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Ridge-Krishnan-Aff-New York City Invitational-Octas.docx
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1 +==1AC==
2 +
3 +
4 +===FW===
5 +
6 +
7 +====For too long we have been exposed to the unrelenting desire for progress. Regardless of whether it is the desire for ideological progress, emotional progress or tangible progress, progress always manifests in one desire: the desire for power. This power emerges as a way for humankind to conquer nature, conquer each other, and engage in cultural warfare; the desire to civilize others subverts the desire for harmony. ====
8 +Emerson '11, ~~Margaret Emerson (Margaret Emerson, MA is a writer, designer, ecopsychologist and the author of the book Contemplative Hiking Along the Colorado Front Range. She leads contemplative hikes through her MeetUp group and facilitates overnight mindfulness-in-nature retreats in the mountains of Colorado. She writes a blog at www.ContemplativeHiking.com.), Four Reasons Why "Progress" Isn't Always Progress, No Publication, 1-27-2011, 11, https://carolynbaker.net/2011/01/27/four-reasons-why-progress-isnt-always-progress-by-margaret-emerson/, 9-4-2016. SK~~
9 +From the time … view the world.
10 +
11 +
12 +====This desire for exploitative reform and constant dominating progress has permeated into our educational spaces. It justifies a crackdown on critical thinking and dialogue in favor of indoctrinating students into a system of control ruled by fear of others. ====
13 +Giroux '13, ~~Henry A. Giroux ~| Violence, USA: The Warfare State and the Brutalizing of Everyday Life Wednesday, 02 May 2012 10:03 By Henry A. Giroux, Truthout ~| Op-Ed. SK~~
14 +Even public school … wound their quarry.""' SK
15 +
16 +
17 +====Thus the role of the debater as a student is to challenge the system of progress which is predicated on dominating others and stunting critical thinking. ====
18 +Because the ballot has the power to endorse what is considered truthful by virtue of picking a winner, the judge must assume the role of the intellectual, whom has the primary obligation to deconstruct regimes of truth – we do not criticize to assert our own ideology as dominant and "true" but rather criticize to remove the way truth is used to conquer others. The 1AC is a method and a process of evaluating truth, not a form of truth production.
19 +Foucault 1984, ~~Michel Foucault, "Power and Knowledge," 1980, Print
20 +It seems to … the present time.
21 +
22 +===Advocacy===
23 +
24 +
25 +====Nuclear power and uranium mining embody the quest for power and are expected to grow more globally in the next 20 years than ever before. ====
26 +Els '15, ~~Frik Els (Frik is editor and writer for MINING.com. Frik has worked as a financial journalist for 15 years appearing in a number of business and consumer publications including British Airways in-flight magazine, Business Insider, Investment.com, Driving.ca, YCharts and Business in Vancouver. Frik was a speaker at the 2014 Global Mining Summit in Las Vegas, the Mine Lifecycle Management conference in Salt Lake City and the 2015 Canada Investment Conference in Vancouver. (DISCLAIMER: Frik Els does not own shares or hold positions in any of the equities he writes about. Nothing written should be construed as a solicitation to buy or sell any securities. Seek the advice of a broker/dealer first.)), Nuclear power to grow fastest in more than 20 years, MINING, Sep. 11, 2015, 11:21 AM, http://www.mining.com/nuclear-power-to-grow-fastest-in-more-than-20-years/, 9-4-2016. SK~~
27 +A new report … to meet demand. SK
28 +
29 +
30 +====Advocacy Text: All Countries including Indigenous countries should prohibit nuclear power due to the rationale of industrialism which justifies danger to the environment. To clarify, the 1AC does not concern itself primarily with whether nuclear power results in harm to the environment but rather whether the principles on which nuclear power are founded are centered around progress. I defend the government passing legal regulation as the mechanism. ====
31 +Rozman, ~~Izzati Rozman (Universiti Sultan Zainal Abidin, Terengganu, Malaysia, Faculty of English and Communication Department, Undergraduate), "ARGUMENTATIVE REPORT: SHOULD OR SHOULD NOT NUCLEAR POWER ENERGY BE BANNED GLOBALLY?", Academia.edu, SK.~~
32 +Nuclear power should … upon the subject. SK
33 +
34 +
35 +====A ban through legal regulation by countries is key to disrupting the dominant narrative under the rationale of progress that pursuing electricity production and industrialization and progress is a "superfluous reward" that outweighs any risk. ====
36 +Rozman, ~~Izzati Rozman (Universiti Sultan Zainal Abidin, Terengganu, Malaysia, Faculty of English and Communication Department, Undergraduate), "ARGUMENTATIVE REPORT: SHOULD OR SHOULD NOT NUCLEAR POWER ENERGY BE BANNED GLOBALLY?", Academia.edu, SK.~~
37 +In the years … be banned globally. SK
38 +
39 +
40 +====This is always the first step to any other ideological or material change. The call to stop this unrelenting progress is a call to change the perceived rules of the game, evaluate the situation rationally and break from a system we became indoctrinated within. Alternate strategies must not seek to fully replace previous strategies, as a combination of strategies is always preferable. ====
41 +Noble in 95, ~~Noble, David F. Progress without people: New technology, unemployment, and the message of resistance. Between the Lines, 1995. SK~~
42 +Among our inherited … lies in the word. SK
43 +
44 +
45 +===Scenario===
46 +
47 +
48 +====We use too much energy in the so-called "developed world", a world that falsely believes that "quality of life" and "standard of living" are synonymous. With more energy sources like nuclear power, we would merely perpetuate consumerism and the military industrial complex – the dominant structures that exist today. ====
49 +Kearns '07, ~~Josh Kearns (Bona Fide Hill-Billy Who Currently Lives In Oakland, Ca. He'S Been A Researcher In Environmental Chemistry and Ecological Economics. Currently He'S Into Techniques For High Quality Self-Reliant Living Like Organic Farming, Natural Building, Permaculture And Bluegrass Music), The Crisis Of Too Much Energy, Matador Network, 6-20-2007, 7, http://matadornetwork.com/bnt/the-crisis-of-too-much-energy/, 9-4-2016. SK~~
50 +You may have … turning off the TV. SK
51 +
52 +
53 +====Even tangible reasons to support nuclear power are premised on humankind's dominance and function to civilize and promulgate a culture of corporations where humans have conquered nature – rejection is key. ====
54 +Hollo '14, ~~Tim Hollo(Tim Hollo is an environmentalist and musician who has recently started Green Music Australia. He was previously communications director for Australian Greens Leader Christine Milne, and has worked for organisations including 350.org, Lock the Gate and Greenpeace, on whose board he now sits. He writes in his personal capacity, not representing any of these organisations), Nuclear power keeps the corporates in charge. No wonder it's conservatives' preferred solution to climate change, Guardian, 12-1-2014, 14, https://www.theguardian.com/commentisfree/2014/dec/01/nuclear-power-keeps-the-corporates-in-charge-no-wonder-its-conservatives-preferred-solution-to-climate-change, 8-14-2016. SK~~
55 +The US Christian … their culture war. SK
56 +
57 +====And, calls for facts over fear that claim that we are too ignorant are the same form of dominance the 1AC criticizes that forces us to submit ourselves mindlessly to experts who are part and parcel of the hegemonic political system. ====
58 +MacLean '87, ~~MacLean, Douglas (Research Associate at the Center for Philosophy and Public Policy). "Understanding the nuclear power controversy." HT Engelhardt and AL Caplan (Hg.): Scientific controversies: case studies in the resolution and closure of disputes in science and technology. Cambridge, UK (1987): 567-582. SK~~
59 +Defenders of nuclear … reject that technology. SK
EntryDate
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1 +2016-09-17 12:43:54.0
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1 +Annie Kors
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1 +Lexington VD
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1 +1
Round
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1 +1
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1 +Ridge Krishnan Aff
Title
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1 +1AC Round 1 Yale
Tournament
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1 +Yale Invitational
Caselist.CitesClass[3]
Cites
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1 +==1AC==
2 +
3 +
4 +===FW===
5 +
6 +
7 +====For too long we have been exposed to the unrelenting desire for progress. Regardless of whether it is the desire for ideological progress, emotional progress or tangible progress, progress always manifests in one desire: the desire for power. This power emerges as a way for humankind to conquer nature, conquer each other, and engage in cultural warfare; the desire to civilize others subverts the desire for harmony. ====
8 +Emerson '11, ~~Margaret Emerson (Margaret Emerson, MA is a writer, designer, ecopsychologist and the author of the book Contemplative Hiking Along the Colorado Front Range. She leads contemplative hikes through her MeetUp group and facilitates overnight mindfulness-in-nature retreats in the mountains of Colorado. She writes a blog at www.ContemplativeHiking.com.), Four Reasons Why "Progress" Isn't Always Progress, No Publication, 1-27-2011, 11, https://carolynbaker.net/2011/01/27/four-reasons-why-progress-isnt-always-progress-by-margaret-emerson/, 9-4-2016. SK~~
9 +From the time … view the world.
10 +
11 +
12 +====This desire for exploitative reform and constant dominating progress has permeated into our educational spaces. It justifies a crackdown on critical thinking and dialogue in favor of indoctrinating students into a system of control ruled by fear of others. ====
13 +Giroux '13, ~~Henry A. Giroux ~| Violence, USA: The Warfare State and the Brutalizing of Everyday Life Wednesday, 02 May 2012 10:03 By Henry A. Giroux, Truthout ~| Op-Ed. SK~~
14 +Even public school … wound their quarry.""' SK
15 +
16 +
17 +====Thus the role of the debater as a student is to challenge the system of progress which is predicated on dominating others and stunting critical thinking. ====
18 +Because the ballot has the power to endorse what is considered truthful by virtue of picking a winner, the judge must assume the role of the intellectual, whom has the primary obligation to deconstruct regimes of truth – we do not criticize to assert our own ideology as dominant and "true" but rather criticize to remove the way truth is used to conquer others. The 1AC is a method and a process of evaluating truth, not a form of truth production.
19 +Foucault 1984, ~~Michel Foucault, "Power and Knowledge," 1980, Print
20 +It seems to … the present time.
21 +
22 +===Advocacy===
23 +
24 +
25 +====Nuclear power and uranium mining embody the quest for power and are expected to grow more globally in the next 20 years than ever before. ====
26 +Els '15, ~~Frik Els (Frik is editor and writer for MINING.com. Frik has worked as a financial journalist for 15 years appearing in a number of business and consumer publications including British Airways in-flight magazine, Business Insider, Investment.com, Driving.ca, YCharts and Business in Vancouver. Frik was a speaker at the 2014 Global Mining Summit in Las Vegas, the Mine Lifecycle Management conference in Salt Lake City and the 2015 Canada Investment Conference in Vancouver. (DISCLAIMER: Frik Els does not own shares or hold positions in any of the equities he writes about. Nothing written should be construed as a solicitation to buy or sell any securities. Seek the advice of a broker/dealer first.)), Nuclear power to grow fastest in more than 20 years, MINING, Sep. 11, 2015, 11:21 AM, http://www.mining.com/nuclear-power-to-grow-fastest-in-more-than-20-years/, 9-4-2016. SK~~
27 +A new report … to meet demand. SK
28 +
29 +
30 +====Advocacy Text: All Countries including Indigenous countries should prohibit nuclear power due to the rationale of industrialism which justifies danger to the environment. To clarify, the 1AC does not concern itself primarily with whether nuclear power results in harm to the environment but rather whether the principles on which nuclear power are founded are centered around progress. I defend the government passing legal regulation as the mechanism. ====
31 +Rozman, ~~Izzati Rozman (Universiti Sultan Zainal Abidin, Terengganu, Malaysia, Faculty of English and Communication Department, Undergraduate), "ARGUMENTATIVE REPORT: SHOULD OR SHOULD NOT NUCLEAR POWER ENERGY BE BANNED GLOBALLY?", Academia.edu, SK.~~
32 +Nuclear power should … upon the subject. SK
33 +
34 +
35 +====A ban through legal regulation by countries is key to disrupting the dominant narrative under the rationale of progress that pursuing electricity production and industrialization and progress is a "superfluous reward" that outweighs any risk. ====
36 +Rozman, ~~Izzati Rozman (Universiti Sultan Zainal Abidin, Terengganu, Malaysia, Faculty of English and Communication Department, Undergraduate), "ARGUMENTATIVE REPORT: SHOULD OR SHOULD NOT NUCLEAR POWER ENERGY BE BANNED GLOBALLY?", Academia.edu, SK.~~
37 +In the years … be banned globally. SK
38 +
39 +
40 +====This is always the first step to any other ideological or material change. The call to stop this unrelenting progress is a call to change the perceived rules of the game, evaluate the situation rationally and break from a system we became indoctrinated within. Alternate strategies must not seek to fully replace previous strategies, as a combination of strategies is always preferable. ====
41 +Noble in 95, ~~Noble, David F. Progress without people: New technology, unemployment, and the message of resistance. Between the Lines, 1995. SK~~
42 +Among our inherited … lies in the word. SK
43 +
44 +
45 +===Scenario===
46 +
47 +
48 +====We use too much energy in the so-called "developed world", a world that falsely believes that "quality of life" and "standard of living" are synonymous. With more energy sources like nuclear power, we would merely perpetuate consumerism and the military industrial complex – the dominant structures that exist today. ====
49 +Kearns '07, ~~Josh Kearns (Bona Fide Hill-Billy Who Currently Lives In Oakland, Ca. He'S Been A Researcher In Environmental Chemistry and Ecological Economics. Currently He'S Into Techniques For High Quality Self-Reliant Living Like Organic Farming, Natural Building, Permaculture And Bluegrass Music), The Crisis Of Too Much Energy, Matador Network, 6-20-2007, 7, http://matadornetwork.com/bnt/the-crisis-of-too-much-energy/, 9-4-2016. SK~~
50 +You may have … turning off the TV. SK
51 +
52 +
53 +====Even tangible reasons to support nuclear power are premised on humankind's dominance and function to civilize and promulgate a culture of corporations where humans have conquered nature – rejection is key. ====
54 +Hollo '14, ~~Tim Hollo(Tim Hollo is an environmentalist and musician who has recently started Green Music Australia. He was previously communications director for Australian Greens Leader Christine Milne, and has worked for organisations including 350.org, Lock the Gate and Greenpeace, on whose board he now sits. He writes in his personal capacity, not representing any of these organisations), Nuclear power keeps the corporates in charge. No wonder it's conservatives' preferred solution to climate change, Guardian, 12-1-2014, 14, https://www.theguardian.com/commentisfree/2014/dec/01/nuclear-power-keeps-the-corporates-in-charge-no-wonder-its-conservatives-preferred-solution-to-climate-change, 8-14-2016. SK~~
55 +The US Christian … their culture war. SK
56 +
57 +====And, calls for facts over fear that claim that we are too ignorant are the same form of dominance the 1AC criticizes that forces us to submit ourselves mindlessly to experts who are part and parcel of the hegemonic political system. ====
58 +MacLean '87, ~~MacLean, Douglas (Research Associate at the Center for Philosophy and Public Policy). "Understanding the nuclear power controversy." HT Engelhardt and AL Caplan (Hg.): Scientific controversies: case studies in the resolution and closure of disputes in science and technology. Cambridge, UK (1987): 567-582. SK~~
59 +Defenders of nuclear … reject that technology. SK
EntryDate
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1 +2016-10-17 19:24:53.0
Judge
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1 +Quiroz, Koh, Cha
Opponent
... ... @@ -1,0 +1,1 @@
1 +Lake Highland AA
ParentRound
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1 +2
Round
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1 +Octas
Team
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1 +Ridge Krishnan Aff
Title
... ... @@ -1,0 +1,1 @@
1 +SEPT OCT Progress 1AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +New York City Invitational
Caselist.CitesClass[4]
Cites
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1 +==1AC==
2 +
3 +
4 +===FW (2:00)===
5 +
6 +
7 +====First, The 1AC is a politics of invention, a rupture which unshackles us from static notions of history and recognizes identity as fluid not fixed. It a revolution which introduces new performances into the world - we adopt this positionality in the 1AC as the starting point for better solutions. ====
8 +Marriott in '14, ~~Marriott, David. "No lords A-leaping: Fanon, CLR James, and the politics of invention." Humanities 3.4 (2014): 517-545. SK~~
9 +"I should constantly remind myself", writes Fanon, "that the real leap
10 +AND
11 +moment they sublate the heterogeneous and singular into fixed ontologies or concepts. SK
12 +
13 +
14 +====Second, language has no meaning independent of cultural context which conspire to indoctrinate the imperial subject under that mode of language – as such, attempting to force some interpretation of linguistic terms in the resolution or a cultural norm upon us as a way to resist the standpoint of the AC merely reifies these biases - allow us to leverage my offense against T and Theory. TO clarify, this means that all language is valuable, but when conceptions of language are imposed on others, it is detrimental under the framework. ====
15 +Fanon in '52, ~~Fanon, Frantz. Black skin, white masks. Grove press, 1986, Remastered published in 2008. SK~~
16 +·To speak means to be in a position to use a certain syntax,
17 +AND
18 +the little garden restaurants, know Paris and die. . . . SK
19 +
20 +
21 +====The subjugation of others' perspectives based on the perspectives of some is a form of colonial violence and assimilation which must be rejected in educational spaces such as schools. Also means the framework outweighs in the context of the topic – education in schools is so colonized that we MUST discuss colonialism in terms of colleges and schools. This means the judge has a constitutive pedagogical obligation to analyze the colonial foundations of what forms of knowledge we consider educational. Logic can justify anything, so we have to make sure that we understand how logical thought is constructed. ====
22 +Dr. Asante in '06, ~~Molefi Kete Asanti (Dr. Molefi Kete Asante is Professor and Chair, Department of African American Studies at Temple University. Considered by his peers to be one of the most distinguished contemporary scholars, Asante has published 77 books. Asante's high school text, African American History: Journey of Liberation, 2nd Edition, is used in more than 400 schools throughout North America. Asante has been recognized as one of the ten most widely cited African Americans. He is honored as a HistoryMaker with an archival interview in the US Library of Congress. In the 1990s, Black Issues in Higher Education recognized him as one of the most influential leaders in the decade. Molefi Kete Asante graduated from Oklahoma Christian College in 1964. He completed his M.A. at Pepperdine University in 1965. He received his Ph.D. from UCLA at the age of 26 in 1968 and was appointed a full professor at the age of 30 at the State University of New York at Buffalo. In 1969 he was the co-founder with Robert Singleton of the Journal of Black Studies. Asante directed UCLA's Center for Afro American Studies from 1969 to 1973. He chaired the Communication Department at SUNY-Buffalo from 1973-1980. He worked in Zimbabwe as a trainer of journalists from 1980 to 1982. In the Fall of 1984 Dr. Asante became chair of the African American Studies Program at Temple University where he created the first Ph.D. Program in African American Studies in 1987. He has directed more than 140 Ph.D. dissertations. He has written more than 550 articles and essays for journals, books and magazines and is the founder of the theory of Afrocentricity. Asante was born in Valdosta, Ga., one of sixteen children. His work on African culture and philosophy and African American education has been cited by journals such as the Matices, Journal of Black Studies, Journal of Communication, American Scholar, Daedalus, Western Journal of Black Studies, and Africaological Perspectives. The Utne Reader called him one of the "100 Leading Thinkers" in America. In 2001, Transition Magazine reported "Asante may be the most important professor in Black America." He has appeared on Nightline, Nighttalk, BET, Macnell Lehrer News Hour, Today Show, the Tony Brown Show, Night Watch, Like It Is and 60 Minutes and more than one hundred local and international television shows. In 2002 he received the distinguished Douglas Ehninger Award for Rhetorical Scholarship from the National Communication Association. The African Union cited him as one of the twelve top scholars of African descent when it invited him to give one of the keynote addresses at the Conference of Intellectuals of Africa and the Diaspora in Dakar in 2004. He was inducted into the Literary Hall of Fame for Writers of African Descent at the Gwendolyn Brooks Center at Chicago State University in 2004. In April 2014 he was invited to give a speech at the UN's General Assembly on Peace in Africa. In 2014 he was invited to be a keynote speaker at the Japan Black Studies Association's 60th conference in Kyoto, Japan. Dr. Asante holds more than 100 awards for scholarship and teaching including the Fulbright, honorary doctorates from three universities, and is a guest professor at Zhejiang University and Professor Extraordinarius at the University of South Africa. Dr. Asante has been or is presently a consultant for a dozen school districts. He was the Chair of the United States Commission for FESMAN III for three years.), "Forward," Dei, George Jerry Sefa, and Arlo Kempf. Anti-colonialism and education. Vol. 7. Sense Publishers, 2006. SK~~
23 +ln Anti-Colonialism and Education: 11:: Politics «J Resistance,
24 +AND
25 +. 1 shall gladly join the fray to make the world better. SK
26 +
27 +
28 +====This also means that the 1AC framework precludes examinations of Topicality or theory or what the "role of the judge or ballot as an educator" are, because we say that the educational space is corrupted right now. We redefine a concept of what "education" is which means the 1AC's examination of colonialism controls the internal link as it defines resistance as the starting point of a new concept of education which is anti-colonial. ====
29 +
30 +
31 +====Thus the standard is to combat the colonial institutional subjugation of perspectives. ====
32 +
33 +
34 +===Solvency===
35 +
36 +
37 +====The restriction of free speech extends beyond just chilling protests – colleges stunt the speech of minority students by not hiring minority professors, imposing a Eurocentric curriculum, and stunting multi-perspectivism. This evidence is in the context of Indigenous students, but the warrant applies to all students. ====
38 +Burk in '07, ~~Burk, Nanci M. "Conceptualizing American Indian/Alaska Native college students' classroom experiences: Negotiating cultural identity between faculty and students." Journal of American Indian Education 46.2 (2007): 1-18. SK~~
39 +Recommendations include energizing the community of scholars and educators by infusing curriculum with multicultural examples
40 +AND
41 +techniques and curriculum designs that will benefit college students and educators equally. SK
42 +
43 +
44 +====Thus the Advocacy Text: Private colleges and universities in the United States ought not restrict any constitutionally protected speech as an act against colonialism by introducing more underrepresented teacher and student perspectives. I will clarify or modify my advocacy in CX if asked. ====
45 +
46 +
47 +====Student speech is restricted through exclusion of perspectives – the 1AC is a demand of inclusion of perspectives to determine a pathway for the future. ====
48 +Flaherty '15, ~~Colleen Flaherty(), Student activists want more black faculty members. But how realistic are some of their goals?, No Publication, 11-30-2015, 15, https://www.insidehighered.com/news/2015/11/30/student-activists-want-more-black-faculty-members-how-realistic-are-some-their-goals, 1-5-2017. SK~~
49 +Increasing faculty diversity has long been a priority on college campuses, but the recent
50 +AND
51 +to replaced by another faculty member of color, and so on. SK
52 +
53 +
54 +====In order to combat systemic abuse we must first combat the restriction of speech – empirics prove. Also, critics who claim to target "institutional violence" and "systemic problems" urge us to look at the "broader picture" without targeting the specificity of violence. They may claim that their method is not compatible and are not opposed to speech restrictions but end up stigmatizing allies of their goal which dooms any real solution. Only a combination of reducing free speech restrictions and a more ideological critique can address material conditions without validating positions with the same authority they criticize. ====
55 +Friedersdorf '15, ~~Conor Friedersdorf(), Free Speech on Campus Is Under Attack, Atlantic, 3-4-2016, 16, http://www.theatlantic.com/politics/archive/2016/03/the-glaring-evidence-that-free-speech-is-threatened-on-campus/471825/, 1-5-2017. SK~~
56 +In January of 1987, flyers distributed anonymously at the University of Michigan declared "
57 +AND
58 +still more empowering and validating than, "I feel your pain.". SK
59 +
60 +
61 +===ADV 1 – The Academic===
62 +
63 +
64 +====The 1AC is an exposure of the hidden narrative of minority professors. For too long the black academic has been silenced at public colleges, stripped of their social identity and reduced to the status of "unprofessional" which stunts the possibility for reform. We need to make sure colleges do not restrict the free speech of black professors by refusing to hire them, and student demonstrations are also key to drawing attention to minority oppression. Academic speech matters too!====
65 +Wingfield '15, ~~Adia Harvey Wingfield(), The Plight of the Black Academic, Atlantic, 12-15-2015, 15, http://www.theatlantic.com/business/archive/2015/12/the-plight-of-the-black-academic/420237/, 1-5-2017. SK~~
66 +In his new book, The Scholar Denied, the sociologist Aldon Morris writes that
67 +AND
68 +in higher education. It doesn't have to be this way today. SK
69 +
70 +
71 +====This exclusion of faculty coupled with silencing of student speech sustains a Eurocentric curriculum dooming grassroots and widespread movements for change while replicating colonialist subjugation of perspectives. ====
72 +Everett '16, ~~Gwen Everett(), R.I. college students demand expanded diversity initiatives, Brown Daily Herald, 4-20-2016, 16, http://www.browndailyherald.com/2016/04/20/r-i-college-students-demand-expanded-diversity-initiatives/, 1-5-2017. SK~~
73 +As students at Brown urge the administration to take greater measures to address the lack
74 +AND
75 +student experience in more subtle ways than final grades, Niculescu said. SK
76 +
77 +
78 +===ADV 2 – Western Epistemology===
79 +
80 +
81 +====Silencing speech is a form of cultural appropriation and assimilation where another gives themselves the power to determine what is "legitimate speech" for you – it must be rejected in all forms. The argument here is simple – because college campuses silence speech they view as "harmful," they impose a cultural conception based on prejudice regardless of the type of speech that they ban. ====
82 +Matthes '16, ~~Matthes, Erich Hatala (I am an Assistant Professor in the Department of Philosophy at Wellesley College. I completed my PhD studies in Philosophy at the University of California, Berkeley, and I was an undergraduate at Yale, where I majored in Philosophy and English (with a Writing Concentration). My primary research interests concern moral and political issues surrounding cultural heritage, art, and the environment. For details, please see links at the top). "Cultural Appropriation Without Cultural Essentialism?" Social Theory and Practice, Vol 42, No.2 (April 2016): 343-366. SK~~
83 +People lead social lives, and the breakdown of social communication can be deeply harmful
84 +AND
85 +Nati ve voices be heard. These voices have much to offer." SK
86 +
87 +
88 +====When the administration is white, the silencing of speech will obviously benefit whiteness – police on campus and administration refusing demands of minority students PROVES the imposition forcefully of cultural violence. And don't say that police aren't topical. If protests are prohibited, who else is going to come and shut them down?====
89 +Quinlan '16, ~~Casey Quinlan(), 5 Things That Make It Hard To Be A Black Student At A Mostly White College, ThinkProgress, 1-25-2016, 16, https://thinkprogress.org/5-things-that-make-it-hard-to-be-a-black-student-at-a-mostly-white-college-33ef44abe034?gi=20edfa5787d9, 1-5-2017. SK~~
90 +Being targeted by campus police The number of armed officers at universities has gone up
91 +AND
92 +seeking basic respect in environments that are tailored to white students' needs? SK
EntryDate
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1 +2017-01-14 00:25:12.0
Judge
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1 +all
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1 +all
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1 +4
Round
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1 +1
Team
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1 +Ridge Krishnan Aff
Title
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1 +JAN FEB Assimilation 1AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Newark Invitational
Caselist.CitesClass[5]
Cites
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1 +==1AC==
2 +
3 +
4 +===FW===
5 +
6 +
7 +====The 1AC is a criticism of the status quo, where students are ruled by fear, subject to the violence which follows the imposition of the concept of discipline into school spaces. We must combat the fear of rules of norms which bind us down – the role of the judge as an intellectual with the power to determine truth or falsity within the debate space and transform the discursive space is to vote for the method that best challenges disciplinary apparatus'. ====
8 +Giroux '13, ~~Henry A. Giroux ~| Violence, USA: The Warfare State and the Brutalizing of Everyday Life Wednesday, 02 May 2012 10:03 By Henry A. Giroux, Truthout ~| Op-Ed. SK~~
9 +Even public school … wound their quarry.""' SK
10 +
11 +
12 +====The impacts are multifold – disciplinary apparatus' push students into the new zone of exclusion – they are viewed as disposable and suffer symbolic and real violence that mirrors a dystopia but parallels reality – this leads to securitization, dehumanization, consumerism, alienation and violence against students. ====
13 +====It is not sufficient to reject terminal forms of power like "classism" or "anti-blackness" because these criticisms neglect the underlying forces that engender systems of domination – Instead we resist power specifically to the sphere that they operate in. Terminal instances of power stem from the systemic formation of overlapping disciplinary structures – the task of the revolutionary is to address specific instances so as to unravel larger hegemonic structures====
14 +Atterton**, philosophy professor**, **University of California San Diego, HISTORY OF THE HUMAN SCIENCES JOURNAL, 1994, p. http://www.acusd.edu/~~atterton/Publications/foucault.htm. **
15 +Foucault considers all … of power relationships."
16 +
17 +
18 +====The emergence of totalitarian control originates from various disciplinary apparatuses that insidiously crystallize systems of hegemony. Restructuring of the political occurs through the deconstruction of disciplinary mechanisms – the specificity and thoroughness of regulations intensify the machinations of power which attempt to meticulously control individuals' lives. ====
19 +Foucault **Foucault, Michel. Discipline and Punish: The Birth of the Prison. New York: Vintage Books, 1979. Print**
20 +The 'invention* of … humanism was born.1
21 +
22 +
23 +====Thus, the 1AC retracts away from the disciplinary power of discursive policing and ruling intellectual exchange which does not engender the debate onto one concept of what topic is useful. ====
24 +Bleiker explains,
25 +Bleiker 2000 ~~Roland, Senior Lecturer at the University of Queensland, Popular Dissent, Human Agency, and Global Politics, pgs 18-19~~
26 + Gazing beyond the … of academic spaces.
27 +
28 +
29 +===Solvency===
30 +
31 +
32 +====In the status quo speech is silenced and a desire for control, discipline, and safety manipulate agendas on college campus' – anything but the aff is self-defeating and circular – the desire for "safety" is cyclical and will spill over into more and more restrictions as fear perforates. ====
33 +Reisert '15, ~~Joseph R. Reisert(), Idea of 'safe space,' as defined on college campuses, is inherently totalitarian, Central Maine, 11-14-2015, 15, http://www.centralmaine.com/2015/11/14/idea-of-safe-space-as-defined-on-college-campuses-is-inherently-totalitarian/, 2-17-2017. SK~~
34 +No free or … freedom to disagree. SK
35 +
36 +
37 +====Advocacy Text: In the United States, public colleges and universities ought not restrict any constitutionally protected speech. We defend removing restrictions on speech viewed as harmful and defend that educational programs are a better solution to harmful speech than speech codes. ====
38 +Bertin in '17 Joan E. Bertin, Executive Director, National Coalition Against Censorship 2017, ~~"NCAC Analysis: The First Amendment and School Policies on Harassment and Bullying", http://ncac.org/resource/ncac-analysis-the-first-amendment-and-school-policies-on-harassment-and-bullying~~ AL 2-15-2017
39 +While school officials … out of school.
40 +
41 +
42 +====And, in order to have an ideological critique of problems that looks at the broader picture and institutional violence depend upon the affirmative as we target the specificity of violence. Claiming that methods are not compatible just stigmatizes allies of their movement. Only a combination of reducing free speech restrictions and a more ideological critique can address material conditions without validating systems of authority. ====
43 +Friedersdorf '15, ~~Conor Friedersdorf(), Free Speech on Campus Is Under Attack, Atlantic, 3-4-2016, 16, http://www.theatlantic.com/politics/archive/2016/03/the-glaring-evidence-that-free-speech-is-threatened-on-campus/471825/, 1-5-2017. SK~~
44 +The New Yorker … historically faced discrimination.
45 +
46 +
47 +====Limitations and restrictions on speech frame and perpetuate regimes of truth and frame our understanding of domination by controlling the production of knowledge====
48 +Hook **lecturer in Psychology at the University of the Witwatersrand, 2001 (THEORIA, June, p. 29)**
49 +In a succinct … exclusion and domination.
50 +
51 +
52 +===ADV 1 – Comedians===
53 +
54 +
55 +====Comedians are discouraged from performing on college campuses – speech restrictions encourage hypersensitivity, which deter comedians from making jokes.====
56 +Lukianoff, Greg and Jonathan Haidt '15 ~~Greg Lukianoff is the president and CEO of the Foundation for Individual Rights in Education and the author of Unlearning Liberty. Jonathan Haidt is a social psychologist and Thomas Cooley professor of ethical leadership at the NYU-Stern School of Business. His most recent book is The Righteous Mind: Why Good People Are Divided by Politics and Religion. Atlantic, September 2015, ~~"How Trigger Warnings Are Hurting Mental Health on Campus", https://www.theatlantic.com/magazine/archive/2015/09/the-coddling-of-the-american-mind/399356/~~ KW 2-15-2017
57 +Something strange is … their mental health.
58 +
59 +
60 +====Speech restrictions fuel a culture of panic and fear which chills comedians from performing at colleges. ====
61 +Butler '15, ~~M.S. Butler(), 9-28-2015, 15, https://stateimpact.npr.org/florida/tag/higher-education/, 2-17-2017. SK~~
62 +Know the joke … what we're about." SK
63 +
64 +
65 +====All humor is critical and transgresses discipline, especially at college campus' – every instance of humor is necessary because it provides a sense of proportion and nobody can predict which instance will serve as the catalyst for change. ====
66 +Svrulga '16, ~~Susan Svrugla(Susan Svrluga is a reporter for the Washington Post, covering higher education for the Grade Point blog.), John Cleese will avoid colleges: He says they're too politically correct for comedy, 2-2-2016, 16, https://www.washingtonpost.com/news/grade-point/wp/2016/02/02/john-cleese-will-avoid-colleges-he-says-theyre-too-politically-correct-for-comedy/?utm_term=.48472ae3ea3d, 2-17-2017. SK~~
67 +"And that's why … race to a fault.
68 +
69 +
70 +====Humor gets people to think critically for themselves and challenge dominant structures by overcoming fear of discipline – all humor engages students instead of letting the class be the dominant force. ====
71 +Cannon, ,,Julie. Dela rosa, adrien. Texas Tech University. Utopian Feminism and Feminist Pedagogy: Charlotte Perkins Gilman and the Everyday Classroom. http://www.lsus.edu/Documents/Offices20and20Services/CommunityOutreach/JournalOfIdeology/Utopian20Feminist20Pedagogy_20Charlotte20Perkins20Gilman20and20Everyday20Sociology.pdf. 10-5-2012. JH. 2-17-2017.,,
72 +The principle components … indeed, positive future.
73 +
74 +
75 +===ADV 2 – Anti-State Speech===
76 +Seditious and anarchist speech is constitutionally protected -
77 +Pippala 16 Bhanodai Pippala, 09-08-2016, ~~"Seditious Speech And The First Amendment", https://www.theodysseyonline.com/seditious-speech~~ MJC 2-15-2017
78 +The standard to … expressing "bad tendency."
79 +
80 +
81 +====Universities restrict anarchist speech in the squo – California proves====
82 +Davidson, ,,Alexander. Degree Bachelor of Science in Journalism. California Polytechnic State University. June 2016. http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1119andcontext=joursp. "The Freedom of Speech in Public Forums on College Campuses: A Single-Site Case Study on Pushing the Boundaries of the Freedom of Speech". 2-15-2017. JH.,,
83 +Interviewer: Alexander Davidson … often, isn't good.
84 +
85 +
86 +====Colleges restrict any anti-state speech, even anti-colonialist speech – it impacts back to the framework and has a material impact of police crackdowns and firing of minority professors. ====
87 +Khan '15, ~~,,Tariq. Professor at NYU. 10-28-15. MASKING OPPRESSION AS "FREE SPEECH": AN ANARCHIST TAKE. Anarchist Agency. http://www.anarchistagency.com/commentary/masking-oppression-as-free-speech-an-anarchist-take/ JH. 2-17-2017.~~,,
88 +Yet, while students … historically marginalized groups.SK
89 +
90 +
91 +====Anarchist speech is uniquely good – we do not defend the rhetoric of rights or legitimize the state but rather are the principle and rhetoric that allow us to challenge the discipline and control of the state. Also, free speech gives individuals the common language to build coalitions for better solutions to problems. ====
92 +CrimeThink '17, ~~Crimethinc. Ex-Workers Collective(), This Is Not a Dialogue, CrimethInc., xx-xx-xxxx, xx, https://crimethinc.com/2017/01/26/this-is-not-a-dialogue-not-just-free-speech-but-freedom-itself, 2-17-2017. SK~~
93 +There appears to … our own freedom. SK
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-19 18:44:44.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Mathew Pregasen THE GOAT
Opponent
... ... @@ -1,0 +1,1 @@
1 +Edgemont ML
ParentRound
... ... @@ -1,0 +1,1 @@
1 +5
Round
... ... @@ -1,0 +1,1 @@
1 +2
Team
... ... @@ -1,0 +1,1 @@
1 +Ridge Krishnan Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JAN FEB Disciplinary Dystopia
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard Invitational
Caselist.CitesClass[6]
Cites
... ... @@ -1,0 +1,103 @@
1 +==1AC==
2 +
3 +
4 +===FW===
5 +
6 +
7 +====The 1AC is a criticism of the status quo, where students are ruled by fear, subject to the violence which follows the imposition of the concept of discipline into school spaces. We must combat the fear of rules of norms which bind us down – the role of the judge as an intellectual with the power to determine truth or falsity within the debate space and transform the discursive space is to vote for the method that best challenges disciplinary apparatus'. ====
8 +Giroux '13, ~~Henry A. Giroux ~| Violence, USA: The Warfare State and the Brutalizing of Everyday Life Wednesday, 02 May 2012 10:03 By Henry A. Giroux, Truthout ~| Op-Ed. SK~~
9 +Even public school … wound their quarry.""' SK
10 +
11 +
12 +====The impacts are multifold – disciplinary apparatus' push students into the new zone of exclusion – they are viewed as disposable and suffer symbolic and real violence that mirrors a dystopia but parallels reality – this leads to securitization, dehumanization, consumerism, alienation and violence against students. ====
13 +It is not sufficient to reject terminal forms of power like "classism" or "anti-blackness" because these criticisms neglect the underlying forces that engender systems of domination – Instead we resist power specifically to the sphere that they operate in. Terminal instances of power stem from the systemic formation of overlapping disciplinary structures – the task of the revolutionary is to address specific instances so as to unravel larger hegemonic structures
14 +Atterton**, philosophy professor**, **University of California San Diego, HISTORY OF THE HUMAN SCIENCES JOURNAL, 1994, p. http://www.acusd.edu/~~atterton/Publications/foucault.htm. **
15 +Foucault considers all … of power relationships."
16 +
17 +
18 +====The emergence of totalitarian control originates from various disciplinary apparatuses that insidiously crystallize systems of hegemony. Restructuring of the political occurs through the deconstruction of disciplinary mechanisms – the specificity and thoroughness of regulations intensify the machinations of power which attempt to meticulously control individuals' lives. ====
19 +Foucault **Foucault, Michel. Discipline and Punish: The Birth of the Prison. New York: Vintage Books, 1979. Print**
20 +The 'invention* of … humanism was born.1
21 +
22 +
23 +====Thus, the 1AC retracts away from the disciplinary power of discursive policing and ruling intellectual exchange which does not engender the debate onto one concept of what topic is useful. ====
24 +Bleiker explains,
25 +Bleiker 2000 ~~Roland, Senior Lecturer at the University of Queensland, Popular Dissent, Human Agency, and Global Politics, pgs 18-19~~
26 + Gazing beyond the … of academic spaces.
27 +
28 +
29 +===Solvency===
30 +
31 +
32 +====In the status quo speech is silenced and a desire for control, discipline, and safety manipulate agendas on college campus' – anything but the aff is self-defeating and circular – the desire for "safety" is cyclical and will spill over into more and more restrictions as fear perforates. ====
33 +Reisert '15, ~~Joseph R. Reisert(), Idea of 'safe space,' as defined on college campuses, is inherently totalitarian, Central Maine, 11-14-2015, 15, http://www.centralmaine.com/2015/11/14/idea-of-safe-space-as-defined-on-college-campuses-is-inherently-totalitarian/, 2-17-2017. SK~~
34 +No free or … freedom to disagree. SK
35 +
36 +
37 +====Advocacy Text: In the United States, public colleges and universities ought not restrict any constitutionally protected speech. We defend removing restrictions on speech viewed as harmful and defend that educational programs are a better solution to harmful speech than speech codes. ====
38 +Bertin in '17 Joan E. Bertin, Executive Director, National Coalition Against Censorship 2017, ~~"NCAC Analysis: The First Amendment and School Policies on Harassment and Bullying", http://ncac.org/resource/ncac-analysis-the-first-amendment-and-school-policies-on-harassment-and-bullying~~ AL 2-15-2017
39 +While school officials … out of school.
40 +
41 +
42 +====And, in order to have an ideological critique of problems that looks at the broader picture and institutional violence depend upon the affirmative as we target the specificity of violence. Claiming that methods are not compatible just stigmatizes allies of their movement. Only a combination of reducing free speech restrictions and a more ideological critique can address material conditions without validating systems of authority. ====
43 +Friedersdorf '15, ~~Conor Friedersdorf(), Free Speech on Campus Is Under Attack, Atlantic, 3-4-2016, 16, http://www.theatlantic.com/politics/archive/2016/03/the-glaring-evidence-that-free-speech-is-threatened-on-campus/471825/, 1-5-2017. SK~~
44 +The New Yorker … historically faced discrimination.
45 +
46 +
47 +====Limitations and restrictions on speech frame and perpetuate regimes of truth and frame our understanding of domination by controlling the production of knowledge====
48 +Hook **lecturer in Psychology at the University of the Witwatersrand, 2001 (THEORIA, June, p. 29)**
49 +In a succinct introduction… exclusion and domination.
50 +
51 +
52 +===Scenario 1 is Revolutionary Speech===
53 +Seditious and anarchist speech is constitutionally protected -
54 +Pippala 16 Bhanodai Pippala, 09-08-2016, ~~"Seditious Speech And The First Amendment", https://www.theodysseyonline.com/seditious-speech~~ MJC 2-15-2017
55 +The standard to …expressing "bad tendency."
56 +
57 +
58 +====Universities restrict anarchist speech in the squo – California proves====
59 +Davidson, ,,Alexander. Degree Bachelor of Science in Journalism. California Polytechnic State University. June 2016. http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1119andcontext=joursp. "The Freedom of Speech in Public Forums on College Campuses: A Single-Site Case Study on Pushing the Boundaries of the Freedom of Speech". 2-15-2017. JH.,,
60 +Interviewer: Alexander Davidson … often, isn't good.
61 +
62 +
63 +====Colleges restrict any anti-state speech, even anti-colonialist speech – it impacts back to the framework and has a material impact of police crackdowns and firing of minority professors. ====
64 +Khan '15, ~~,,Tariq. Professor at NYU. 10-28-15. MASKING OPPRESSION AS "FREE SPEECH": AN ANARCHIST TAKE. Anarchist Agency. http://www.anarchistagency.com/commentary/masking-oppression-as-free-speech-an-anarchist-take/ JH. 2-17-2017.~~,,
65 +Yet, while students …historically marginalized groups.SK
66 +
67 +
68 +====Anarchist speech is uniquely good – we do not defend the rhetoric of rights or legitimize the state but rather are the principle and rhetoric that allow us to challenge the discipline and control of the state. Also, free speech gives individuals the common language to build coalitions for better solutions to problems. ====
69 +CrimeThink '17, ~~Crimethinc. Ex-Workers Collective(), This Is Not a Dialogue, CrimethInc., xx-xx-xxxx, xx, https://crimethinc.com/2017/01/26/this-is-not-a-dialogue-not-just-free-speech-but-freedom-itself, 2-17-2017. SK~~
70 +There appears to … our own freedom. SK
71 +
72 +
73 +===Scenario 2 is Student Government===
74 +
75 +
76 +====Political speech is protected in the squo. ====
77 +Victoria Kwan, 4-3-2014, "Symposium: The First Amendment's protection of political speech extends to both donations and spending," SCOTUSblog, http://www.scotusblog.com/2014/04/symposium-the-first-amendments-protection-of-political-speech-extends-to-both-donations-and-spending/
78 +As the Court … interchange of ideas.
79 +
80 +
81 +====College student government officers are silenced reducing activism. ====
82 +Benjamin Lockwood, 1-21-2014, "UWM sued over dissolution of student government," Marquette Wire, https://marquettewire.org/3848622/tribune/tribune-news/uwm-sued-over-dissolution-of-student-government/
83 +In a letter …students of UWM.
84 +
85 +
86 +====College officials silence student government speech in the status quo. This itself is spurred on by the college silencing speech so any form of silencing speech creates cyclical silencing of speech, especially of student government. ====
87 +Alliance Defending Freedom (ADF) Nov, 11-9-2009, "College launches attack campaign on student body president over pro-life group's display," ADF, http://www.adflegal.org/detailspages/press-release-details/college-launches-attack-campaign-on-student-body-president-over-pro-life-group-s-display
88 +SACRAMENTO, Calif. — Attorneys … illegal recall election.
89 +
90 +
91 +====Student government speech is crucial to (a) reduce market-driven control of the public college and (b) maintain balance and introduce student interest into decision making calculi. ====
92 +Scruggs, 2014, "Student Government Leadership in the 21^^st^^ century" University of Louisville, http://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1076andamp;context=honors
93 +Now, more than … a college student.
94 +
95 +
96 +====Student government is the breeding ground for tomorrow's intellectuals====
97 +Scruggs, 2014, "Student Government Leadership in the 21^^st^^ century" University of Louisville, http://ir.library.louisville.edu/cgi/viewcontent.cgi?article=1076andamp;context=honors
98 +Student Governance and … higher education itself.
99 +
100 +
101 +====Students speech is a force of lasting change in public colleges and universities – history proves. ====
102 +Institute for Humane Studies (IHS), xx-xx-xxxx, "Free Speech On Campus," https://theihs.org/campus-events/free-speech-on-campus/
103 +Free speech and … including academic freedom.
EntryDate
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1 +2017-04-15 13:52:00.0
Judge
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1 +all
Opponent
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1 +all
ParentRound
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1 +6
Round
... ... @@ -1,0 +1,1 @@
1 +1
Team
... ... @@ -1,0 +1,1 @@
1 +Ridge Krishnan Aff
Title
... ... @@ -1,0 +1,1 @@
1 +1AC Disciplinary Dystopia v2
Tournament
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1 +Harrison RR
Caselist.RoundClass[1]
Cites
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1 +1
EntryDate
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1 +2016-09-17 12:43:53.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Annie Kors
Opponent
... ... @@ -1,0 +1,1 @@
1 +Lexington VD
Round
... ... @@ -1,0 +1,1 @@
1 +1
Tournament
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1 +Yale Invitational
Caselist.RoundClass[2]
Cites
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1 +3
EntryDate
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1 +2016-10-17 19:24:51.0
Judge
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1 +Quiroz, Koh, Cha
OpenSource
... ... @@ -1,0 +1,1 @@
1 +https://hsld.debatecoaches.org/download/Ridge/Krishnan+Aff/Ridge-Krishnan-Aff-New%20York%20City%20Invitational-Octas.docx
Opponent
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1 +Lake Highland AA
Round
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1 +Octas
RoundReport
... ... @@ -1,0 +1,7 @@
1 +Read all aff rounds on this topic
2 +Yale R1 vs Lexington VD judge Annie Kors
3 +Yale R3 vs Mountain View DZ judge Cameron Cohen
4 +Yale R5 vs Success Academy SC judge Jeffrey Richards
5 +Bronx R2 vs Harrison CS judge Sean Fahey
6 +Bronx R3 vs Brentwood EL judge Paul Zhou
7 +Bronx R6 vs Pembroke Pines SS judge Ben Koh
Tournament
... ... @@ -1,0 +1,1 @@
1 +New York City Invitational
Caselist.RoundClass[4]
Cites
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1 +4
EntryDate
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1 +2017-01-14 00:25:08.0
Judge
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1 +all
Opponent
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1 +all
Round
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1 +1
Tournament
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1 +Newark Invitational
Caselist.RoundClass[5]
Cites
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1 +5
EntryDate
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1 +2017-02-19 18:44:42.0
Judge
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1 +Mathew Pregasen THE GOAT
Opponent
... ... @@ -1,0 +1,1 @@
1 +Edgemont ML
Round
... ... @@ -1,0 +1,1 @@
1 +2
Tournament
... ... @@ -1,0 +1,1 @@
1 +Harvard Invitational
Caselist.RoundClass[6]
Cites
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1 +6
EntryDate
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1 +2017-04-15 13:51:57.0
Judge
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1 +all
Opponent
... ... @@ -1,0 +1,1 @@
1 +all
Round
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1 +1
Tournament
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1 +Harrison RR

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