Changes for page Klein Galang Aff

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edited by Nate Galang
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Summary

Details

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1 -===Contention One: Framing===
2 -
3 -
4 -====Exclusion is pervasive and deliberation in public spaces are key to find practical solutions – the role of the judge is to endorse rational-critical deliberation.====
5 -Dahlberg 13
6 -Dahlberg, Lincoln. "The Habermasian Public Sphere and Exclusion: An Engagement with Poststructuralist-Influenced Critics." Communication Theory 24.1 (2013): 21-41. Wiley Online Library. John Wiley and Sons, Inc. Web. 17 Nov. 2016. http://onlinelibrary.wiley.com/doi/10.1111/comt.12010/abstract. ~~Professor at the Center for Critical and Cultural Studies, University of Queensland~~
7 -"Normatively then, the Habermasian (or deliberative)4 public sphere refers to
8 -AND
9 -democracy, rather than a problem internal to the character of the norm."
10 -
11 -
12 -====An affirmative ballot is an endorsement of disability scholarship – inclusion is key to debates over morality because we must fight marginalization in order to have a real discussion.====
13 -Berube 3
14 -Berube, Michael. "Citizenship and Disability." Alternet. Alternet, 1 May 2003. Web. 15 Nov. 2016. http://www.alternet.org/story/15809/citizenship_and_disability. ~~Professor in Literature at Pennsylvania State University~~
15 -"It is striking, nonetheless, that so few leftists have understood disability in
16 -AND
17 -, which is to say, for the good of all of us."
18 -
19 -
20 -===Contention Two: Harms===
21 -
22 -
23 -====Those with mental health issues are criminalized.====
24 -Auner 1 ~~Bracketed for discourse~~
25 -Auner, Thomas J. Loyola of Los Angeles Law Review 49 (2016): 335-50. Loyola Law Review. Digital Commons, 1 Jan. 2016. Web. 2 Nov. 2016. http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2961andcontext=llr. ~~J.D. Candidate, University of Loyola~~
26 -"The United States largely criminalizes mentally ill people ~~with mental health issues~~,
27 -AND
28 -, compared with 7 to 8 percent of the general population.38"
29 -
30 -
31 -====Every 36 hours, someone with a mental health issue is killed by police.====
32 -Appelbaum 15
33 -Appelbaum, Paul S. "Can the Americans With Disabilities Act Reduce the Death Toll From Police Encounters With Persons With Mental Illness?" Psychiatric Services 66.10 (2015): 1012-014. National Center for Biotechnology Information. U.S. National Library of Medicine, Oct. 2015. Web. 02 Nov. 2016. https://www.ncbi.nlm.nih.gov/pubmed/26423161. ~~Paul S. Appelbaum, M.D., the Elizabeth K. Dollard Professor of Psychiatry, Medicine and Law, and Director, Division of Law, Ethics and Psychiatry at Columbia, was previously A.F. Zeleznik Distinguished Professor and Chairman, Department of Psychiatry; and Director, Law and Psychiatry Program, University of Massachusetts Medical School.~~
34 -"Roughly every 36 hours, somewhere in the United States, a person with
35 -AND
36 -mental impairments of citizens into account as they interact with them (4)."
37 -
38 -
39 -====Qualified immunity is uniquely bad – it makes recovering damages nigh on impossible.====
40 -Gildin 1
41 -Gildin, Gary S. "Dis-Qualified Immunity for Discrimination Against the Disabled." University of Illinois Law Review (1999): 897-948. HeinOnline. HeinOnline. Web. 16 Nov. 2016. http://heinonline.org/HOL/LandingPage?handle=hein.journals/unilllr1999anddiv=26andid=andpage=. ~~Interim Dean and Professor of Law. J.D., Stanford Law School. B.A., University of Wisconsin.~~
42 -"The legislative instruction that the Acts be broadly construed to afford relief to victims
43 -AND
44 -is wholly inapplicable to actions for damages brought under the disability discrimination statutes."
45 -
46 -
47 -===Contention Three: Inherency===
48 -
49 -
50 -====Most courts don't uphold the ADA in the context of qualified immunity – that means status quo rights violations aren't getting punished. The ninth circuit should be the example – it's proven that their method works.====
51 -Auner 2 ~~Bracketed for discourse~~
52 -Auner, Thomas J. Loyola of Los Angeles Law Review 49 (2016): 335-50. Loyola Law Review. Digital Commons, 1 Jan. 2016. Web. 2 Nov. 2016. http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2961andcontext=llr. ~~J.D. Candidate, University of Loyola~~
53 -"To succeed in a section 1983 claim, the plaintiff must prove that someone
54 -AND
55 -governments, rendering the barriers of qualified and municipal immunity inapplicable.79"
56 -
57 -
58 -====Qualified immunity isn't even a real defense – it's an ableist obfuscation of the law.====
59 -Gildin 2
60 -Gildin, Gary S. "Dis-Qualified Immunity for Discrimination Against the Disabled." University of Illinois Law Review (1999): 897-948. HeinOnline. HeinOnline. Web. 16 Nov. 2016. http://heinonline.org/HOL/LandingPage?handle=hein.journals/unilllr1999anddiv=26andid=andpage=. ~~Interim Dean and Professor of Law. J.D., Stanford Law School. B.A., University of Wisconsin.~~
61 -"The courts that have allowed a qualified immunity defense to be erected by government
62 -AND
63 -defense that Congress did not intend for actions under the Acts.'9"
64 -
65 -
66 -===Contention Four: Advocacy===
67 -
68 -
69 -====Text: All United States federal circuit courts will limit qualified immunity for police officers by rendering the Americans with Disabilities Act applicable for arrest situations.====
70 -Auner 3 ~~Bracketed for discourse~~
71 -Auner, Thomas J. Loyola of Los Angeles Law Review 49 (2016): 335-50. Loyola Law Review. Digital Commons, 1 Jan. 2016. Web. 2 Nov. 2016. http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2961andcontext=llr. ~~J.D. Candidate, University of Loyola~~
72 -"Excessive force claims stemming from the Fourth Amendment and section 1983 of the Civil
73 -AND
74 -to arrest situations faces a greater risk of violent encounters with the police."
75 -
76 -
77 -====The affirmative enforces the ADA across the board – status quo application is inconsistent.====
78 -Auner 4 ~~Bracketed for discourse~~
79 -Auner, Thomas J. Loyola of Los Angeles Law Review 49 (2016): 335-50. Loyola Law Review. Digital Commons, 1 Jan. 2016. Web. 2 Nov. 2016. http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2961andcontext=llr. ~~J.D. Candidate, University of Loyola~~
80 -"Violent confrontations between police and mentally ill suspects ~~with mental health issues~~
81 -AND
82 -federal protections for ~~those with mental health issues~~ the mentally ill.
83 -
84 -
85 -====Use of the ADA has historically increased inclusion and discouraged discrimination – litigation is key.====
86 -Auner 5 ~~Bracketed for discourse~~
87 -Auner, Thomas J. Loyola of Los Angeles Law Review 49 (2016): 335-50. Loyola Law Review. Digital Commons, 1 Jan. 2016. Web. 2 Nov. 2016. http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=2961andcontext=llr. ~~J.D. Candidate, University of Loyola~~
88 -"When courts deem the ADA applicable to specific situations, public and private entities
89 -AND
90 -but more importantly, will tangibly improve the safety of the mentally ill."
91 -
92 -
93 -===Underview===
94 -
95 -
96 -====Affirmative gets RVIs on counter-interpretations – 3 reasons:====
97 -Strategy Skew. The negative can make the round unduly difficult for the affirmative by forcing them to adequately cover all layers when they're already at a disadvantage because of the 7-4-6-3 time skew.
98 -Reciprocity. The negative gets two outs and the affirmative has to double down –
99 -AND
100 -time-suck in the round via a well-frontlined frivolous shell.
101 -
102 -
103 -====Go for reasonability on T specifically – there are many ways of construing a resolution, and it's better to err toward a reasonable affirmative to make the conversation more inclusive. An affirmative is topical if:====
104 -It has a solvency advocate.
105 -It directly limits qualified immunity, including clearly establishing some right or set of rights.
106 -
107 -
108 -====Large-scale impacts are fear tactics meant to legitimize oppression.====
109 -Omolade '84
110 -Omolade, Barbara. "Women of Color and the Nuclear Holocaust." Women's Studies Quarterly 12.2 (1984): 12. JSTOR. ITHAKA. Web. 30 Oct. 2016. http://www.jstor.org/stable/40004305. ~~Worked with the City College Center for Worker Education in New York City, historian of black women for the past twenty years and an organizer in both the women's and civil rights movements.~~
111 -"As women of color, who are warriors in continual struggle to reclaim our
112 -AND
113 -, imperialism, cultural integrity, and housing? Who will stand up?"
114 -
115 -
116 -====Err affirmative on solvency – spillover solves a majority of their harms and past precedents show that the ADA can do good things.====
EntryDate
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1 -2016-12-06 20:17:37.0
Judge
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1 -Altamish Navani
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1 -Strake BB
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1 -9
Round
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1 -2
Team
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1 -Klein Galang Aff
Title
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1 -NOVDEC - ADA - 1AC
Tournament
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1 -University of Texas
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1 -Interpretation: All advocacy texts must have evidence that explicitly advocates all parts of the advocacy and does so through the actor in the advocacy text.
EntryDate
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1 -2016-12-20 16:20:48.0
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1 --
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1 --
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1 -10
Round
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1 -1
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1 -Klein Galang Aff
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1 -00 - BROKEN INTERPS
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1 -All
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1 -Interpretation: Debaters attending at least one bid tournament must disclose all broken positions on the NDCA wiki. To clarify, debaters must post tags, cites, and the first and last three words of each card. They must do this at least one hour before the round or at the earliest opportunity after the previous round has ended.
2 -
3 -Standards:
4 -1. Evidence quality
5 -2. Research incentives
6 -3. Argumentative responsibility
7 -4. Evidence ethics
8 -5. Accessibility
9 -
10 -The first three use http://nsdupdate.com/2013/10/10/a-defense-of-disclosure-including-third-party-disclosure-by-jacob-nails/ as a source.
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1 -2016-12-20 16:20:48.0
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1 --
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1 --
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1 -10
Round
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1 -1
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1 -Klein Galang Aff
Title
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1 -00 - DISCLOSURE
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1 -All
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1 -===Chapter One: Consumer===
2 -
3 -
4 -====The cogs of the neoliberal machine do nothing but spin on, reducing life to existence, citizen to consumer – society is now an open market where quality of life is bought and sold. ====
5 -**Giroux 1**
6 -Giroux, Henry A. "Terrorizing Students: The Criminalization of Children in the US Police State." Truthout. Truthout, 11 Nov. 2015. Web. 22 Dec. 2016. http://www.truth-out.org/opinion/item/33604-terrorizing-students-the-criminalization-of-children-in-the-us-police-state.
7 -"Violence has become the problem of the 21st century. This claim is indebted
8 -AND
9 -will in fact ruin the lives of millions of people. ~~8~~"
10 -
11 -
12 -====Neoliberalism is capitalism in the endgame – what started at the level of the regulation ends in the space of education. The neoliberal machine seeks to foreclose thought itself by destroying critical education. The agents of neoliberalism are literally invading the educational space, as militants are now stationed with their watchful eyes surveying a hopeless youth.====
13 -**Giroux 2**
14 -Giroux, Henry A. "Terrorizing Students: The Criminalization of Children in the US Police State." Truthout. Truthout, 11 Nov. 2015. Web. 22 Dec. 2016. http://www.truth-out.org/opinion/item/33604-terrorizing-students-the-criminalization-of-children-in-the-us-police-state.
15 -"Increasingly, institutions such as schools, prisons, detention centers, and our
16 -AND
17 -want to live under a system of total terror and escalating violence. "
18 -
19 -
20 -===Chapter Two: Critic===
21 -
22 -
23 -====A fog of occlusion has descended upon thought itself – we must reclaim critical agency in order to break free of the neoliberal cycles of violence that dominate our lives. Thus, the role of the ballot is to deconstruct hegemonic neoliberalism.====
24 -**Giroux 3**
25 -Giroux, Henry A. "Anti-Politics and the Plague of Disorientation: Welcome to the Age of Trump." Truthout. Truthout, 7 June 2016. Web. 22 Dec. 2016. http://www.truth-out.org/news/item/36340-anti-politics-and-the-plague-of-disorientation-welcome-to-the-age-of-trump.
26 -"The left and other progressives need a new language to enable us to rethink
27 -AND
28 -struggles for real change, while at the same time being radically optimistic."
29 -
30 -
31 -====Thus, the role of the judge is to endorse critical pedagogy.====
32 -**Giroux 4**
33 -Giroux, Henry A. "Critical Pedagogy and the Postmodern/Modern Divide: Towards a Pedagogy of Democratization." Teacher Education Quarterly. California Council on Teacher Education, 2004. Web. 10 Aug. 2016. http://www.teqjournal.org/backvols/2004/31_1/giroux.pmd.pdf.
34 -"All over the world, the forces of neoliberalism are on the march dismantling
35 -AND
36 -the political and the sites in which political struggles and possibilities might occur."
37 -
38 -
39 -===Chapter Three: Agent===
40 -
41 -
42 -====Thus, I advocate that public colleges and universities in the United States end restrictions on constitutionally protected speech.====
43 -**Welch '15**
44 -Welch, Nancy. "Educating for Austerity." International Socialist Review. Center for Economic Research and Social Change, Fall 2015. Web. 22 Dec. 2016. http://isreview.org/issue/98/educating-austerity. ~~Nancy Welch is professor of English at the University of Vermont where she helped organize the union representing full- and part-time faculty. Her books include Living Room: Teaching Public Writing in a Privatized World, and The Road from Prosperity. She is the recipient of a Richard Ohmann Award for Outstanding Article in College English for "We're Here and We're Not Going Anywhere: Why Working-Class Rhetorical Traditions Still Matter."~~
45 -"Here again history matters. The social supports now virtually eliminated through the employers'
46 -AND
47 -soul of the education with the fight for the working class a whole."
48 -
49 -
50 -====Critical dialogues are uniquely key – they alone create real education and give us true solutions.====
51 -**Freire '70**
52 -Freire, Paulo. Pedagogy of the Oppressed. London: Continuum, 1970. Print. ~~World-renowned writer who is credited with helping start the critical pedagogy movement. Received numerous awards including honorary doctorates, the King Balduin Prize for International Development, the Prize for Outstanding Christian Educators in 1985 with Elza, and the UNESCO 1986 Prize for Education for Peace (Gadotti 76).~~
53 -"Nor yet can dialogue exist without hope. Hope is rooted in men's incompletion
54 -AND
55 -the content of dialogue is really preoccupation with the program content of education."
EntryDate
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1 -2017-01-06 20:02:17.0
Judge
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1 -Nicho Jennings
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1 -Strake WH
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1 -11
Round
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1 -2
Team
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1 -Klein Galang Aff
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1 -JANFEB - CRITICAL EDUCATION - 1AC
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1 -University of Houston
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1 -11
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1 -2016-12-06 20:17:35.0
1 +2016-12-03 01:18:55.915
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1 -12,13
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1 -2016-12-20 16:20:46.0
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1 --
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1 -1
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1 -14
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1 -2017-01-06 20:02:15.0
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1 -Nicho Jennings
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1 -Strake WH
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1 -2
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1 -University of Houston
Caselist.RoundClass[12]
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1 -2017-01-07 15:27:05.630
Judge
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1 -Kyle Fennessy, Eddie Metelitsa, Rishi Suresh
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1 -Cy-Fair TW
Round
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1 -Doubles
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1 -University of Houston
Caselist.CitesClass[8]
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1 +====Interp: All advocacy texts must have evidence that explicitly advocates all parts of the advocacy and advocates action through the specified actor.====
2 +
3 +====Standards:====
4 +1. Advocacy skills
5 +2. Argumentative responsibility
6 +3. Predictability
7 +4. Topical Education
8 +5. Ground
EntryDate
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1 +2016-11-25 18:34:28.0
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1 +-
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1 +-
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1 +7
Round
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1 +1
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1 +00 - THEORY - SOLVENCY ADVOCATES
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1 +All
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1 +====Interp: Debaters attending at least one bid tournament must disclose all broken positions on the NDCA wiki. To clarify, debaters must post tags, cites, and the first and last three words of each card. They must do this at least one hour before the round or at the earliest opportunity after the previous round has ended.====
2 +
3 +====Standards:====
4 +1. Evidence quality – high-quality evidence becomes readily available to everyone.
5 +Nails, Jacob. "A Defense of Disclosure (Including Third-Party Disclosure)." NSD Update. National Symposium for Debate, 18 Mar. 2015. Web. 01 Nov. 2016. http://nsdupdate.com/2013/10/10/a-defense-of-disclosure-including-third-party-disclosure-by-jacob-nails/. ~~Nails is a policy debater on the college circuit.~~
6 +"I fall squarely on the side of disclosure. I find that the largest
7 +AND
8 +an open marketplace of ideas. Quality of evidence increases across the board."
9 +
10 +
11 +2. Research incentives – disclosure incentivizes in-depth research.
12 +Nails, Jacob. "A Defense of Disclosure (Including Third-Party Disclosure)." NSD Update. National Symposium for Debate, 18 Mar. 2015. Web. 01 Nov. 2016. http://nsdupdate.com/2013/10/10/a-defense-of-disclosure-including-third-party-disclosure-by-jacob-nails/. ~~Nails is a policy debater on the college circuit.~~
13 +"In theory, the increased quality of information could trade off with quantity.
14 +AND
15 +backfiles and briefs would have done LD in a long time ago."
16 +
17 +
18 +3. Argumentative responsibility – disclosure prevents arguments that win only because of ambiguity.
19 +Nails, Jacob. "A Defense of Disclosure (Including Third-Party Disclosure)." NSD Update. National Symposium for Debate, 18 Mar. 2015. Web. 01 Nov. 2016. http://nsdupdate.com/2013/10/10/a-defense-of-disclosure-including-third-party-disclosure-by-jacob-nails/. ~~Nails is a policy debater on the college circuit.~~
20 +"Lastly, and to my mind most significantly, disclosure weeds out anti-
21 +AND
22 +responsive when both sides know what they're getting into prior to the round."
23 +
24 +4. Evidence ethics - disclosure improves verifiability of claims made by debaters and prevents miscutting evidence, which is key to education since we need arguments which have verifiable link-chains, and it's key to fairness because someone who wins off a fake strategy is obviously cheating.
25 +
26 +5. Accessibility - disclosure ensures availability of evidence to everyone, not just those big schools that can do a ton of research, as well as equalizes the intelligence disparity between big and small schools.
EntryDate
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1 +2016-11-25 18:34:28.0
Judge
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1 +-
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1 +-
ParentRound
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1 +7
Round
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1 +1
Team
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1 +Klein Galang Aff
Title
... ... @@ -1,0 +1,1 @@
1 +00 - THEORY - DISCLOSURE
Tournament
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1 +All
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1 +8,9
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1 +2016-11-25 18:34:26.0
Judge
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1 +-
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1 +-
Round
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1 +1
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1 +All

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