Changes for page Phoenix Country Day Whitfil Aff
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... ... @@ -1,19 +1,0 @@ 1 -1. Spec status of CP/Alt/advocacy in 1NC 2 -2. Prioritize K vs T 3 -3. NIBs Bad 4 -4. Conditional PICs bad 5 -5. PICs Bad (in spec context usually) 6 -6. Condo Bad 7 -7. Disclosure 8 -8. Hidden Spikes bad 9 -9. Must cx check or disclose spec interps (depends on spec interp) 10 -10. Must know methodology for studies (sample size, scope, etc) 11 -Must have advocacy text 12 -12. Miscutting Ev bad 13 -13. Vague/Reject Alts Bad 14 -14. Neg CP's must have solvency advocates who advocate every plank 15 -15. Read advocacy text in the 1nc 16 -16. Can't read pre-fiat K and post-fiat turn the aff 17 -17. Agent Cp's bad 18 - 19 -^Exact text of interp depends on the round. Usually the interp is synthetic to the actual debate. If you want the exact texts that I've broken I can tell you, just contact me. - EntryDate
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... ... @@ -1,71 +1,0 @@ 1 -Part 1 is Framing 2 - 3 -1. Ideal theory fails to guide action in this unjust world 4 -MILLS 05: Charles W. Mills, “Ideal Theory” as Ideology, 2005 5 -Now how can this ideal…. if it ever did arrive. 6 - 7 -2. Ideal theory strips away questions of particularities and isolates a universal feature of agents. This normalizes a single experience and epistemicologically skews ethical theorizing. 8 -Mills 05, Charles, 2005, Ideal Theory” as Ideology, 9 -The crucial common claim… at may be misleading. 10 -Non-ideal theory necessitates consequentialism since instead of following rules that assume an already equal playing field; we take steps to correct material injustice. 11 - 12 -Thus the role of the ballot is vote for the advocacy that best minimizes oppression. 13 -Prefer 14 -1. Means based theories collapses into consequentialism in order to explain necessary enablers. 15 -Sinnott-Armstrong 92 Sinnott- Armstrong, Walter. “An Argument For Consequentialism” Dartmouth College. Philosophical Perspectives, 6, Ethics, 1992. 16 -The simplest deontological theory ….. giving up deontology. 17 - 18 -2. Anayltic 19 -Part 2 is Advocacy 20 - 21 -Plan text, Resolved: Public colleges and universities in the United States ought not restrict constitutionally protected speech that is used to criticize the military’s policies. 22 - 23 - 24 -Part 3 is Offense 25 - 26 -Patriotic Correctness on campuses runs rampant- dissent is charged with treason and lines of critical thought are silenced. Higher education has been coopted by the military industrial complex, reducing the roles of teachers to mere technicians. Members of college campuses are routinely fired if they criticize the military, causing a chilling effect on such discussion. Multiple empirical examples prove: 27 -Wilson 15, John K., Ph.D candidate with dissertation on the history of academic freedom in America and author of three books, “Patriotic Correctness: Academic Freedom and Its Enemies,” Routledge, Nov 30, 2015 28 -Compared to earlier “wartime” … supreme after 9/11. 29 - 30 -This is devastating because higher education is the uniquely key institution that can provide spaces for conversations and action that snowball into cultural shifts away from militarism. 31 -Jaschik and Giroux 07, Henry Giroux and Scott Jaschik, 'The University in Chains', (Interview), 2007, https://www.insidehighered.com/news/2007/08/07/giroux 32 -Q: How do you think …. for a viable democracy. 33 - 34 - 35 -2 impacts 36 -A. Cultural shift- 37 - The aff teaches students to refuse the myth of militarism- this creates a cultural shift away from the glorification of violence 38 -Chatterjee and Maira 14 39 -Piya Chatterjee, Backstrand Chair and Professor of Feminist, Gender and Sexuality Studies at Scripps College, Sunaina Maira, Professor of Asian American Studies at UC Davis, “The Imperial University: Academic Repression and Scholarly Dissent,” University of Minnesota Press, 2014 JW 40 -State warfare and … “anti-American” ideologies. 41 - 42 -Militarism is part of the culture, making people disposable- justifying and creating everyday violence against the Middle Eastern Other. The aff allows student and professors to refuse this culture. 43 -Chatterjee and Maira 2 Piya Chatterjee, Backstrand Chair and Professor of Feminist, Gender and Sexuality Studies at Scripps College, Sunaina Maira, Professor of Asian American Studies at UC Davis, “The Imperial University: Academic Repression and Scholarly Dissent,” University of Minnesota Press, 2014 JW 44 -The strategic co-optation of the language of pluralism for academic containment is nowhere more evident than in the assault on progressive scholarship in Middle East studies and postcolonial studies and in the intense culture wars over Islam, the War on Terror, and Israel-Palestine. The 9/ 11 attacks and the ….. s the campus climate in general. 45 -B. Political Spillover 46 -Academics have used state resources and their own academic freedom to create positive policy change proving that liberalizing the university creates concrete material impacts 47 -Slaughter 88 Sheila Slaughter, associate professor in the Center for the Study of Higher Education and director of the Division of Educational Foundations and Administration, The University of Arizona, “Academic Freedom and the State: Reflections on the Uses of Knowledge,” The Journal of Higher Education, Vol. 59, No. 3 (May - Jun., 1988), pp. 241-262 JW 48 -In the 1960s and 1970s, … o create new theologies. 49 - 50 -Part 4 is Theory 51 -1. All theory arguments have an implicit aff flex standard because It’s harder to affirm from 52 -Adler 15, Are Judges Just Guessing? A Statistical Analysis of LD Elimination Round Panels by Steven Adler http://nsdupdate.com/2015/03/30/are-judges-just-guessing-a-statistical-analysis-of-ld-elimination-round-panels-by-steven-adler/ 53 -Yet a plausible … late elimination rounds: 54 - 55 - 56 -2. analytic 57 - 58 -3. Spec-ing a type of speech is good- 59 -SCOTUS ruled that “any” implies limits on the object they refer to. 60 -Von Eintel 11 Kai Von Fintel, 7-6-2011, "Justice Breyer, Professor Austin, and the Meaning of 'Any'," Language Log, http://languagelog.ldc.upenn.edu/nll/?p=3248 61 -When I see the … beyond that word itself. 62 -A. analytic 63 -B. Analytic 64 -c. Research overload is good- Gives us the skills to shift through massive data in the information era 65 -McCandless 10, David, award-winning writer, designer and author August 2010, David McCandless: The beauty of data visualization, http://www.ted.com/talks/david_mccandless_the_beauty_of_data_visualization.html# 66 -It feels like .. look really cool. 67 - 68 -4. Evaluate the debate through comparative worlds. 69 -A. Truth testing kills fairness since it imposes an absolute burden of proof. 70 -Nelson 08 Adam Nelson (Director of Lincoln-Douglas Debate at the Harker School) “Towards a Comprehensive Theory of LD” The Lincoln-Douglas Debate Theory Journal April 15th 2008 http://ldtheoryjournal.blogspot.com/2008/04/towards-comprehensive-theory-of-ld-adam.html 71 -And the truth-statement …. the same way. - EntryDate
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... ... @@ -1,21 +1,0 @@ 1 -Tournament: All | Round: 9 | Opponent: x | Judge: x 2 - 3 -Spec status of CP/Alt/advocacy in 1NC 4 -2. Prioritize K vs T 5 -3. NIBs Bad 6 -4. Conditional PICs bad 7 -5. PICs Bad (in spec context usually) 8 -6. Condo Bad 9 -7. Disclosure 10 -8. Hidden Spikes bad 11 -9. Must cx check or disclose spec interps (depends on spec interp) 12 -10. Must know methodology for studies (sample size, scope, etc) 13 -Must have advocacy text 14 -12. Miscutting Ev bad 15 -13. Vague/Reject Alts Bad 16 -14. Neg CP's must have solvency advocates who advocate every plank 17 -15. Read advocacy text in the 1nc 18 -16. Can't read pre-fiat K and post-fiat turn the aff 19 -17. Agent Cp's bad 20 -18. Must disclose round reports for every round describing offs in each speech 21 -^Exact text of interp depends on the round. Usually the interp is synthetic to the actual debate. If you want the exact texts that I've broken I can tell you, just contact me. - EntryDate
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... ... @@ -1,62 +1,0 @@ 1 -1AC 2 -Part 1 is Framework 3 -First is the problem: Attempting to understand agents and ethics from an idealized, static, non-violent starting point fails 4 -1. Ethical decision-making is inherently discriminatory- any obligation is violent to all other obligations. If I help one person, it means I cannot spend that time helping another. 5 -Haggulund 04, THE NECESSITY OF DISCRIMINATION DISJOINING DERRIDA AND LEVINAS” MARTIN HÄGGLUND, 2004, p 56. 6 -For the same reason, …. necessity of discrimination. 7 -A. takes out all other frameworks that rely on an idealized starting point- they fail to guide action because the create infinite contradictory obligations that produce violence. 8 -B. Impact turns idealized frameworks, which try to create absolute peace. This justifies absolute violence where nothing can ever occur. 9 -Hagglund 2““THE NECESSITY OF DISCRIMINATION DISJOINING DERRIDA AND LEVINAS” MARTIN HÄGGLUND, 2004 10 -“A possible objection … of absolute violence.” (49) 11 - 12 -Second is the solution: 13 -Conflict and violence are inevitable; the only way to organize it is through agonism. It frames those with opposing views as not the enemy who must be destroy, but an adversary whose ideas should be fought. I don’t pretend to resolve exclusion, I just exclude the exclusionary thing. 14 -Mouffe 2k brackets for gendered langauge, Chantal, THE DEMOCRATIC PARADOX, 2000 15 -One of the principal …. between real alternatives. 16 - 17 -The standard is consistency with agonistic democracy. 18 -Prefer the standard 19 -1. Analytic 20 - 21 -2. Educational spaces must embrace contestation as a condition for resistance. Any attempt to exclude challenges reaffirms pedagogical imperialism, where the teacher knows best. 22 -Rickert 01 Thomas, “"Hands Up, You're Free": Composition in a Post-Oedipal World”, JacOnline Journal 23 -“This essay will employ …. serve the other” (48) 24 - 25 -Impact Calc- Consequences are irrelevant to the framework, it is about creating the procedures for agonistic discourse 26 -a. Analytic 27 -b. Anayltic 28 -c. Problem of induction-We have no evidence that the past can be used to predict the future. The only evidence we could point to is that in the past, the past has always been used to predict the future accurately, but that assumes what we are trying to prove. 29 -Vickers 14, John, 2014, The Problem of Induction, https://plato.stanford.edu/entries/induction-problem/ 30 -The original problem … is to be proved. 31 -d. Consequences fail- we live in an infinite universe 32 -Bostrom 09, Nick, Professor of Philosophy – Oxford University, “Infinite Ethics." 2009. 33 -“Recent cosmological evidence …. absurdum, this one is.” 34 - 35 -Part 2 is Advocacy 36 -I defend the resolution. I’ll defend implementation- but it is irrelevant to my framework. 37 -Part 3 is Contention 38 -Censorship is never justifiable since censorship relies on the assumption that some viewpoint is not legitimate enough to be voiced. Institutions should foster free speech not destroy it. 39 -Mouffe 2 Chantal Mouffe, Professor at the Department of Political Science of the Institute for Advanced Studies. June 2000. “The Democratic Paradox” 40 -I submit that … thinking is invaluable. 41 - 42 -2. Consequential Frameworks affirm- 43 -A. Empirics show reverse enforcement and increased discrimination 44 -Strossen 01 (Nadine, Law @NYU, Incitement to Hatred: Should There Be a Limit Copyright (c) 2001 Board of Trustees of Southern Illinois University Southern Illinois University Law Journal Winter, 2001 25 S. Ill. U. L. J. 243) 45 -Based on actual …. to a broader audience. n44 46 - 47 -B. Free speech on campus allows students to become critical advocators who demand liberation themselves 48 -DeBrabander 15: DeBrabander, Firmin. Associate Professor of Philosophy, Maryland Institute College of Art “Do Guns Make Us Free?: Democracy and the Armed Society.” Yale University Press, May 19, 2015 49 -The famed education …. to be lectured to. 50 -Part 4 is the Underview 51 -1. Analytic 52 - 53 - 54 -2. Anayltic 55 - 56 -3. Agonism is needed to both literally stop exclusion and to gain advocacy skills to fight oppression. 57 -Harrigan 08 Casey, Associate Director of Debate at UGA, Master’s in Communications – Wake Forest U., “A Defense of Switch Side Debate”, Master’s thesis at Wake Forest, Department of Communication, May, pp.43-45 58 -The Relevance Of …. serve the other” (48) 59 - 60 -4. Arguments that things aren’t progressing are historically imprecise 61 -Jacobson 9/22 - Louis Jacobson, Senior Correspondent, Politifact ( “Trump's Pants on Fire claim that black communities 'are absolutely in the worst shape' ever” September 22nd, 2016 http://www.politifact.com/truth-o-meter/statements/2016/sep/22/donald-trump/trumps-pants-fire-claim-blacks-are-absolutely-wors/) RMT *Graphs omitted 62 -There’s solid statistical … statement Pants on Fire - EntryDate
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... ... @@ -1,0 +1,16 @@ 1 +1. Spec status of CP in 1NC 2 +2. Prioritize K vs T 3 +3. NIBs Bad 4 +4. Conditional PICs bad 5 +5. PICs Bad (in spec context usually) 6 +6. Condo Bad 7 +7. Disclosure 8 +8. Hidden Spikes bad 9 +9. Must cx check or disclose spec interps (depends on spec interp) 10 +10. Must know methodology for studies (sample size, scope, etc) 11 +11. Must have advocacy text 12 +12. Miscutting Ev bad 13 +13. Vague Alts Bad 14 +14. Can't read K of mindsent and turn the aff under that mindset 15 + 16 +^Exact text of interp depends on the round. Usually the interp is synthetic to the actual debate. If you want the exact texts that I've broken I can tell you, just contact me. - EntryDate
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