Changes for page New Trier Schwabe Aff

Last modified by Administrator on 2017/08/29 03:38

From version < 50.1 >
edited by Ben Schwabe
on 2016/12/17 03:49
To version < 84.1 >
edited by Ben Schwabe
on 2017/01/29 00:57
< >
Change comment: There is no comment for this version

Summary

Details

Caselist.CitesClass[5]
Cites
... ... @@ -1,23 +1,0 @@
1 -If I win that the constitution is a good method of evaluation then you should affirm. The constitution affirms tautologically because the constitution mandates that free speech not be restricted in all cases where the constitution would protect it. Moreover, the constitution is a living document with interpretations constantly in flux, which means it can be revised. In turn this means that any disads about the speech we might allow are non-intrinsic because future members of the Supreme Court can always rule that the first amendment doesn’t protect those.
2 -The role of the judge is to play the part of a federal court judge. The ballot is a referendum on constitutionality. The Affirmative must prove that the restrictions of any constitutionally protected speech are unconstitutional and should end. The Negative must engage in a refutation of the plan by demonstrating that the restriction overturned is constitutional and therefore merits maintaining it.
3 -
4 -===Our framework provides the balance between two poles of impractical legal education – the non-prescriptive nature of critique debates and the directly prescriptive model of debate that occurs in the vacuum of legal reality. The debate should center on actions that the government can and cannot take in connection with the legal justification for said action. Moving away from this framework tips the scale toward education without utility.
5 -Edwards, 92 ===(Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
6 -
7 -The growing disjunction… to legal problems.
8 -
9 -This type of education is a fundamental prerequisite to addressing legislative and executive courses of action. Debate can be a training ground that provides us with the best understanding of what decisions are made, how they are made, and the interconnectedness of legal restraint. Only the AFF framework provides us with the building blocks to make effective policy advocacy. ===Wishing policies into existence, absent a discussion of existing legal regimes, ignores vital components of policymaking.
10 -Edwards, 92=== (Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
11 -
12 -To prevent superfluous… persuade the decision-maker.
13 -
14 -Our legal consciousness is an accumulation of knowledge and interaction with legal play. ===The AFF’s framework for debate creates a nuanced discussion of jurisprudence. That skill-set is vital to creating an informed citizenry who can deploy a rights conscious approach in everyday life.
15 -Young, 9=== (Kathryne, postdoctoral fellow at Stanford's Lane Center for the American West, Assistant Professor of Sociology at the University of Massachusetts, “Rights consciousness in criminal procedure: a theoretical and empirical inquiry," Sociology of Crime, Law, and Deviance, vol. 12, 67-95, www.kathrynemyoung.com/uploads/2/4/8/6/2486969/rights_consciousness_in_crim_pro_young.pdf)
16 -
17 -In the past… of their rights.
18 -
19 -===Legal education is a prerequisite to political inquiry and engagement ~-~-- our framework forces debaters to engage in legal processes in order to understand what is possible under the law before prescribing action.
20 -Epstein 85===(James Parker Hall Distinguished Service Professor Emeritus of Law and Senior Lecturer at the University of Chicago Law School, The Laurence A. Tisch Professor of Law, New York University School of Law, The Peter and Kirsten Bedford Senior Fellow, The Hoover Institution, and a senior lecturer at the University of Chicago
21 -(Richard A., “Positive and Normative Elements in Legal Education,” in 8 Harvard Journal of Law and Public Policy 255, 1985,)) http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2236andcontext=journal_articles)//cch
22 -
23 -Legal education is… set of possibilities.
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 03:49:46.334
Judge
... ... @@ -1,1 +1,0 @@
1 -Mark Ahlstrom
Opponent
... ... @@ -1,1 +1,0 @@
1 -West Des Moines Valley CR
ParentRound
... ... @@ -1,1 +1,0 @@
1 -8
Round
... ... @@ -1,1 +1,0 @@
1 -3
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -Legal Jurisprudence AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.RoundClass[7]
Cites
... ... @@ -1,1 +1,0 @@
1 -6
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 03:47:18.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Rick Brundage
Opponent
... ... @@ -1,1 +1,0 @@
1 -West Des Moines Valley EM
Round
... ... @@ -1,1 +1,0 @@
1 -2
RoundReport
... ... @@ -1,3 +1,0 @@
1 -1AC- Constitutivism AC
2 -1NC- Contractualism NC
3 -Revenge Porn DA
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.RoundClass[8]
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 03:49:44.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Mark Ahlstrom
Opponent
... ... @@ -1,1 +1,0 @@
1 -West Des Moines Valley CR
Round
... ... @@ -1,1 +1,0 @@
1 -3
RoundReport
... ... @@ -1,2 +1,0 @@
1 -1AC- Legal Jurisprudence
2 -1NC- Contractualism
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.CitesClass[6]
Cites
... ... @@ -1,0 +1,69 @@
1 +I affirm.
2 +===What constitutes an agent provides the needed context to determine what it means to be good or bad.
3 +Geach:=== Geach, P.T. “Good and Evil.” Analysis 17.2 (1956): 33-42. Web.
4 +
5 +There is no… a good deer-stalker.
6 +
7 +Operates on a higher epistemic level than the NC- moral actions must be contextualized to the agent performing them otherwise obligations cease to have meaning because we would be forced to perform contradictory actions under infinite obligations. Thus contextualizing the agent is a prerequisite to determining obligation.
8 +
9 +===Only constitutivism provides an internal standard of success which solves infinite regress.
10 +Katsafanas:=== Paul (Boston University) “Constitutivism about practical reasons” March 6th 2014
11 +
12 +Normative claims make… claim to authority.
13 +
14 +The constitutive standard is what we hold an agent to to determine whether an agent is effective or defective. For example the constitutive standard for a chair would be whether or not it could be sat on, for if it could not be sat on then it would be regarded as defective. Thus, obligation stems from fulfilliment of the constitutive standard.
15 +The topical agent of the resolution is public colleges and universities whose constitutive standard is intellectual preparation of the minds of its students.
16 +===Fortino :===
17 +(Andres, 2012, Ph.D, Principal and professor at NYU, Partner at Paradigm Research International)
18 +
19 +===The purpose of… of commercializing education. And, the constitutive purpose of educational institutions requires the preservation free and open discourse.
20 +Escotet: ===(Miguel Angel, 2012, University professor in Social and Psychological research, Ph.D)
21 +
22 +What is the… ‘training’ school system.
23 +
24 +I observe: restrictions on constitutionally protected speech are widespread in the status quo. In the U.S.’s only nationwide database of college speech policies, the Spotlight Database by FIRE(Foundation for Individual Rights in Education),
25 +55 of schools got a red light, which is when an institution has at least one policy that both clearly and substantially restricts freedom of speech.
26 +39 of schools got a yellow light, which is when an institution is one whose policies restrict a more limited amount of protected expression or, by virtue of their vague wording, could too easily be used to restrict protected expression.
27 +4 of schools got a green light (19 schools total) were free of free speech restrictions. 2015
28 +
29 +===These restrictions are predicated on preventing bullying
30 +Kingkade ‘14=== (Senior Editor at the Huffington Post, “Majority of Colleges Restrict Free Speech on Campus”, http://www.huffingtonpost.com/2014/01/21/colleges-restrict-free-speech-fire-report_n_4633542.html).
31 +
32 +Some of the… “ridiculing”and “insulting”.
33 +
34 +Contention 1:
35 +===Restrictions lead to a culture of vindictive protectiveness and fear
36 +Lukianoff and Haidt, ‘15===, (Greg (attorney and CEO of FIRE) and Jonathan(social psyhcologist and Professor of Ethical Leadership at NYU), September issue, The Atlantic, “The Coddling of the American Mind”, http://www.theatlantic.com/magazine/archive/2015/09/the-coddling-of-the-american-mind/399356/).
37 +
38 +The press has… aggression, or worse.
39 +
40 +===Culture of fear destroys intellectual preparedness
41 +Lukianoff and Haidt (2), ‘15===, (Greg (attorney and CEO of FIRE) and Jonathan(social psyhcologist and Professor of Ethical Leadership at NYU), September issue, The Atlantic, “The Coddling of the American Mind”, http://www.theatlantic.com/magazine/archive/2015/09/the-coddling-of-the-american-mind/399356/).
42 +
43 +There’s a saying… to think pathologically.
44 +
45 +Contention 2:
46 +===Overfocus on bullying protection gives way to one-dimensional narratives
47 +Gilden ‘11,=== (J.D. Brown, Grey Fellow at Stanford Law School, Assistant Law Professor at Willamette University, “Cyberbullying and the Innocence Narrative”, Harvard Law Review, http://harvardcrcl.org/wp-content/uploads/2011/09/CRCL_Gilden_print-version.pdf
48 +
49 +
50 +Recent debates about… and sexual experiences.
51 +
52 +===One-dimensional LGBT narratives a disservice to LGBT empowerment~-~- causes epistemic violence which destroys intellectual preparedness
53 +Gilden ‘11===, (J.D. Brown, Grey Fellow at Stanford Law School, Assistant Law Professor at Willamette University, “Cyberbullying and the Innocence Narrative”, Harvard Law Review, http://harvardcrcl.org/wp-content/uploads/2011/09/CRCL_Gilden_print-version.pdf
54 +
55 +The innocence narrative… silence and exclusion.
56 +
57 +Underview:
58 + First drop the argument on NEG theory drop the debater on AFF theory.
59 +Neg abuse is far worse because the 7-4 makes it so that it actively prevents me from winning the round whereas any abuse in the 1AC can be adapted to proving no ground loss.
60 +It would deter the NEG from reading bad or irrelevant theory as a crutch and foster more educational topical debate—this proves uniqueness because the 1AR is already too short to waste time with a dumb shell.
61 +The 6-3 rebuttal skew means that they have enough time to win both theory and substance in the 2NR—while the 2AR only has time to win one of them, which means only the NEG, should be dropped.
62 +
63 +Second: Interps that indict theory spikes aren’t offensive
64 +Logically my spikes are theoretical interpretations to begin with which means you’re answers would be counter interps and not automatically offensive.
65 +Reciprocity, my spikes aren’t offensive arguments, i.e there is no voter attached as of the 1AC so the ability to read theory against them would just deny my interpretation not apply to a higher layer
66 +
67 +Third: Fairness is not a voter for the negative—the 1NC is reactive which means that they’ll always have the opportunity to match however unfair the 1AC is an adjust their 1NC to meet it, this is not true for the AFF because I’m forced to read an AFF without knowing what the 1NC will be.
68 +
69 +Fourth: Evaluate the round with a role of the ballot of voting for the debater who best determines the truth or falsity of the resolution. Key to text- to negate means “to deny the existence or truth of,”, so the most predictable distributions of burdens is truth and falsity since the text is all we have going into the round.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 16:07:08.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Rick Brundage
Opponent
... ... @@ -1,0 +1,1 @@
1 +West Des Moines Valley EM
ParentRound
... ... @@ -1,0 +1,1 @@
1 +9
Round
... ... @@ -1,0 +1,1 @@
1 +2
Team
... ... @@ -1,0 +1,1 @@
1 +New Trier Schwabe Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JF Constitutive AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.CitesClass[9]
Cites
... ... @@ -1,0 +1,25 @@
1 +If I win that the constitution is a good method of evaluation then you should affirm. The constitution affirms tautologically because the constitution mandates that free speech not be restricted in all cases where the constitution would protect it. Moreover, the constitution is a living document with interpretations constantly in flux, which means it can be revised. In turn this means that any disads about the speech we might allow are non-intrinsic because future members of the Supreme Court can always rule that the first amendment doesn’t protect those.
2 +The role of the judge is to play the part of a federal court judge. The ballot is a referendum on constitutionality. The Affirmative must prove that the restrictions of any constitutionally protected speech are unconstitutional and should end. The Negative must engage in a refutation of the plan by demonstrating that the restriction overturned is constitutional and therefore merits maintaining it.
3 +
4 +===Our framework provides the balance between two poles of impractical legal education – the non-prescriptive nature of critique debates and the directly prescriptive model of debate that occurs in the vacuum of legal reality. The debate should center on actions that the government can and cannot take in connection with the legal justification for said action. Moving away from this framework tips the scale toward education without utility.
5 +Edwards, 92 ===(Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
6 +
7 +The growing disjunction… to legal problems.
8 +
9 +This type of education is a fundamental prerequisite to addressing legislative and executive courses of action. Debate can be a training ground that provides us with the best understanding of what decisions are made, how they are made, and the interconnectedness of legal restraint. Only the AFF framework provides us with the building blocks to make effective policy advocacy.
10 +===Wishing policies into existence, absent a discussion of existing legal regimes, ignores vital components of policymaking.
11 +Edwards, 92=== (Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
12 +
13 +To prevent superfluous… persuade the decision-maker.
14 +
15 +Our legal consciousness is an accumulation of knowledge and interaction with legal play.
16 +===The AFF’s framework for debate creates a nuanced discussion of jurisprudence. That skill-set is vital to creating an informed citizenry who can deploy a rights conscious approach in everyday life.
17 +Young, 9=== (Kathryne, postdoctoral fellow at Stanford's Lane Center for the American West, Assistant Professor of Sociology at the University of Massachusetts, “Rights consciousness in criminal procedure: a theoretical and empirical inquiry," Sociology of Crime, Law, and Deviance, vol. 12, 67-95, www.kathrynemyoung.com/uploads/2/4/8/6/2486969/rights_consciousness_in_crim_pro_young.pdf)
18 +
19 +In the past… of their rights.
20 +
21 +===Legal education is a prerequisite to political inquiry and engagement ~-~~-~- our framework forces debaters to engage in legal processes in order to understand what is possible under the law before prescribing action.
22 +Epstein 85===(James Parker Hall Distinguished Service Professor Emeritus of Law and Senior Lecturer at the University of Chicago Law School, The Laurence A. Tisch Professor of Law, New York University School of Law, The Peter and Kirsten Bedford Senior Fellow, The Hoover Institution, and a senior lecturer at the University of Chicago
23 +(Richard A., “Positive and Normative Elements in Legal Education,” in 8 Harvard Journal of Law and Public Policy 255, 1985,)) http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2236andcontext=journal_articles)//cch
24 +
25 +Legal education is… set of possibilities.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 16:20:03.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Mark Ahlstrom
Opponent
... ... @@ -1,0 +1,1 @@
1 +West Des Moines Valley CR
ParentRound
... ... @@ -1,0 +1,1 @@
1 +12
Round
... ... @@ -1,0 +1,1 @@
1 +3
Team
... ... @@ -1,0 +1,1 @@
1 +New Trier Schwabe Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JF Legal Jurisprudence AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.CitesClass[10]
Cites
... ... @@ -1,0 +1,71 @@
1 +I value morality.
2 +Constitutionally-protected speech is defined as speech ruled as protected under the Constitution by the Supreme Court or other Federal Courts.
3 +
4 +Some examples include(I reserve the right to clarify further): (US Courts)
5 +Freedom of speech includes the right:
6 +Not to speak (specifically, the right not to salute the flag).
7 +West Virginia Board of Education v. Barnette, 319 U.S. 624 (1943).
8 +Of students to wear black armbands to school to protest a war (“Students do not shed their constitutional rights at the schoolhouse gate.”).
9 +Tinker v. Des Moines, 393 U.S. 503 (1969).
10 +To use certain offensive words and phrases to convey political messages.
11 +Cohen v. California, 403 U.S. 15 (1971).
12 +To contribute money (under certain circumstances) to political campaigns.
13 +Buckley v. Valeo, 424 U.S. 1 (1976).
14 +To advertise commercial products and professional services (with some restrictions).
15 +Virginia Board of Pharmacy v. Virginia Consumer Council, 425 U.S. 748 (1976); Bates v. State Bar of Arizona, 433 U.S. 350 (1977).
16 +To engage in symbolic speech, (e.g., burning the flag in protest).
17 +Texas v. Johnson, 491 U.S. 397 (1989); United States v. Eichman, 496 U.S. 310 (1990).
18 +Freedom of speech does not include the right:
19 +To incite actions that would harm others (e.g., “Shouting ‘fire’ in a crowded theater.”).
20 +Schenck v. United States, 249 U.S. 47 (1919).
21 +To make or distribute obscene materials.
22 +Roth v. United States, 354 U.S. 476 (1957).
23 +To burn draft cards as an anti-war protest.
24 +United States v. O’Brien, 391 U.S. 367 (1968).
25 +To permit students to print articles in a school newspaper over the objections of the school administration.
26 +Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988).
27 +Of students to make an obscene speech at a school-sponsored event.
28 +Bethel School District #43 v. Fraser, 478 U.S. 675 (1986).
29 +Of students to advocate illegal drug use at a school-sponsored event.
30 +Morse v. Frederick, __ U.S. __ (2007).
31 +
32 +
33 +Obligations cannot stem from abstract ethical theories:
34 +There are many actors in a state, so if a state were to be held morally culpable it would hold the individuals that comprise it accountable for an action they did not commit which is logically incoherent.
35 +Consent determines what counts as a moral harm under their moral theory such as whether euthanasia is murder but governments can’t be obligated since they are incapable of reflection and thus consent.
36 +The different subjective obligations of actors within the state, i.e. to protect their family or a contract to kill means no singular obligation can be levied since it conflicts with others and lose its normative force.
37 +The United States is a legal fiction – it is not capable of internal motivation or self-reflection. Their framework has no normative force when obligating a government because it can’t know the ethical framework it is supposed to work within.
38 +A priori moral reasoning fails because different members of the government generate contradictory obligations from the theory since their ethic establishes guidelines for theorizing but does not explicitly denote those obligations.
39 +
40 +This means that actors within United States government must follow the constitution, because:
41 +The constitution denotes explicit positive and negative obligations means only it can serve as a guide to action because only it is accessible - the obligations are clear.
42 +The USFG is constructed with the constitutive obligation of following the constitution, and, constitutive obligations come first because, different rules bind different things, a doctor might be able to cut someone open, but Jeffrey Dahmer can’t.
43 +Moral principles need to be actionable to be valid because, it wouldn’t matter if it were morally right to set myself on fire because I would never do it, the USFG can’t violate the constitution, so any risk that it is morally right means that it comes first.
44 +The constitution defines the United States and its legitimate action, which means in order for the U.S. to take an action it, must be accepted by the Constitution. Actions only make sense in the context of rules – if you’re not playing baseball then you have no obligation to run to first base, therefore United States action only makes sense in the context of the AC standard.
45 +
46 +
47 +If I win that the constitution is a good method of evaluation then you should affirm. The constitution affirms tautologically because the constitution mandates that free speech not be restricted in all cases where the constitution would protect it. Moreover, the constitution is a living document with interpretations constantly in flux, which means it can be revised. In turn this means that any disads about the speech we might allow are non-intrinsic because future members of the Supreme Court can always rule that the first amendment doesn’t protect those.
48 +The role of the judge is to play the part of a federal court judge. The ballot is a referendum on constitutionality. The Affirmative must prove that the restrictions of any constitutionally protected speech are unconstitutional and should end. The Negative must engage in a refutation of the plan by demonstrating that the restriction overturned is constitutional and therefore merits maintaining it.
49 +
50 +===Our framework provides the balance between two poles of impractical legal education – the non-prescriptive nature of critique debates and the directly prescriptive model of debate that occurs in the vacuum of legal reality. The debate should center on actions that the government can and cannot take in connection with the legal justification for said action. Moving away from this framework tips the scale toward education without utility.
51 +Edwards, 92 ===(Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
52 +
53 +The growing disjunction… to legal problems.
54 +
55 +This type of education is a fundamental prerequisite to addressing legislative and executive courses of action. Debate can be a training ground that provides us with the best understanding of what decisions are made, how they are made, and the interconnectedness of legal restraint. Only the AFF framework provides us with the building blocks to make effective policy advocacy.
56 +===Wishing policies into existence, absent a discussion of existing legal regimes, ignores vital components of policymaking.
57 +Edwards, 92=== (Harry T., circuit judge in the US Court of Appeals for the District of Columbia, "The Growing Disjunction between Legal Education and the Legal Profession," Michigan Law Review, vol. 91, no. 1, October, p. JSTOR)
58 +
59 +To prevent superfluous… persuade the decision-maker.
60 +
61 +Our legal consciousness is an accumulation of knowledge and interaction with legal play.
62 +===The AFF’s framework for debate creates a nuanced discussion of jurisprudence. That skill-set is vital to creating an informed citizenry who can deploy a rights conscious approach in everyday life.
63 +Young, 9=== (Kathryne, postdoctoral fellow at Stanford's Lane Center for the American West, Assistant Professor of Sociology at the University of Massachusetts, “Rights consciousness in criminal procedure: a theoretical and empirical inquiry," Sociology of Crime, Law, and Deviance, vol. 12, 67-95, www.kathrynemyoung.com/uploads/2/4/8/6/2486969/rights_consciousness_in_crim_pro_young.pdf)
64 +
65 +In the past… of their rights.
66 +
67 +===Legal education is a prerequisite to political inquiry and engagement ~-~~-~- our framework forces debaters to engage in legal processes in order to understand what is possible under the law before prescribing action.
68 +Epstein 85===(James Parker Hall Distinguished Service Professor Emeritus of Law and Senior Lecturer at the University of Chicago Law School, The Laurence A. Tisch Professor of Law, New York University School of Law, The Peter and Kirsten Bedford Senior Fellow, The Hoover Institution, and a senior lecturer at the University of Chicago
69 +(Richard A., “Positive and Normative Elements in Legal Education,” in 8 Harvard Journal of Law and Public Policy 255, 1985,)) http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=2236andcontext=journal_articles)//cch
70 +
71 +Legal education is… set of possibilities.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 16:22:53.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Brad Thew
Opponent
... ... @@ -1,0 +1,1 @@
1 +West Des Moines Valley KK
ParentRound
... ... @@ -1,0 +1,1 @@
1 +13
Round
... ... @@ -1,0 +1,1 @@
1 +5
Team
... ... @@ -1,0 +1,1 @@
1 +New Trier Schwabe Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JF Legal Jurisprudence AC v2
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.RoundClass[9]
Cites
... ... @@ -1,0 +1,1 @@
1 +6
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 16:07:07.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Rick Brundage
Opponent
... ... @@ -1,0 +1,1 @@
1 +West Des Moines Valley EM
Round
... ... @@ -1,0 +1,1 @@
1 +2
RoundReport
... ... @@ -1,0 +1,3 @@
1 +1AC- Constitutivism AC
2 +1NC- Contractualism NC
3 +Revenge Porn DA
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.RoundClass[12]
Cites
... ... @@ -1,0 +1,1 @@
1 +9
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 16:20:01.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Mark Ahlstrom
Opponent
... ... @@ -1,0 +1,1 @@
1 +West Des Moines Valley CR
Round
... ... @@ -1,0 +1,1 @@
1 +3
RoundReport
... ... @@ -1,0 +1,2 @@
1 +1AC- Legal Jurisprudence
2 +1NC- Contractualism
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.RoundClass[13]
Cites
... ... @@ -1,0 +1,1 @@
1 +10
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 16:22:51.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Brad Thew
Opponent
... ... @@ -1,0 +1,1 @@
1 +West Des Moines Valley KK
Round
... ... @@ -1,0 +1,1 @@
1 +5
RoundReport
... ... @@ -1,0 +1,3 @@
1 +1AC- Legal Jurisprudence v2
2 +1NC- Ableism Rage K
3 +Revenge Porn CP
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.RoundClass[14]
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-01-29 00:57:58.273
Judge
... ... @@ -1,0 +1,1 @@
1 +Stephanie Ciocca
Opponent
... ... @@ -1,0 +1,1 @@
1 +Henry W Grady GB
Round
... ... @@ -1,0 +1,1 @@
1 +5
RoundReport
... ... @@ -1,0 +1,2 @@
1 +1AC- Race
2 +1NC- De Beauvior's Radical Freedom
Tournament
... ... @@ -1,0 +1,1 @@
1 +Emory

Schools

Aberdeen Central (SD)
Acton-Boxborough (MA)
Albany (CA)
Albuquerque Academy (NM)
Alief Taylor (TX)
American Heritage Boca Delray (FL)
American Heritage Plantation (FL)
Anderson (TX)
Annie Wright (WA)
Apple Valley (MN)
Appleton East (WI)
Arbor View (NV)
Arcadia (CA)
Archbishop Mitty (CA)
Ardrey Kell (NC)
Ashland (OR)
Athens (TX)
Bainbridge (WA)
Bakersfield (CA)
Barbers Hill (TX)
Barrington (IL)
BASIS Mesa (AZ)
BASIS Scottsdale (AZ)
BASIS Silicon (CA)
Beckman (CA)
Bellarmine (CA)
Benjamin Franklin (LA)
Benjamin N Cardozo (NY)
Bentonville (AR)
Bergen County (NJ)
Bettendorf (IA)
Bingham (UT)
Blue Valley Southwest (KS)
Brentwood (CA)
Brentwood Middle (CA)
Bridgewater-Raritan (NJ)
Bronx Science (NY)
Brophy College Prep (AZ)
Brown (KY)
Byram Hills (NY)
Byron Nelson (TX)
Cabot (AR)
Calhoun Homeschool (TX)
Cambridge Rindge (MA)
Canyon Crest (CA)
Canyon Springs (NV)
Cape Fear Academy (NC)
Carmel Valley Independent (CA)
Carpe Diem (NJ)
Cedar Park (TX)
Cedar Ridge (TX)
Centennial (ID)
Centennial (TX)
Center For Talented Youth (MD)
Cerritos (CA)
Chaminade (CA)
Chandler (AZ)
Chandler Prep (AZ)
Chaparral (AZ)
Charles E Smith (MD)
Cherokee (OK)
Christ Episcopal (LA)
Christopher Columbus (FL)
Cinco Ranch (TX)
Citrus Valley (CA)
Claremont (CA)
Clark (NV)
Clark (TX)
Clear Brook (TX)
Clements (TX)
Clovis North (CA)
College Prep (CA)
Collegiate (NY)
Colleyville Heritage (TX)
Concord Carlisle (MA)
Concordia Lutheran (TX)
Connally (TX)
Coral Glades (FL)
Coral Science (NV)
Coral Springs (FL)
Coppell (TX)
Copper Hills (UT)
Corona Del Sol (AZ)
Crandall (TX)
Crossroads (CA)
Cupertino (CA)
Cy-Fair (TX)
Cypress Bay (FL)
Cypress Falls (TX)
Cypress Lakes (TX)
Cypress Ridge (TX)
Cypress Springs (TX)
Cypress Woods (TX)
Dallastown (PA)
Davis (CA)
Delbarton (NJ)
Derby (KS)
Des Moines Roosevelt (IA)
Desert Vista (AZ)
Diamond Bar (CA)
Dobson (AZ)
Dougherty Valley (CA)
Dowling Catholic (IA)
Dripping Springs (TX)
Dulles (TX)
duPont Manual (KY)
Dwyer (FL)
Eagle (ID)
Eastside Catholic (WA)
Edgemont (NY)
Edina (MN)
Edmond North (OK)
Edmond Santa Fe (OK)
El Cerrito (CA)
Elkins (TX)
Enloe (NC)
Episcopal (TX)
Evanston (IL)
Evergreen Valley (CA)
Ferris (TX)
Flintridge Sacred Heart (CA)
Flower Mound (TX)
Fordham Prep (NY)
Fort Lauderdale (FL)
Fort Walton Beach (FL)
Freehold Township (NJ)
Fremont (NE)
Frontier (MO)
Gabrielino (CA)
Garland (TX)
George Ranch (TX)
Georgetown Day (DC)
Gig Harbor (WA)
Gilmour (OH)
Glenbrook South (IL)
Gonzaga Prep (WA)
Grand Junction (CO)
Grapevine (TX)
Green Valley (NV)
Greenhill (TX)
Guyer (TX)
Hamilton (AZ)
Hamilton (MT)
Harker (CA)
Harmony (TX)
Harrison (NY)
Harvard Westlake (CA)
Hawken (OH)
Head Royce (CA)
Hebron (TX)
Heights (MD)
Hendrick Hudson (NY)
Henry Grady (GA)
Highland (UT)
Highland (ID)
Hockaday (TX)
Holy Cross (LA)
Homewood Flossmoor (IL)
Hopkins (MN)
Houston Homeschool (TX)
Hunter College (NY)
Hutchinson (KS)
Immaculate Heart (CA)
Independent (All)
Interlake (WA)
Isidore Newman (LA)
Jack C Hays (TX)
James Bowie (TX)
Jefferson City (MO)
Jersey Village (TX)
John Marshall (CA)
Juan Diego (UT)
Jupiter (FL)
Kapaun Mount Carmel (KS)
Kamiak (WA)
Katy Taylor (TX)
Keller (TX)
Kempner (TX)
Kent Denver (CO)
King (FL)
Kingwood (TX)
Kinkaid (TX)
Klein (TX)
Klein Oak (TX)
Kudos College (CA)
La Canada (CA)
La Costa Canyon (CA)
La Jolla (CA)
La Reina (CA)
Lafayette (MO)
Lake Highland (FL)
Lake Travis (TX)
Lakeville North (MN)
Lakeville South (MN)
Lamar (TX)
LAMP (AL)
Law Magnet (TX)
Langham Creek (TX)
Lansing (KS)
LaSalle College (PA)
Lawrence Free State (KS)
Layton (UT)
Leland (CA)
Leucadia Independent (CA)
Lexington (MA)
Liberty Christian (TX)
Lincoln (OR)
Lincoln (NE)
Lincoln East (NE)
Lindale (TX)
Livingston (NJ)
Logan (UT)
Lone Peak (UT)
Los Altos (CA)
Los Osos (CA)
Lovejoy (TX)
Loyola (CA)
Loyola Blakefield (MA)
Lynbrook (CA)
Maeser Prep (UT)
Mannford (OK)
Marcus (TX)
Marlborough (CA)
McClintock (AZ)
McDowell (PA)
McNeil (TX)
Meadows (NV)
Memorial (TX)
Millard North (NE)
Millard South (NE)
Millard West (NE)
Millburn (NJ)
Milpitas (CA)
Miramonte (CA)
Mission San Jose (CA)
Monsignor Kelly (TX)
Monta Vista (CA)
Montclair Kimberley (NJ)
Montgomery (TX)
Monticello (NY)
Montville Township (NJ)
Morris Hills (NJ)
Mountain Brook (AL)
Mountain Pointe (AZ)
Mountain View (CA)
Mountain View (AZ)
Murphy Middle (TX)
NCSSM (NC)
New Orleans Jesuit (LA)
New Trier (IL)
Newark Science (NJ)
Newburgh Free Academy (NY)
Newport (WA)
North Allegheny (PA)
North Crowley (TX)
North Hollywood (CA)
Northland Christian (TX)
Northwood (CA)
Notre Dame (CA)
Nueva (CA)
Oak Hall (FL)
Oakwood (CA)
Okoboji (IA)
Oxbridge (FL)
Oxford (CA)
Pacific Ridge (CA)
Palm Beach Gardens (FL)
Palo Alto Independent (CA)
Palos Verdes Peninsula (CA)
Park Crossing (AL)
Peak to Peak (CO)
Pembroke Pines (FL)
Pennsbury (PA)
Phillips Academy Andover (MA)
Phoenix Country Day (AZ)
Pine Crest (FL)
Pingry (NJ)
Pittsburgh Central Catholic (PA)
Plano East (TX)
Polytechnic (CA)
Presentation (CA)
Princeton (NJ)
Prosper (TX)
Quarry Lane (CA)
Raisbeck-Aviation (WA)
Rancho Bernardo (CA)
Randolph (NJ)
Reagan (TX)
Richardson (TX)
Ridge (NJ)
Ridge Point (TX)
Riverside (SC)
Robert Vela (TX)
Rosemount (MN)
Roseville (MN)
Round Rock (TX)
Rowland Hall (UT)
Royse City (TX)
Ruston (LA)
Sacred Heart (MA)
Sacred Heart (MS)
Sage Hill (CA)
Sage Ridge (NV)
Salado (TX)
Salpointe Catholic (AZ)
Sammamish (WA)
San Dieguito (CA)
San Marino (CA)
SandHoke (NC)
Santa Monica (CA)
Sarasota (FL)
Saratoga (CA)
Scarsdale (NY)
Servite (CA)
Seven Lakes (TX)
Shawnee Mission East (KS)
Shawnee Mission Northwest (KS)
Shawnee Mission South (KS)
Shawnee Mission West (KS)
Sky View (UT)
Skyline (UT)
Smithson Valley (TX)
Southlake Carroll (TX)
Sprague (OR)
St Agnes (TX)
St Andrews (MS)
St Francis (CA)
St James (AL)
St Johns (TX)
St Louis Park (MN)
St Margarets (CA)
St Marys Hall (TX)
St Thomas (MN)
St Thomas (TX)
Stephen F Austin (TX)
Stoneman Douglas (FL)
Stony Point (TX)
Strake Jesuit (TX)
Stratford (TX)
Stratford Independent (CA)
Stuyvesant (NY)
Success Academy (NY)
Sunnyslope (AZ)
Sunset (OR)
Syosset (NY)
Tahoma (WA)
Talley (AZ)
Texas Academy of Math and Science (TX)
Thomas Jefferson (VA)
Thompkins (TX)
Timber Creek (FL)
Timothy Christian (NJ)
Tom C Clark (TX)
Tompkins (TX)
Torrey Pines (CA)
Travis (TX)
Trinity (KY)
Trinity Prep (FL)
Trinity Valley (TX)
Truman (PA)
Turlock (CA)
Union (OK)
Unionville (PA)
University High (CA)
University School (OH)
University (FL)
Upper Arlington (OH)
Upper Dublin (PA)
Valley (IA)
Valor Christian (CO)
Vashon (WA)
Ventura (CA)
Veritas Prep (AZ)
Vestavia Hills (AL)
Vincentian (PA)
Walla Walla (WA)
Walt Whitman (MD)
Warren (TX)
Wenatchee (WA)
West (UT)
West Ranch (CA)
Westford (MA)
Westlake (TX)
Westview (OR)
Westwood (TX)
Whitefish Bay (WI)
Whitney (CA)
Wilson (DC)
Winston Churchill (TX)
Winter Springs (FL)
Woodlands (TX)
Woodlands College Park (TX)
Wren (SC)
Yucca Valley (CA)