Changes for page New Trier Schwabe Aff

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

From version < 97.1 >
edited by Ben Schwabe
on 2017/02/20 08:08
To version < 51.1 >
edited by Ben Schwabe
on 2016/12/17 03:49
< >
Change comment: There is no comment for this version

Summary

Details

Caselist.CitesClass[6]
Cites
... ... @@ -1,69 +1,0 @@
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
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 16:07:08.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Rick Brundage
Opponent
... ... @@ -1,1 +1,0 @@
1 -West Des Moines Valley EM
ParentRound
... ... @@ -1,1 +1,0 @@
1 -9
Round
... ... @@ -1,1 +1,0 @@
1 -2
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF Constitutive AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.CitesClass[9]
Cites
... ... @@ -1,25 +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.
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
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 16:20:03.0
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 -12
Round
... ... @@ -1,1 +1,0 @@
1 -3
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF Legal Jurisprudence AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.CitesClass[10]
Cites
... ... @@ -1,71 +1,0 @@
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
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 16:22:53.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Brad Thew
Opponent
... ... @@ -1,1 +1,0 @@
1 -West Des Moines Valley KK
ParentRound
... ... @@ -1,1 +1,0 @@
1 -13
Round
... ... @@ -1,1 +1,0 @@
1 -5
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF Legal Jurisprudence AC v2
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.CitesClass[11]
Cites
... ... @@ -1,45 +1,0 @@
1 -I affirm and value justice.
2 -
3 -===Racism is based in moral exclusion, which is fundamentally flawed because exclusion is not based on dessert but rather on arbitrarily perceived differences.===
4 -Opotow 01(Susan Opotow is a social and organizational psychologist. Her work examines the intersection of conflict, justice, and identity as they give rise to moral exclusion ~-~- seeing others as outside the scope of justice and as eligible targets of discrimination, exploitation, hate, or violence. She studies moral exclusion and moral inclusion in such everyday contexts as schooling, environmental and public policy conflict, and in more violent contexts, such as deadly wars and the post-war period. She has guest edited The Journal of Social Issues and Social Justice Research and co-edited Identity and the Natural Environment: The Psychological Significance of Nature (MIT Press, 2003). She is associate editor of Peace and Conflict: Journal of Peace Psychology and Past President of the Society for the Psychological Study of Social Issues, “Social Injustice”, Peace, Conflict, and Violence: Peace Psychology for the 21st Centuryl Englewood Cliffs, New Jersey: Prentice-Hall, 2001,)
5 -
6 -Both structural and… expense of others
7 -
8 -My value criterion for this round is resisting institutional racism
9 -2 justifications:
10 -A) The power structure of oppression replicates itself, allowing the powerful to stay in power while perpetually subjugating the oppressed. Therefore it is imperative that we have methods for resisting oppression otherwise it will never go away.
11 -B) Resisting oppression in educational spaces is uniquely important because 1) if oppression taints our education we may not be able to recognize oppression and thus never solve for it and 2) education is the only reliable way to escape oppressive systems so in order to provide for this escape, we must work against oppression in educational spaces.
12 -
13 -Contention 1: Free Speech allows minorities to advocate for equality
14 -===Governments can’t be trusted with the power to establish orthodoxy by law. Protection for expression of unpopular beliefs allows us to challenge existing social structures===
15 -Bernstein ’03 - David E. Bernstein Prof., George Mason U. School of Law, “Defending the First Amendment from Antidiscrimination Laws,” 82 North Carolina Law Review 224 (2003).
16 -
17 -But even liberal...price to society.
18 -
19 -===The exercise of government power is unpredictable. Once the power to censor is granted, it is likely to be turned against its advocates. Progressive academics are most likely to be censored if the protections of the first amendment are weakened.===
20 -Bernstein ’03 - David E. Bernstein Prof., George Mason U. School of Law, “Defending the First Amendment from Antidiscrimination Laws,” 82 North Carolina Law Review 224 (2003).
21 -
22 -Ironically, protecting freedom… will get it?"
23 -===This is empirically proven. Campus speech codes are often turned against the marginalized groups they are designed to protect.===
24 -Strossen ’90 - Nadine Strossen Prof. of Law, NY Law School; President of the ACLU, 1991-2008, “Regulating Speech on Campus: A Modest Proposal?” Duke Law Journal, Vol. 1990:484 (1990). AT
25 -
26 -The first reason… her ethnic background.
27 -
28 -This means that if we wish to combat institutional racism we must have the ability to dissent against the institution itself and release ourselves from its power.
29 -
30 -===As a method in the pursuit of equality, free speech empirically works better than censored speech===
31 -Strossen ‘90 (Nadine, Duke Law Journal, Vol. 1990, No. 3, Frontiers of Legal Thought II. The New First Amendment (Jun., 1990), pp. 484-573, https://www.jstor.org/stable/pdf/1372555.pdf)
32 -
33 - It is particularly… did become law.
34 -
35 -Historically free speech has been far more important for racial equality movements than hate speech regulation–that’s what we must focus on protecting
36 -
37 -Contention 2:
38 -
39 -===First, status quo campus movements are attempting to push for legal change right now.===
40 -Nguyen (Van Nguyen, “First day of classes begin with campus carry protests,” The Daily Texan; August 2016)
41 -Students, faculty and… repeal campus carry.
42 -===Second, free speech on American college campuses has historically led to legal reform.===
43 -Dickey (Jack Dickey, “The Revolution on America’s Campuses”; May 2016)
44 -It’s been a… age to 18.
45 -This means that when college students are able to contest the law they have the ability to do so. This also means that the affirmative world can solve for institutional racism once college students and professors are allowed to protest without fear of censorship.
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-01-29 00:57:59.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Stephanie Ciocca
Opponent
... ... @@ -1,1 +1,0 @@
1 -Henry W Grady GB
ParentRound
... ... @@ -1,1 +1,0 @@
1 -14
Round
... ... @@ -1,1 +1,0 @@
1 -5
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF Race AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Emory
Caselist.CitesClass[12]
Cites
... ... @@ -1,77 +1,0 @@
1 -My value for this round is Justice defined as acting in a fair and equitable way.
2 -I value justice
3 -===Core to any conception of justice is the resolving of arbitrary rights allocation.===
4 -John Rawls ‘71. Professor at Harvard: A Theory of Justice, 1971
5 -
6 -Existing societies are… of social justice.
7 -===Societal benefits of birth are arbitrarily acquired and prevent justice. This necessitates the original position. RAWLS (2):===
8 -
9 -One should not… by their prejudice.
10 -
11 -My value criterion for this round is Resisting Oppression. I have three justifications:
12 -A) Oppression, such as racism or sexism, can occur due to traits that a person acquires arbitrarily when born. Thus oppression stands directly in the way of achieving justice.
13 -B) The power structure of oppression replicates itself, allowing the powerful to stay in power while perpetually subjugating the oppressed. Therefore it is imperative that we have methods for resisting oppression otherwise it will never go away.
14 -C) Resisting oppression in educational spaces is uniquely important because 1) if oppression taints our education we may not be able to recognize oppression and thus never solve for it and 2) education is the only reliable way to escape oppressive systems so in order to provide for this escape, we must work against oppression in educational spaces.
15 -
16 -The aff is does not violate freedom because it is an omission; the aff simply refrains from limiting speech instead of proactively implementing things like speech codes. Therefore, the aff is advocating that the LACK of the action of limiting free speech is good.
17 -
18 -
19 -===Contention 1:===
20 -===The Nazis are back and hiding as “the alt-right” and capitalism is thriving with Trump’s new swamp in the White House—welcome to Trump’s dystopian America where the script has been flipped and liberals live and die by their self-righteousness. Within spaces of education liberals have insulated themselves from the conservative voices around them, which allows for the rise of Trump—only engagement in constructive dialogue can solve.===
21 -
22 -Dahlen 12/5 (Nathan, reporter @ the Heights, “Political Correctness in the Age of Trump,” December 5, 2016, http://bcheights.com/opinions/op-ed/2016/political-correctness-age-trump///LADI)
23 -
24 -“I think the… intellectually diverse discussion.
25 -===Liberal echo chambers and a culture of overbearing political correctness has allowed for bigotry to flourish===
26 -Hooton 16. Christopher Hooton is Culture Editor for Independent.co.uk. “Social media echo chambers gifted Donald Trump the presidency.” Independent.
27 -
28 -The past few… really being thought.¶
29 -===Virulent political correctness leads to labeling as opposed to engagement. Out of fear their right to political expression will be expunged, Moderates embrace their label and join the radical right. Nichols 16.===
30 -Tom Nichols is a Professor of National Security Affairs at the U.S. Naval War College. All views are his own and not those of the War College. “How the P.C. Police Propelled Donald Trump.” The Daily Beast.
31 -
32 -The American left… is their solution.
33 -
34 -===The alt right is being energized in the status quo—this should control the uniqueness frame—students are already engaging in harmful dialogue it’s just a question of engagement from the other side—limits on free speech are just being used to sustain white supremacy===
35 -Harkinson 12/6 (Josh, reporter @ mother jones, “The Push to Enlist "Alt-Right" Recruits on College Campuses,” December 6, 2016, http://www.motherjones.com/politics/2016/12/richard-spencer-alt-right-college-activism//LADI)
36 -
37 -How much support… attended Spencer's conference.
38 -
39 -
40 -===Contention 2:===
41 -===Whenever free speech is restricted, colleges are motivated to restrict speech for the benefit of the institution, and not the welfare of the students.===
42 -ACLU
43 -The American Civil Liberties Union and the American Civil Liberties Union Foundation. For nearly 100 years, the ACLU has been our nation’s guardian of liberty, working in courts, legislatures, and communities to defend and preserve the individual rights and liberties that the Constitution and the laws of the United States guarantee everyone in this country. https://www.aclu.org/other/hate-speech-campus
44 -
45 -Historically, defamation laws… of racist ideas.
46 -===Take the case of Samantha Valdez at Winthrop University, who was punished for an artistic display meant to protest the name of Tillman Hall, a governor responsible for an increase of lynchings of African-Americans. Fire 16===
47 -FIRE is the Foundation for Individual Rights in Education (FIRE) is a nonpartisan, nonprofit organization dedicated to defending liberty, freedom of speech, due process, academic freedom, legal equality, and freedom of conscience on America’s college campuses.
48 -https://www.thefire.org/public-university-threatens-student-with-expulsion-for-anti-lynching-protest/
49 -
50 -During the weekend… expression as “hurtful.”
51 -
52 -It is these restrictions of free expression, not the expressions itself, that causes the greatest amount of oppression and silences its victims and protesters.
53 -===And Empirics prove—restriction of ideological speech is the wrong approach and when actually implemented often works against the interest of oppressed groups.===
54 -PBS
55 -http://www.pbs.org/tpt/constitution-usa-peter-sagal/rights/limits-free-speech/#.WFt-41UrLIU
56 -
57 -Should There Be… of their own.
58 -
59 -
60 -===Impact weighing:===
61 -1) reject predictive impacts because they always justify ignoring impacts that are happening right now
62 -2) Listening to oppressed voices is key specifically- if we care about solving oppression we need to open up a platform for oppressive voices to speak
63 -3) prefer material impacts to nebulous impacts—allows us to weigh and see legitimate progress
64 -
65 -===Underview:===
66 -===1) Links of omissions create a bad form of politics—force us to just briefly touch upon each issue and never have in-depth discussion about important issues.===
67 -===Evaluate links solely based on intention—not their perceived effect of automatically being offensive—doing the later destroys politics===
68 -Goldberg 2014 (Michelle is a senior contributing writer at The Nation. She is the author of The Means of Reproduction: Sex, Power and the Future of the World, and Kingdom Coming: The Rise of Christian Nationalism; Feminism's Toxic Twitter Wars; Jan 29; www.thenation.com/article/178140/feminisms-toxic-twitter-wars?page=0,3; kdf)
69 -
70 -Online, however, intersectionality… oppressed person’s anger.
71 -===2) Only engaging state policy can resolve any of their impacts===
72 -Eckersley 04 (Robyn, Professor and Head of Political Science in the School of Social and Political Sciences, University of Melbourne, The Green State: Rethinking Democracy and Sovereignty. 2004.)
73 -
74 -While acknowledging the… to be compelling.
75 -
76 -===3) Reject PICS on this topic -===
77 -The Aff is required by the resolution to defend all instances of constitutionally protected speech which means PICs aren’t a test of the Aff’s case writing skills just a punishment for an excessively broad topic.
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-02-20 07:57:12.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Adam Torson
Opponent
... ... @@ -1,1 +1,0 @@
1 -Harker SL
ParentRound
... ... @@ -1,1 +1,0 @@
1 -15
Round
... ... @@ -1,1 +1,0 @@
1 -6
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF Discourse Aff
Tournament
... ... @@ -1,1 +1,0 @@
1 -Berkeley
Caselist.CitesClass[13]
Cites
... ... @@ -1,63 +1,0 @@
1 -I value morality.
2 -===Obligations cannot stem from abstract ethical theories:===
3 -A) 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.
4 -B) 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.
5 -C) 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.
6 -D) 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.
7 -E) 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.
8 -
9 -===This means that actors within United States government must follow the constitution, because:===
10 -A) 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.
11 -B) 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.
12 -C) 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.
13 -D) 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.
14 -
15 -Thus the standard is maintaining constitutionality.
16 -And, This affirms under my framework 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 meaning it can be revised. In turn this means that any disads about speech that we might allow are non-intrinsic because future members of the Supreme Court can always rule that the first amendment doesn’t protect those.
17 -
18 -===Next is theory spikes. First drop the debater on NEG theory.===
19 -A) 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.
20 -B) 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.
21 -C) 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.
22 -
23 -===Second: Only AFF gets RVIs, on counter interps or I meets===
24 - Its key to ensure proportional punishment on NEG T and theory since the NEG would only claim drop the debater if they were prepared to collapse to theory- that checks theory’s use as a crutch and fosters topical debate.
25 -
26 -===Next is K pre-empts:===
27 -
28 -===First: Evaluate the round with a role of the ballot of voting for the debater who best determines the truth or falsity of the resolution.===
29 - Key to text- to negate1 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.
30 -
31 -===Second: the state is inevitable – refusal to engage in traditional politics cedes the policy sphere to authoritarian elites and abdicates social responsibility – that makes all crises inevitable. Boggs 972===
32 -
33 -The decline of...from civil society. 75
34 -
35 -===Third: The constitution 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. Young 93===
36 -
37 -In the past… of their rights.
38 -
39 -===And Last is pre-empts to consequentialism:===
40 -
41 -===First, consequentialist frameworks devolve to permissibility===
42 -a) There is no intrinsically valuable state of affairs, so consequenatlism halts action because states can never know what “interests” are. Citizens have different values. Even if populations can agree in general, they’d never reach consensus on specific nuances.
43 -b) There is no bright line to where consequences end, as util leaves them open until the end of the world. Ends trigger more ends, so the impacts of our actions never definitively stop, thus we aren’t able to assess the collective impacts to determine the moral worth of an action.
44 -c) In order to calculate the probability of a consequence an individual must also calculate the probability that their calculation may be wrong, and in turn the probability that that calculation might be wrong in infinite regress making the calculation impossible.
45 -d) Aggregation doesn’t make sense—Harms are only harms to one person and even though my headache might feel bad to me and yours might feel bad to you—our collective headache can’t be perceived by anyone and therefore isn’t bad.
46 -
47 -===Second, Permissibility and presumption both flow AFF===
48 -A) Above side bias claims also warrant presumption because if the round is tied then I’m the better debater because it was harder for me.
49 -B) Absent any moral reason we default not to taking an action—for example I would not choose to kill absent a good reason to do so—as such colleges should default to not restricting speech absent a reason.
50 -
51 -===Third, Simulating images of suffering anesthetizes us to real suffering and produces a culture of structural violence. Giroux 124===
52 -
53 -One consequence is… for seeking pleasure.
54 -
55 -===And on Case:===
56 -
57 -===Only a strong norm of content neutrality can protect marginalized voices. Speech restrictions can only solve oppression if there is a public consensus against hate speech. But weakening the norm leads to worse oppression if public opinion shifts. Gates:===
58 -Henry Louis Gates (W.E.B. Du Bois Professor of the Humanities at Harvard University, Director of the Hutchins Center for African and African American Research at Harvard University). “Let Them Talk.” The New Republic. September 20, 1993.
59 -At first blush… norm of content-neutrality.
60 -===This is empirically confirmed- speech restrictions are implemented in racist ways. ACLU:===
61 -American Civil Liberties Union. “Hate speech on campus.” Accessed 12/14/16.
62 -
63 -Q: Aren't speech codes… we'll be next."
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-02-20 08:08:04.0
Judge
... ... @@ -1,1 +1,0 @@
1 -any
Opponent
... ... @@ -1,1 +1,0 @@
1 -any
ParentRound
... ... @@ -1,1 +1,0 @@
1 -16
Round
... ... @@ -1,1 +1,0 @@
1 -1
Team
... ... @@ -1,1 +1,0 @@
1 -New Trier Schwabe Aff
Title
... ... @@ -1,1 +1,0 @@
1 -JF Constitution AC
Tournament
... ... @@ -1,1 +1,0 @@
1 -Any JF
Caselist.RoundClass[9]
Cites
... ... @@ -1,1 +1,0 @@
1 -6
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 16:07:07.0
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[12]
Cites
... ... @@ -1,1 +1,0 @@
1 -9
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 16:20:01.0
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.RoundClass[13]
Cites
... ... @@ -1,1 +1,0 @@
1 -10
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2016-12-17 16:22:51.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Brad Thew
Opponent
... ... @@ -1,1 +1,0 @@
1 -West Des Moines Valley KK
Round
... ... @@ -1,1 +1,0 @@
1 -5
RoundReport
... ... @@ -1,3 +1,0 @@
1 -1AC- Legal Jurisprudence v2
2 -1NC- Ableism Rage K
3 -Revenge Porn CP
Tournament
... ... @@ -1,1 +1,0 @@
1 -Blake
Caselist.RoundClass[14]
Cites
... ... @@ -1,1 +1,0 @@
1 -11
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-01-29 00:57:58.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Stephanie Ciocca
Opponent
... ... @@ -1,1 +1,0 @@
1 -Henry W Grady GB
Round
... ... @@ -1,1 +1,0 @@
1 -5
RoundReport
... ... @@ -1,2 +1,0 @@
1 -1AC- Race
2 -1NC- De Beauvior's Radical Freedom
Tournament
... ... @@ -1,1 +1,0 @@
1 -Emory
Caselist.RoundClass[15]
Cites
... ... @@ -1,1 +1,0 @@
1 -12
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-02-20 07:57:01.0
Judge
... ... @@ -1,1 +1,0 @@
1 -Adam Torson
Opponent
... ... @@ -1,1 +1,0 @@
1 -Harker SL
Round
... ... @@ -1,1 +1,0 @@
1 -6
RoundReport
... ... @@ -1,4 +1,0 @@
1 -1AC- Discourse Aff
2 -1NC- Guns PIC
3 -Util NC
4 -Bioterror DA
Tournament
... ... @@ -1,1 +1,0 @@
1 -Berkeley
Caselist.RoundClass[16]
Cites
... ... @@ -1,1 +1,0 @@
1 -13
EntryDate
... ... @@ -1,1 +1,0 @@
1 -2017-02-20 08:07:54.0
Judge
... ... @@ -1,1 +1,0 @@
1 -any
Opponent
... ... @@ -1,1 +1,0 @@
1 -any
Round
... ... @@ -1,1 +1,0 @@
1 -1
RoundReport
... ... @@ -1,2 +1,0 @@
1 -1AC- Constitution
2 -1NC- --
Tournament
... ... @@ -1,1 +1,0 @@
1 -Any JF
Caselist.CitesClass[5]
Cites
... ... @@ -1,0 +1,23 @@
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
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 03:49:46.0
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 +8
Round
... ... @@ -1,0 +1,1 @@
1 +3
Team
... ... @@ -1,0 +1,1 @@
1 +New Trier Schwabe Aff
Title
... ... @@ -1,0 +1,1 @@
1 +Legal Jurisprudence AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Blake
Caselist.RoundClass[7]
Cites
... ... @@ -1,0 +1,1 @@
1 +6
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 03:47:18.0
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[8]
Cites
... ... @@ -1,0 +1,1 @@
1 +5
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-17 03:49:44.0
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

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)