivan. Swidler. and ‘Iipton, I985; Btzioni. 1995). what options are we left with to confront this unsatisfactory situation? Even if the causes could be identified. we would know little about the processes by which civil society is formed and could be reconstituted. We propose that a developmental analysis is more useful. We have cited studies that show how individuals acquire practices that are constitutive of civic identities. Participation in organizations and movements provides experience with normative civic practices and ideologies. and shapes youth’s emerging identities in a long-lasting form. Participating in high school government and partaking in social-political reform share in starting youth on a developmental path toward constructive citizenship. These findings allow us to set aside the rhetorical question of how civil society disappeared for the more generative inquiry of how we can enhance youth’s opportunities for active participation in the reform and renewal of contemporary society. Numerous models are available. including mandatory military service. as in Israel or My. and voluntary service directed to com- munity problems. By offering youth meaningful participatory experiences. we allow them to discover their potency. assess their responsibility. acquire a sense of political processes. and commit to a moral-ethical ideology. Toren (1993) argues that it is each generation's task to make sense of the conditions in which they find society. This is true for youth and for adults. Each generation must take up the burden of renewing society and making history. Flack: (I988) has bemoaned the fact that contemporary youth seem to have shirked their generational obligation. Rather than work at making history. This generation eems coth to take the rewards that prior generations have earned. leaving the future in the hands of the few leaders. Clearly. there is a tendency to blame contemporary youth. even to demonize them (Ghoua. 1996) for the state of civil society. We believe that a more productive approach recognizes the older generation's duty to attend to youth's quest for identity. Youth seek transcendent meaning. which entails locating themselves in history by adopting ideological traditions that older generations have sustained and still merit respect. Contrary to popular psychology’s image of identity as a private existential struggle. youth make identities byjoining with others in respectable muses. Adults' duty in this process is to offer participatory experiences so that youth can join them in re- newing civil society. Identity is not given but must be constructed. in our pluralistic society. this entails making sense of contradictory options and resolving difficult tensions (Calhoun. 994). We recognize that a civic identity may orient individuals toward sustaining society as it is, or it may encourage challenges to the status quo in the spirit of reform (Foley and Edwards. 1996). Our goal was not to assess which kinds of experiences lead to which of these outcomes. Rather. it was to outline a developmental process in which the construction of individuality and society are complementary so that citizenship is built into the self 's very definition.
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	42	+3. Procedural Fairness - Non topical advocacies mean they can defend anything outside the resolution which is unpredictable, and also defend uncontestable offense like “racism is bad”. This kills NEG ground and thus equal access to the ballot.
	43	+
	44	+This is an independent voting issue which outweighs:
	45	+Evaluation – even if their arguments seem true, that’s only because they already had an advantage – fairness is a meta constraint on your ability to determine who best meets their ROB.
	46	+4. T version of the AFF is just defending implementation
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	49	+Voter: Drop the debater on T – the round is already skewed from the beginning because their advocacy excluded by ability to generate NC offense– letting them sever doesn’t solve any of the abuse
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	51	+Theory is an issue of competing interpretations because reasonability invites arbitrary judge intervention based on preference rather than argumentation and encourages a race to the bottom in which debaters will exploit a judge’s tolerance for questionable argumentation

EntryDate

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	1	+2016-11-23 23:20:59.855

Judge

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	1	+Chris Castillo

Opponent

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	1	+Lake Highland Prep AA

ParentRound

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	1	+47

Round

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	1	+5

Team

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	1	+Harvard Westlake Engel Neg

Title

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	1	+1 - Framework - Must Defend the Topic V4

Tournament

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	1	+Glenbrooks