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... ... @@ -1,3 +1,6 @@ 1 +==1AC== 2 + 3 + 1 1 ===Contention One: Framing=== 2 2 3 3 ... ... @@ -29,7 +29,7 @@ 29 29 30 30 31 31 ====Every 36 hours, someone with a mental health issue is killed by police.==== 32 -Appelbaum 15 35 +Appelbaum '15 33 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 34 "Roughly every 36 hours, somewhere in the United States, a person with 35 35 AND ... ... @@ -55,7 +55,7 @@ 55 55 governments, rendering the barriers of qualified and municipal immunity inapplicable.79" 56 56 57 57 58 -====Qualified immunity isn't evenarealdefense–it'sanableist obfuscation ofthelaw.====61 +====Qualified immunity shouldn't apply to encounters protected under the ADA – the entire point of the ADA was to prevent circumstances like those in the status quo from occurring.==== 59 59 Gildin 2 60 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 61 "The courts that have allowed a qualified immunity defense to be erected by government ... ... @@ -111,6 +111,3 @@ 111 111 "As women of color, who are warriors in continual struggle to reclaim our 112 112 AND 113 113 , 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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... ... @@ -1,10 +1,0 @@ 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. - EntryDate
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... ... @@ -1,82 +1,0 @@ 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. ~~Giroux received his Doctorate from Carnegie-Mellon in 1977. He then became professor of education at Boston University from 1977 to 1983. In 1983 he became professor of education and renowned scholar in residence at Miami University in Oxford, Ohio where he also served as Director at the Center for Education and Cultural Studies. He moved to Penn State University where he took up the Waterbury Chair Professorship at Penn State University from 1992 to May 2004. He also served as the Director of the Waterbury Forum in Education and Cultural Studies. He moved to McMaster University in May 2004, where he currently holds the McMaster University Chair for Scholarship in the Public Interest.~~ 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." 56 - 57 - 58 -====Students as public intellectuals cause the reclamation of critical agency – that's key to creating political and cultural shifts as well as productive ethics.==== 59 -**Giroux 5** 60 -Giroux, Henry A. "Occupy Colleges Now: Students as the New Public Intellectuals." Truthout. Truthout Publications, 21 Nov. 2011. Web. 07 Jan. 2017. http://www.truth-out.org/index.php?option=com_k2andview=itemandid=50463Aoccupy-colleges-now—students-as-the-new-public-intellectuals. 61 -"At a time when higher education is increasingly being dominated by a reductive corporate 62 -AND 63 -of addressing the most urgent issues that face the social and political world." 64 - 65 - 66 -===Underview=== 67 - 68 - 69 -====Discussions of the state are productive – the state can be used as a heuristic to produce change.==== 70 -**Zanotti '13** 71 -Zanotti, Laura. "Governmentality, Ontology, Methodology Re-thinking Political Agency in the Global World." Alternatives: Global, Local, Political 38.4 (2013): 288-304. Sagepub. SAGE Publications, 20 Feb. 2014. Web. 13 Sept. 2016. http://alt.sagepub.com/content/38/4/288.abstract. 72 -"By questioning substantialist representations of power and subjects, inquiries on the possibilities of 73 -AND 74 -leads not to apathy but to hyper- and pessimistic activism.'" 75 - 76 - 77 -====Materiality is key – ideal theory is an example of the dominance of hegemonic thought.==== 78 -**Freire '70** 79 -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).~~ 80 -"Many Persons, bound to a mechanistic view of reality, do not perceive 81 -AND 82 -'communiques,' whose contents are intended to exercise a domesticating influence." - EntryDate
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... ... @@ -1,9 +1,0 @@ 1 -====Contact information:==== 2 -Cell phone (primary): (832) 490-4430 3 -Email (secondary): kleindebate.ng@gmail.com 4 - 5 -Hit me up if you need something from my cites, have questions about something I read, or just want to talk about whatever. 6 - 7 -I'll probably put interps that apply to both sides on the aff wiki. 8 - 9 -====If there is any position here you would rather me rather not read in our round OR if you need any accommodations, please let me know.==== - EntryDate
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... ... @@ -1,55 +1,0 @@ 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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... ... @@ -1,71 +1,0 @@ 1 -===Framework=== 2 - 3 - 4 -====Merriam-Webster defines "ought" as "moral obligation," or "duty." Thus, the value is morality.==== 5 -"Ought." Merriam-Webster.com. Merriam-Webster, n.d. Web. 1 Mar. 2017. 6 - 7 - 8 -====Individualistic conceptions of rights are good, as they prevent dehumanization for the sake of utility and ensure moral decision-making.==== 9 -Peter King, PhD writes in '03: 10 -King, Peter. "Housing as a Freedom Right." Housing Studies 18.5 (2003): 661-72. Taylor and Francis Online. Taylor and Francis Group, 14 July 2010. Web. 28 Feb. 2017. http://www.tandfonline.com/doi/abs/10.1080/02673030304259. ~~Department of Politics and Public Policy, De Montfort University. PhD in philosophy, BSc in Politics and Economics. Written extensively on housing issues for over a decade.~~ 11 -"First, though, it is necessary to suggest briefly why rights-based 12 -AND 13 -that scarcity is not a sufficient condition for decision making in housing policy." 14 - 15 - 16 -====Thus, the standard is preserving individual rights.==== 17 - 18 - 19 -===Contention one: Right to housing=== 20 - 21 - 22 -====The right to housing exists. First, a right to something exists if action must be taken to preserve one's access to it for the sake of human function.==== 23 -King continues: 24 -King, Peter. "Housing as a Freedom Right." Housing Studies 18.5 (2003): 661-72. Taylor and Francis Online. Taylor and Francis Group, 14 July 2010. Web. 28 Feb. 2017. http://www.tandfonline.com/doi/abs/10.1080/02673030304259. ~~Department of Politics and Public Policy, De Montfort University. PhD in philosophy, BSc in Politics and Economics. Written extensively on housing issues for over a decade.~~ 25 -"Before proceeding any further there is a need to make a terminological distinction, 26 -AND 27 -is that interests are best self-described and should not be imposed." 28 - 29 - 30 -====And, housing determines whether or not we are allowed to carry out basic function, and gives us a place where we have the right to carry out actions unrestricted, proving that there must be a right to it.==== 31 -King concludes: 32 -King, Peter. "Housing as a Freedom Right." Housing Studies 18.5 (2003): 661-72. Taylor and Francis Online. Taylor and Francis Group, 14 July 2010. Web. 28 Feb. 2017. http://www.tandfonline.com/doi/abs/10.1080/02673030304259. ~~Department of Politics and Public Policy, De Montfort University. PhD in philosophy, BSc in Politics and Economics. Written extensively on housing issues for over a decade.~~ 33 -"Having briefly considered what rights are, there will now be a look at 34 -AND 35 -is these functional capabilities that form the legitimate claims we make against others." 36 - 37 - 38 -====Furthermore, current circumstances create exigence for a protection of housing. The practice of gentrification disadvantages low-income individuals who would have had otherwise stable housing.==== 39 -Ponder, J.D. and New York Staff Attorney, writes in '16: 40 -Ponder, Emily. "Gentrification and the Right to Housing: How Hip Becomes a Human Rights Violation." Southwestern Journal of International Law 259 (2016): 359-83. Southwestern Law School. Southwestern University. Web. 1 Mar. 2017. http://www.swlaw.edu/pdfs/lawjournal/22_2ponder. Emily Ponder, Esq., is a Staff Attorney at the Neighborhood Defender Service of Harlem in New York City, where she represents low-income tenants, particularly those experiencing adverse civil consequences of contact with the criminal justice system. Emily holds a J.D. from the University of Virginia School of Law. She would like to thank her supervisor, Vichal Kumar, for his inspiring dedication to his clients and for teaching her to navigate the many ups and downs of the New York City Housing Court. She would also like to thank Professor Richard Schragger for piquing her interest in urban studies in law school and continuing to provide support and encouragement throughout her career. 41 -"The displacement and harassment threats associated with gentrification are exacerbated by the current affordability 42 -AND 43 -to most low-income and very low-income renters.'" 44 - 45 - 46 -===Contention two: Right to health=== 47 - 48 - 49 -====The United States is obligated to uphold the right to health for its citizens.==== 50 -USHRN writes in '08: 51 -"The Right to Health in the United States." US Human Rights Network. US Human Rights Network, 2008. Web. 1 Mar. 2017. http://www.ushrnetwork.org/sites/ushrnetwork.org/files/health_fact_sheet_national_revised_2008.pdf. 52 -"The U.S. is bound by the American Declaration on the Rights 53 -AND 54 -ensure sufficient access to nutrition, an essential component of health.2" 55 - 56 - 57 -====Housing violations have widespread public health effects as well as acute effects on individuals.==== 58 -Gardner, Irwin, and Peterson, public health researchers, write in '09: 59 -Gardner, Tiffany M., Alec Irwin, and Curtis W. Peterson. "No Shelter from the Storm: Reclaiming the Right to Housing and Protecting the Health of Vulnerable Communities in Post-Katrina New Orleans." Health and Human Rights Journal 11.2 (2009): n. pag. Health and Human Rights Journal. Health and Human Rights Journal, 29 Aug. 2013. Web. 01 Mar. 2017. https://www.hhrjournal.org/2013/08/no-shelter-from-the-storm-reclaiming-the-right-to-housing-and-protecting-the-health-of-vulnerable-communities-in-post-katrina-new-orleans/. ~~Tiffany M. Gardner, JD, is Director of the Human Right to Housing Program at the National Economic and Social Rights Initiative (NESRI). Alec Irwin, PhD, is a public health researcher at the FXB Center for Health and Human Rights, Harvard School of Public Health. Curtis W. Peterson is an activist and a researcher at the FXB Center for Health and Human Rights, Harvard School of Public Health.~~ 60 -"Violations of the right to housing have a direct impact on health. Decades 61 -AND 62 -of New Orleans' poor black communities during the city's post-Katrina rebuilding." 63 - 64 - 65 -====Prefer further – a meta-analysis of over one hundred studies concludes affirmative.==== 66 -Gibson et al, a group of medical researchers, write in '11: 67 -Gibson, Marcia, Mark Petticrew, Clare Bambra, Amanda J. Sowden, Kath E. Wright, and Margaret Whitehead. "Housing and Health Inequalities: A Synthesis of Systematic Reviews of Interventions Aimed at Different Pathways Linking Housing and Health." Health Place 17.1 (2011): 175-84. US National Library of Medicine. National Institutes of Health. Web. 1 Mar. 2017. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3098470/~~#bib30. ~~Gibson, MRC Social and Public Health Sciences Unit, UK. Petticrew, Public and Environmental Health Research Unit, Department of Public Health and Policy, London School of Hygiene and Tropical Medicine. Bambra, Department of Geography, Durham University, Wolfson Research Institute, Durham University Queen's Campus. Sowden and Wright, Centre for Reviews and Dissemination, University of York. Whitehead, Division of Public Health, University of Liverpool, Whelan Building.~~ 68 -"We conducted a systematic overview of housing interventions, finding five systematic reviews, 69 -AND 70 -hold the most promise for improving health." 71 -Thus, I affirm. - EntryDate
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... ... @@ -1,1 +1,0 @@ 1 -2017-01-10 03:16:23.0 - Judge
-
... ... @@ -1,1 +1,0 @@ 1 -Nicholas Jennings - Opponent
-
... ... @@ -1,1 +1,0 @@ 1 -Strake WH - Round
-
... ... @@ -1,1 +1,0 @@ 1 -2 - Tournament
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... ... @@ -1,1 +1,0 @@ 1 -University of Houston
- Caselist.RoundClass[15]
-
- EntryDate
-
... ... @@ -1,1 +1,0 @@ 1 -2017-03-09 19:33:23.0 - Judge
-
... ... @@ -1,1 +1,0 @@ 1 -John Augillard - Opponent
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... ... @@ -1,1 +1,0 @@ 1 -John Paul II BT - Round
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... ... @@ -1,1 +1,0 @@ 1 -1 - Tournament
-
... ... @@ -1,1 +1,0 @@ 1 -TFA
- Caselist.CitesClass[8]
-
- Cites
-
... ... @@ -1,0 +1,8 @@ 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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... ... @@ -1,0 +1,1 @@ 1 +2016-11-25 18:34:28.0 - Judge
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... ... @@ -1,0 +1,1 @@ 1 +- - Opponent
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... ... @@ -1,0 +1,1 @@ 1 +- - ParentRound
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... ... @@ -1,0 +1,1 @@ 1 +7 - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Team
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... ... @@ -1,0 +1,1 @@ 1 +Klein Galang Aff - Title
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... ... @@ -1,0 +1,1 @@ 1 +00 - THEORY - SOLVENCY ADVOCATES - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +All
- Caselist.CitesClass[9]
-
- Cites
-
... ... @@ -1,0 +1,26 @@ 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
-
... ... @@ -1,0 +1,1 @@ 1 +2016-11-25 18:34:28.0 - Judge
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... ... @@ -1,0 +1,1 @@ 1 +- - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +- - ParentRound
-
... ... @@ -1,0 +1,1 @@ 1 +7 - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Team
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... ... @@ -1,0 +1,1 @@ 1 +Klein Galang Aff - Title
-
... ... @@ -1,0 +1,1 @@ 1 +00 - THEORY - DISCLOSURE - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +All
- Caselist.CitesClass[10]
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- Cites
-
... ... @@ -1,0 +1,9 @@ 1 +====Contact information:==== 2 +Cell phone (primary): (832) 490-4430 3 +Email (secondary): kleindebate.ng@gmail.com 4 + 5 +Please feel free to ask for source material if you're having trouble getting something from my cites. 6 + 7 +I'll probably put interps that apply to both sides on the aff wiki. 8 + 9 +====Also, if anything you think I might read would be upsetting, please let me know and I won't read it.==== - EntryDate
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... ... @@ -1,0 +1,1 @@ 1 +2016-11-25 18:39:51.0 - Judge
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... ... @@ -1,0 +1,1 @@ 1 +- - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +- - ParentRound
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... ... @@ -1,0 +1,1 @@ 1 +8 - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Team
-
... ... @@ -1,0 +1,1 @@ 1 +Klein Galang Aff - Title
-
... ... @@ -1,0 +1,1 @@ 1 +0 - README - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +-
- Caselist.RoundClass[7]
-
- Cites
-
... ... @@ -1,0 +1,1 @@ 1 +8,9 - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-11-25 18:34:26.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +- - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +- - Round
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... ... @@ -1,0 +1,1 @@ 1 +1 - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +All
- Caselist.RoundClass[8]
-
- Cites
-
... ... @@ -1,0 +1,1 @@ 1 +10 - EntryDate
-
... ... @@ -1,0 +1,1 @@ 1 +2016-11-25 18:39:49.0 - Judge
-
... ... @@ -1,0 +1,1 @@ 1 +- - Opponent
-
... ... @@ -1,0 +1,1 @@ 1 +- - Round
-
... ... @@ -1,0 +1,1 @@ 1 +1 - Tournament
-
... ... @@ -1,0 +1,1 @@ 1 +-