Changes for page St Andrews Bhatt Neg

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1 -====I negate and value morality. Moral rules and norms aren’t static – declaring something bad and moving on results in rules formed in bias. We must constantly inquire and innovate in order to update moral rules and norms. Anderson 14:====
2 -Elizabeth, Arthur F. Thurnau Professor and John Dewey Distinguished University Professor of Philosophy and Women's Studies at University of Michigan. “Dewey’s Moral Philosophy” Stanford Encyclopedia of Philosophy (Spring 2014 Edition). SA-IB
3 -
4 -Habits are socially shaped dispositions to particular ... enables habits to incorporate intelligence.
5 -
6 -====Being able to engage in experimentation is key to testing beliefs and solving problems that hurt us as a society – we shouldn’t foreclose a possible solution. Anderson II:====
7 -Elizabeth, Arthur F. Thurnau Professor and John Dewey Distinguished University Professor of Philosophy and Women's Studies at University of Michigan. “The Quest for Free Labor Pragmatism and Experiments in Emancipation” Amherst Lecture in Philosophy. 2014 SA-IB
8 -
9 -Because individuals occupy different social positions, are affected ... ambitious ideal of what would solve it.
10 -
11 -====Thus the standard is consistency with pragmatic experimentation, meaning giving ourselves the ability to experiment, inquire, and innovate with means to solve our problems.====
12 -
13 -
14 -====I contend we shouldn’t foreclose the possibility of experimentation with nuclear energy. We should instead innovate and improve production of nuclear power.====
15 -
16 -====Nuclear energy is our only way forward – maintaining the ability for innovation is key. The affirmative overreacts – we need to develop safety and new measures, not foreclose the possibility. OECD 07:====
17 -Organization for Economic Co-Operation and Development, Nuclear Energy Agency. “Innovation in Nuclear Energy Technology” 2007 SA-IB
18 -
19 -Considering the world energy prospects and related ... scientists and engineers and to retain them in the nuclear business.
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1 -====Interpretation: The affirmative must directly defend that countries prohibit the production of nuclear power.====
2 -
3 -====Prohibitions are formal through law. Oxford:====
4 -Oxford Dictionaries. “Definition of Prohibit in English.” No date.
5 -
6 -VERB (prohibits, prohibiting, prohibited) WITH OBJECT ... the budget agreement had prohibited any tax cuts
7 -
8 -====A country is a government, in the context of an actor. Google:====
9 -Google: nd https://www.google.com/webhp?sourceid=chrome-instantandion=1andespv=2andie=UTF-8#q=countries20definition
10 -
11 -a nation with its own government, occupying a particular territory.
12 -
13 -====Violation: They define country as people and defend that people orient themselves away from nuclear====
14 -
15 -====Standards====
16 -1 Real World
17 -
18 -2 Ground
19 -
20 -====T is a voter====
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1 -====Prohibiting nuclear power means coal replacement – Japan empirically proves – emissions are multiplied twenty times over. Baum 15:====
2 -Seth, executive director of Global Catastrophic Risk Institute (think tank) and researches the risk, ethics, and policy about major threats to the world. “Japan should restart more nuclear power plants” Oct 20, 2015. http://thebulletin.org/japan-should-restart-more-nuclear-power-plants8817 SA-IB
3 -
4 -In August, a Japanese utility company … option for Japan and for the world.
5 -
6 -====Warming causes mass violence and leads to extinction – natural disasters, sea levels, and food security. Sharp and Kennedy 14:====
7 -(Associate Professor Robert (Bob) A. Sharp is the UAE National Defense College Associate Dean for Academic Programs and College Quality Assurance Advisor. He previously served as Assistant Professor of Strategic Security Studies at the College of International Security Affairs (CISA) in the U.S. National Defense University (NDU), Washington D.C. and then as Associate Professor at the Near East South Asia (NESA) Center for Strategic Studies, collocated with NDU. Most recently at NESA, he focused on security sector reform in Yemen and Lebanon, and also supported regional security engagement events into Afghanistan, Turkey, Egypt, Palestine and Qatar; Edward Kennedy is a renewable energy and climate change specialist who has worked for the World Bank and the Spanish Electric Utility ENDESA on carbon policy and markets; 8/22/14, “Climate Change and Implications for National Security,” International Policy Digest, http://intpolicydigest.org/2014/08/22/climate-change-implications-national-security/)
8 -
9 -Our planet is 4.5 billion years old… and political decisions; it will be hard to fix!
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1 -====Interpretation: The affirmative must defend implementation of the resolution and may only garner offense from hypothetical enactment of the resolution. The interpretation doesn’t require any specific form of evidence or type of style – only that we debate the resolution.====
2 -
3 -====Resolved’ denotes a proposal to be enacted by law. Words and Phrases 64:====
4 -Words and Phrases 64 Permanent Edition
5 -
6 -Definition of the word “resolve,” ... meaning “to establish by law”.
7 -
8 -====Country is defined as a government. Oxford:====
9 -http://www.oxforddictionaries.com/us/definition/american_english/country
10 -
11 -a nation with its own government, occupying a particular territory.
12 -
13 -====Violation:====
14 -
15 -====Standards:====
16 -
17 -====1 Limits – by not defending the topic they explode the number of affs to an infinite number – broad topics and non-existence limits turn their solvency arguments and scholarship impacts. Rowland 84:====
18 -(Robert C., Baylor U., “Topic Selection in Debate”, American Forensics in Perspective. Ed. Parson, p. 53-4)
19 -
20 -The first major problem identified by … schools to cancel their programs.
21 -
22 -====2 Stable Advocacy and Engagement – debate requires a specific point of difference to be successful – an argument like “racism bad,” while true, misses the point of debate and turns solvency for case. Steinberg and Freeley 13:====
23 -David, Lecturer in Communication studies and rhetoric. Advisor to Miami Urban Debate League. Director of Debate at U Miami, Former President of CEDA. And Austin, attorney who focuses on criminal, personal injury and civil rights law, JD, Suffolk University, Argumentation and Debate, Critical Thinking for Reasoned Decision Making, 121-4
24 -
25 -Debate is a means of settling … be outlined in the following discussion.
26 -
27 -====Topical version of the aff solves all of their offense –====
28 -
29 -====T is a voter.====
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1 -====Counterplan text: We call for the entirety of the affirmative sans their use of ableistic rhetoric. Net benefits:====
2 -
3 -====The use of blindness discourse is problematic – it perpetuates ableism and the idea that blindness implies moral inferiority. Treiman 11:====
4 -Treiman 11 Shelley Tremain (University of Toronto, Social Justice Education). “Ableist language and philosophical associations.” 2011, http://www.newappsblog.com/2011/07/ableist-language-and-philosophical-associations.html
5 -
6 -Over the last couple of decades, … inflicting harm in this way.
7 -
8 -====“Blind” implies being incapable of planning, being unable to comprehend information and regularly misunderstanding the motives of others. Kali 10:====
9 -Brilliant Mind Broken Body: Living with Ehlers-Danlos Syndrome, “I am not your Metaphor,” October 17, 2010, http://brilliantmindbrokenbody.wordpress.com/2010/10/17/i-am-not-your-metaphor/
10 -
11 -Blind - I bet you can’t … issues that have NOTHING to do with sight!
12 -
13 -====Your role is an educator whose job is to challenge dominant ableist mindsets, endorsing our methodology causes a spillover into our everyday lives. Beckett 13:====
14 -Beckett 13’- Angharad Anti-oppressive pedagogy and¶ disability: possibilities and challenges, School of Sociology and Social Policy, University of Leeds
15 -
16 -Serious and systemic disability discrimination …‘foot in both camps’ i.e.¶ ‘oppressed’ and ‘privileged’.
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1 -====The 1AC’s utopian imagination in which structures of oppression don’t exist anymore is oppressive – that kind of abstraction distracts us from actual solutions. Curry 14:====
2 -Curry, Dr. Tommy J. Associate Professor of Philosophy, Affiliated Professor of Africana Studies, and a Ray A. Rothrock Fellow at Texas AandM University; first Black JV National Debate champion (for UMKC) and was half of the first all Black CEDA team to win the Pi Kappa Delta National Debate Tournament “The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century.”
3 -
4 -Despite the pronouncement of debate … among our ideological tendencies and politics.
5 -
6 -====Vote neg to rupture the whiteness of the utopia of the affirmative. Curry 13:====
7 -Dr. Tommy J. Curry 13, Assistant Professor, Department of Philosophy, Texas AandM, "In the Fiat of Dreams: The Delusional Allure of Hope, the Reality of Anti-Black Violence and the Demands of the Anti-Ethical", 2013
8 -
9 -Anti-ethics; the call to … melaninated bodies and nigger-souls, is totalizing.
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1 -====CP: Public colleges and universities in the United States ought to only restrict constitutionally protected journalist speech in order to establish survivor-based control over information about sexual harassment cases released by school newspapers. Tyler-March 16:====
2 -Mary, reporter at the Student Press Law Center, an advocate for student First Amendment rights, for freedom of online speech, and for open government on campus. The SPLC provides information, training and legal assistance at no charge to student journalists and the educators who work with them. "University of Kentucky victims seek to join lawsuit against student newspaper" November 17, 2016. http://www.splc.org/article/2016/11/university-of-kentucky-victims-seek-to-join-lawsuit-against-student-newspaper SA-IB
3 -
4 -KENTUCKY—Two of the … always been what is at stake in this litigation."
5 -
6 -====It competes because it places a restriction on what newspapers can report – newspapers have free speech to report sexual assault right now and the ability to set their own policy on sexual assault reporting and the CP has colleges enforce a survivor based control policy on student newspapers. ====
7 -
8 -====Survivor based control is key – journalists should not identify names in cases of sexual assault nor should they report details that could lead to the survivor’s identity being discovered unless the survivor says so. Doing otherwise can lead to massive public shame and backlash. NAESV 17:====
9 -National Alliance to End Sexual Violence. "Naming Victims in the Media" 2017. http://endsexualviolence.org/where-we-stand/naming-victims-in-the-media SA-IB
10 -
11 -Some people argue that journalists …with sensitivity toward the stigma associated with being publicly named.
12 -
13 -====They specifically don’t get a perm because their AFF author, Frank Lomonte, says that student newspapers should have the freedom to report whatever they want about sexual assault under free speech. The newspaper case the CP is based on, the Kentucky Kernel, is uncontestably a free speech issue. Saul 16: ====
14 -Stephanie, winner of the 1995 Pulitzer Prize and 2010 Society of Professional Journalists Award for Science Reporting, a University of Mississippi graduate, investigative reporter for the New York Times since 2008, investigations focus on science and technology issues in various fields, including those related to pharmaceuticals, psychology, health and fertility innovations. "Campus Press vs. Colleges: Kentucky Suit Highlights Free-Speech Fight" December 02, 2016. The New York Times. http://www.nytimes.com/2016/12/02/us/kentucky-student-journalism-free-speech.html SA-IB
15 -
16 -Campus Press vs. Colleges: Kentucky Suit …to fend off funding cuts that students believe were in retaliation for controversial articles.
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1 -====The standard is resisting oppression – epistemology – reality determines ethics and oppression prevents us from an accurate description – means aff framework is a prior question. Friere 68:====
2 -Paulo, PhD in Philosophy, Educator and Author, Leading Advocate for Critical Pedagogy, Winner of the UNESCO 1986 Prize for Education for Peace. “pedagogy of the oppressed” 1968 SA-IB
3 -
4 -Reality which becomes oppressive results in the contradistinction of men as oppressors and oppressed. The latter, whose task it is to struggle for their liberation together with those who show true solidarity, must acquire a critical awareness of oppression through the praxis of this struggle. One of the gravest obstacles to the achievement of liberation is that oppressive reality absorbs those within it and thereby acts to submerge human beings consiousness. Functionally, oppression is domesticating. To no longer be prey to its force, one must emerge from it and turn upon it. This can be done only by means of the praxis: reflection and action upon the world in order to transform it. i Hay que hacer al opresion real todavia mas opresiva anadiendo a aquella la conciencia de la opresion haciendo la infamia todavia mas infamante, al pregonarla.7 Making "real oppression more oppressive still by adding to it the realization of oppression" corresponds to the dialectical relation between the subjective and the objective. Only in this interdependence is an authentic praxis possible, without which it is impossible to resolve the oppressor-oppressed contradiction. To achieve this goal, the oppressed must confront reality critically, simultaneously objectifying and acting upon that reality. A mere perception of reality not followed by this critical intervention will not lead to a transformation of objective reality—precisely because it is not a true perception. This is the case of a purely subjectivist perception by someone who forsakes objective reality and creates a false substitute. A different type of false perception occurs when a change in objective reality would threaten the individual or class interests of the perceiver. In the first instance, there is no critical intervention in reality because that reality is fictitious; there is none in the second instance because intervention would contradict the class interests of the perceiver. In the latter case the tendency of the perceiver is to behave "neurotically." The fact exists; but both the fact and what may result from it may be prejudicial to the person. Thus it becomes necessary, not precisely to deny the fact, but to ‘see it differently.’ This rationalization as a defense mechanism coincides in the end with subjectivism. A fact which is not denied but whose truths are rationalized loses its objective base. It ceases to be concrete and becomes a myth created in defense of the class of the perceiver. Herein lies one of the reasons for the prohibitions and the difficulties (to be discussed at length in Chapter 4) designed to dissuade the people from critical intervention in reality. The oppressor knows full well that this intervention would not be to his interest. What is to his interest is for the people to continue in a state of submersion, impotent in the face of oppressive reality. Of relevance here is Lukacs warning to the revolutionary party: . . . il doit, pour employer les mots de Marx, expliquer aux masses leur propre action non seulement afin d'assurer la continuity des experiences revolutionnaires du proletariat, mais aussi d'activer consciemment le developpement ulterieur de ces experiences.
5 -
6 -====Moral substitutability means util is true.====
7 -Sinnott-Armstrong 92 Walter. “AN ARGUMENT FOR CONSEQUENTIALISM” Dartmouth College Philosophical Perspectives. https://sites.duke.edu/wsa/papers/files/2011/05/wsa-anargumentforconsequentialism1992.pdf SA-IB
8 -
9 -Since general substitutability works for other kinds of reasons for action, we would need a strong argument to deny that it holds also for moral reasons. If moral reasons obeyed different principles, it would be hard to understand why moral reasons are also called 'reasons' and how moral reasons interact with other reasons when they apply to the same action. Nonetheless, this extension has been denied, so we have to look at moral reasons carefully. I have a moral reason to feed my child tonight, both because I promised my wife to do so, and also because of my special relation to my child along with the fact that she will go hungry if I don't feed her. I can't feed my child tonight without going home soon, and going home soon will enable me to feed her tonight. Therefore, there is a moral reason for me to go home soon. It need not be imprudent or ugly or sacrilegious or illegal for me not to feed her, but the requirements of morality give me a moral reason to feed her. This argument assumes a special case of substitutability: … In order to determine which moral theories can explain moral substitutability, we need to distinguish two kinds of moral reasons and theories: consequential and deontological. These terms are used in many ways, but one particular distinction will serve my purposes A moral reason to do an act is consequential if and only if the reason depends only on the consequences of either doing the act or not doing the act. For example, a moral reason not to hit someone is that this will hurt her or him. A moral reason to turn your car to the left might be that, if you do not do so, you will run over and kill someone. A moral reason to feed a starving child is that the child will lose important mental or physical abilities if you do not feed it. All such reasons are consequential reasons. All other moral reasons are non-consequential. Thus, a moral reason to do an act is non-consequential if and only if the reason depends even partly on some property that the act has independently of its consequences. For example, an act can be a lie regardless of what happens as a result of the lie (since some lies are not believed), and some moral theories claim that that property of being a lie provides amoral reason not to tell a lie regardless of the consequences of this lie. Similarly, the fact that an act fulfills a promise is often seen as a moral reason to do the act, even though the act has that property of fulfilling a promise independently ofits consequences. All such moral reasons are non-consequential. In order to avoid so many negations, I will also call them 'deontological'. This distinction would not make sense if we did not restrict the notion of consequences. If I promise to mow the lawn, then one consequence of my mowing might seem to be that my promise is fulfilled. One way to avoid this problem is to specify that the consequences of an act must be distinct from the act itself. My act of fulfilling my promise and my act of mowing are not distinct, because they are done by the same bodily movements.10 Thus, my fulfilling my promise is not a consequence of my mowing. A consequence of an act need not be later in time than the act, since causation can be simultaneous, but the consequence must at least be different from the act. Even with this clarification, it is still hard to classify some moral reasons as consequential or deontological,11 but I will stick to examples that are clear. In accordance with this distinction between kinds of moral reasons, I can now distinguish different kinds of moral theories. I will say that a moral theory is consequentialist if and only if it implies that all basic moral reasons are consequential. A moral theory is then non-consequentialist or deontological if it includes any basic moral reasons which are not consequential. 5. Against Deontology So defined, the class of deontological moral theories is very large and diverse. This makes it hard to say anything in general about it. Nonetheless, I will argue that no deontological moral theory can explain why moral substitutability holds. My argument applies to all deontological theories because it depends only on what is common to them all, namely, the claim that some basic moral reasons are not consequential. Some deontological theories allow very many weighty moral reasons that are consequential, and these theories might be able to explain why moral substitutability holds for some of their moral reasons: the consequential ones. But even these theories cannot explain why moral substitutability holds for all moral reasons, including the non-consequential reasons that make the theory deontological. The failure of deontological moral theories to explain moral substitutability in the very cases that make them deontological is a reason to reject all deontological moral theories. I cannot discuss every deontological moral theory, so I will discuss only a few paradigm examples and show why they cannot explain moral substitutability. After this, I will argue that similar problems are bound to arise for all other deontological theories by their very nature. The simplest deontological theory is the pluralistic intuitionism of Prichard and Ross. Ross writes that, when someone promises to do something, 'This we consider obligatory in its own nature, just because it is a fulfillment of a promise, and not because of its consequences.'12 Such deontologists claim in effect that, if I promise to mow the grass, there is a moral reason for me to mow the grass, and this moral reason is constituted by the fact that mowing the grass fulfills my promise. This reason exists regardless of the consequences of mowing the grass, even though it might be overridden by certain bad consequences. However, if this is why I have a moral reason to mow the grass, then, even if I cannot mow the grass without starting my mower, and starting the mower would enable me to mow the grass, it still would not follow that I have any moral reason to start my mower, since I did not promise to start my mower, and starting my mower does not fulfill my promise. Thus, a moral theory cannot explain moral substitutability if it claims that properties like this provide moral reasons.
10 -
11 -====Refraining from action involves taking the action of refraining, means omissions are intentional.====
12 -Sartorio 09 Carolina. “Omissions and Causalism” University of Arizona. Volume 43, Issue 3. August 03, 2009.
13 -
14 -Second, a causalist could claim that other things besides events can be causes and effects but causal talk involving events is still the most basic kind of causal talk. In particular, causal talk involving omissions and other absences can be true, but it is made true, ultimately, by causal talk involving events. This is Vermazen’s suggestion in his (1985), which Davidson explicitly embraces in his reply to Vermazen (Davidson 1985). How can a causalist do this? Roughly, Vermazen’s idea is the following. Imagine that I am tempted to eat some fattening morsels, but I refrain. Then my passing on the morsels is an intentional omission because the relevant mental states/events (proattitudes, intentions, etc.) cause my not eating the morsels, and this is, in turn, because, had those mental states been absent, then some other mental states/events (competing pro-attitudes, intentions, etc.) would have caused my eating the morsels. In other words, actual causal talk involving omissions is made true by counterfactual causal talk involving positive occurrences or events.
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1 -====Most campuses restrict guns on campus right now.====
2 -AC 16 Armed Campuses. “Guns on Campus’ Laws for Public Colleges and Universities” 2016. http://www.armedcampuses.org
3 -
4 -The overwhelming majority of the 4,400 colleges and universities in the United States prohibit the carrying of firearms on their campuses. These gun-free policies have helped to make our post-secondary education institutions some of the safest places in the country. For example, a 2001 U.S. Department of Education study found that the overall homicide rate at post-secondary education institutions was 0.07 per 100,000 students in 1999.1 By comparison, the criminal homicide rate in the United States as a whole was 5.7 per 100,000 persons overall in 1999, and 14.1 per 100,000 for persons ages 17 to 29. A Department of Justice study found that 93 of violent crimes that victimize college students occur off campus.2
5 -
6 -====Guns are protected as symbolic speech.====
7 -Blanchfield 14 Patrick ~Freelance Writer; PhD in Comparative Literature, Emory University~. "What do Guns Say?" The New York Times. 04 May 2014. https://opinionator.blogs.nytimes.com/2014/05/04/what-do-guns-say/.
8 -
9 -Bunkerville is simply the next step in a trend that has been ramping up for some time. Since the election of Barack Obama, guns have appeared in the public square in a way unprecedented since the turbulent 1960s and ’70s — carried alongside signs and on their own since before the Tea Party elections, in a growing phenomenon of “open carry” rallies organized by groups like the Modern American Revolution and OpenCarry.org, and in the efforts by gun rights activists to carry assault weapons into the Capitol buildings in New Mexico and Texas (links to video). According to open carry advocates, their presence in public space represents more than just an expression of their Second Amendment rights, it’s a statement, an “educational,” communicative act — in short, an exercise of their First Amendment freedom of speech. (See this, from the group Ohio Carry, and this Michigan lawsuit.) This claim bears serious consideration. The First Amendment has historically been much harder to limit than the Second, and so extending the freedom of speech to the open display of weapons raises several urgent questions about how we understand the relationship between expressing ideas and making threats, between what furthers dialogue and what ends it. But are guns speech? Is carrying a weapon as an act of public protest constitutionally protected under the First Amendment? And if so, what do guns say? The courts have traditionally recognized “symbolic speech” — actions that convey a clear message — as deserving of First Amendment protection (by, for example, protecting the right of students in Des Moines to wear armbands protesting the Vietnam War). As “the expression of an idea through an activity,” symbolic speech depends heavily on the context within which it occurs. Unlike pure speech, symbolic speech is more susceptible to limitation, as articulated by the Warren court’s 1968 ruling in United States v. O’Brien. The outcome of that case, the O’Brien test, establishes a four-pronged series of qualifications for determining when symbolic speech can be limited: (1) Any limitation must be within the state’s constitutional powers; (2) the limitation must be driven by a compelling governmental interest; (3) that countervailing interest must be unrelated to the content of the speech, touching solely on the “non-communicative aspect” of the act in question; and (4) any limitation must be narrowly tailored and prohibit no more speech than absolutely necessary. In practical terms, this litmus test suggests that you can carry a gun as symbolic speech, particularly in the context of a pro-Second Amendment demonstration. The state’s clear interest in maintaining public order can be narrowly satisfied by demanding that protesters either carry guns that are unloaded — at least with an open chamber — or which otherwise have the barrel or action blocked. Thus far, open carry protesters have largely followed this rule, notably by sticking tiny American flags into their guns. “If the SWAT team comes down and starts surrounding us with tactical gear, it only takes a minute to pull them out,” the organizer of one such event told reporters. “But that’s not going to happen.”
10 -
11 -====Gun bans on campus solve suicide and accidental deaths.====
12 -DeFillipis 14 Evan, graduated number one in his class at the University of Oklahoma with degrees in Economics, Political Science, and Psychology. He is a Harry S. Truman Scholar, a David L. Boren Critical Languages Scholar, and currently works as a research analyst at Quest Opportunity Fund. His work on gun violence has been featured in Washington Post, Atlantic, Slate, VICE, Huffington Post, Vox, Media Matters, Boston Review, and many others. “Campus Gun Control Works- Why Guns and Schools Do Not Mix” Jun 07, 2014. https://www.armedwithreason.com/campus-gun-control-works-why-guns-and-schools-do-not-mix/ SA-IB
13 -
14 -Accidents Happen Even without the presence of alcohol, accidents happen much more often than gun advocates would like to admit. And when accidents happen with guns, they are often deadly. Individuals in households with firearms, for example, are four times more likely to die of accidental death than those in households without firearms. The NRA supports bills that permit guns to be carried in vehicles on school grounds, arguing that firearm owners should not be punished for accidentally leaving a gun in their car. Curiously, there seems to be little concern for what happens if the same careless owner accidentally forgets to lock his car, accidentally fails to put the safety on, or accidently pulls the trigger, ad infinitum. It seems clear that there are many more ways to accidentally go wrong with a gun than there are ways to go right, and this is especially true in a densely populated, anxiety-ridden, alcohol-saturated, hormone-fueled school environment.Guns and Suicide While suicide is the second leading cause of death among college students, the rate of about 6.5 to 7.5 per 100,000 is roughly half that of a matched non-student population. The difference in suicide rates between student and non-student populations is explained almost completely by the reduced access to firearms on college campuses. Consider that suicides committed with firearms represent only five percent of suicide attempts but more than half of suicide fatalities. About 1,100 college students commit suicide each year, and another 24,000 attempt to do so. Given that suicide attempts with a firearm are successful 90 percent of the time, each one of these more than 25,000 attempts would almost certainly result in death if carried out with a firearm. The best studies to date show that the majority of suicides are impulsive, with little deliberation prior to the act. We also know that youths between the ages of eighteen and twenty-five experience the highest rates of mental illness in the general population. These factors, combined with high rates of alcohol and drug abuse, provide a compelling reason to believe that the nation’s suicide rate will increase if firearms are allowed on college campuses.
EntryDate
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1 -2017-04-29 17:06:33.0
Judge
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1 -Hunt
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1 -Lexington RW
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1 -92
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1 -1
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1 -janfeb ~-~- da ~-~- guns
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1 -toc
Caselist.RoundClass[89]
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1 -177,178,179
EntryDate
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1 -2017-04-26 14:34:14.0
1 +2017-04-26 14:34:14.562
Caselist.RoundClass[90]
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1 -180,181,182
EntryDate
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1 -2017-04-26 14:35:00.0
Judge
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1 -Carlson
OpenSource
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1 -https://hsld.debatecoaches.org/download/St+Andrews/Bhatt+Neg/St%20Andrews-Bhatt-Neg-Valley-Round5.docx
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1 -1AC
2 -- Agrilologistics
3 -1NC
4 -- Framework
5 -- Ableism PIK
6 -- Abstraction K
7 -2NR
8 -- Ableism PIK
Tournament
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1 -Valley
Caselist.RoundClass[91]
Cites
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1 -183
EntryDate
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1 -2017-04-28 16:38:46.0
Judge
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1 -Brundage
OpenSource
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1 -https://hsld.debatecoaches.org/download/St+Andrews/Bhatt+Neg/St%20Andrews-Bhatt-Neg-Barkley%20Forum-Round3.docx
Opponent
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1 -3
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5 -- pics good defense
6 -2nr
7 -- pic
Tournament
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1 -Barkley Forum
Caselist.CitesClass[126]
Cites
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1 +====Interpretation: The affirmative must defend implementation of the resolution and may only garner offense from hypothetical enactment of the resolution. The interpretation doesn’t require any specific form of evidence or type of style – only that we debate the resolution.====
2 +
3 +====Resolved’ denotes a proposal to be enacted by law. Words and Phrases 64:====
4 +Words and Phrases 64 Permanent Edition
5 +
6 +Definition of the word “resolve,” ... meaning “to establish by law”.
7 +
8 +====Country is defined as a government. Oxford:====
9 +http://www.oxforddictionaries.com/us/definition/american_english/country
10 +
11 +a nation with its own government, occupying a particular territory.
12 +
13 +====Violation:====
14 +
15 +====Standards:====
16 +
17 +====1 Limits – by not defending the topic they explode the number of affs to an infinite number – broad topics and non-existence limits turn their solvency arguments and scholarship impacts. Rowland 84:====
18 +(Robert C., Baylor U., “Topic Selection in Debate”, American Forensics in Perspective. Ed. Parson, p. 53-4)
19 +
20 +The first major problem identified by … schools to cancel their programs.
21 +
22 +====2 Stable Advocacy and Engagement – debate requires a specific point of difference to be successful – an argument like “racism bad,” while true, misses the point of debate and turns solvency for case. Steinberg and Freeley 13:====
23 +David, Lecturer in Communication studies and rhetoric. Advisor to Miami Urban Debate League. Director of Debate at U Miami, Former President of CEDA. And Austin, attorney who focuses on criminal, personal injury and civil rights law, JD, Suffolk University, Argumentation and Debate, Critical Thinking for Reasoned Decision Making, 121-4
24 +
25 +Debate is a means of settling … be outlined in the following discussion.
26 +
27 +====Topical version of the aff solves all of their offense –====
28 +
29 +====T is a voter.====
EntryDate
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1 +2016-12-13 17:44:11.0
Judge
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1 +Carlson
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1 +65
Round
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1 +5
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1 +1 - Framework
Tournament
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Caselist.CitesClass[127]
Cites
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1 +====Counterplan text: We call for the entirety of the affirmative sans their use of ableistic rhetoric. Net benefits:====
2 +
3 +====The use of blindness discourse is problematic – it perpetuates ableism and the idea that blindness implies moral inferiority. Treiman 11:====
4 +Treiman 11 Shelley Tremain (University of Toronto, Social Justice Education). “Ableist language and philosophical associations.” 2011, http://www.newappsblog.com/2011/07/ableist-language-and-philosophical-associations.html
5 +
6 +Over the last couple of decades, … inflicting harm in this way.
7 +
8 +====“Blind” implies being incapable of planning, being unable to comprehend information and regularly misunderstanding the motives of others. Kali 10:====
9 +Brilliant Mind Broken Body: Living with Ehlers-Danlos Syndrome, “I am not your Metaphor,” October 17, 2010, http://brilliantmindbrokenbody.wordpress.com/2010/10/17/i-am-not-your-metaphor/
10 +
11 +Blind - I bet you can’t … issues that have NOTHING to do with sight!
12 +
13 +====Your role is an educator whose job is to challenge dominant ableist mindsets, endorsing our methodology causes a spillover into our everyday lives. Beckett 13:====
14 +Beckett 13’- Angharad Anti-oppressive pedagogy and¶ disability: possibilities and challenges, School of Sociology and Social Policy, University of Leeds
15 +
16 +Serious and systemic disability discrimination …‘foot in both camps’ i.e.¶ ‘oppressed’ and ‘privileged’.
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1 +2016-12-13 17:44:11.0
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1 +Carlson
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1 +Evanston GH
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1 +65
Round
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1 +5
Team
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1 +St Andrews Bhatt Neg
Title
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1 +0 - Ableism PIK
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1 +Valley
Caselist.CitesClass[128]
Cites
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1 +====The 1AC’s utopian imagination in which structures of oppression don’t exist anymore is oppressive – that kind of abstraction distracts us from actual solutions. Curry 14:====
2 +Curry, Dr. Tommy J. Associate Professor of Philosophy, Affiliated Professor of Africana Studies, and a Ray A. Rothrock Fellow at Texas AandM University; first Black JV National Debate champion (for UMKC) and was half of the first all Black CEDA team to win the Pi Kappa Delta National Debate Tournament “The Cost of a Thing: A Kingian Reformulation of a Living Wage Argument in the 21st Century.”
3 +
4 +Despite the pronouncement of debate … among our ideological tendencies and politics.
5 +
6 +====Vote neg to rupture the whiteness of the utopia of the affirmative. Curry 13:====
7 +Dr. Tommy J. Curry 13, Assistant Professor, Department of Philosophy, Texas AandM, "In the Fiat of Dreams: The Delusional Allure of Hope, the Reality of Anti-Black Violence and the Demands of the Anti-Ethical", 2013
8 +
9 +Anti-ethics; the call to … melaninated bodies and nigger-souls, is totalizing.
EntryDate
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1 +2016-12-13 17:44:12.0
Judge
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1 +Carlson
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1 +Evanston GH
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1 +65
Round
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Team
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1 +St Andrews Bhatt Neg
Title
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1 +0 - Abstraction K
Tournament
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1 +Valley
Caselist.CitesClass[143]
Cites
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1 +====CP: Public colleges and universities in the United States ought to only restrict constitutionally protected journalist speech in order to establish survivor-based control over information about sexual harassment cases released by school newspapers. Tyler-March 16:====
2 +Mary, reporter at the Student Press Law Center, an advocate for student First Amendment rights, for freedom of online speech, and for open government on campus. The SPLC provides information, training and legal assistance at no charge to student journalists and the educators who work with them. "University of Kentucky victims seek to join lawsuit against student newspaper" November 17, 2016. http://www.splc.org/article/2016/11/university-of-kentucky-victims-seek-to-join-lawsuit-against-student-newspaper SA-IB
3 +
4 +KENTUCKY—Two of the … always been what is at stake in this litigation."
5 +
6 +====It competes because it places a restriction on what newspapers can report – newspapers have free speech to report sexual assault right now and the ability to set their own policy on sexual assault reporting and the CP has colleges enforce a survivor based control policy on student newspapers. ====
7 +
8 +====Survivor based control is key – journalists should not identify names in cases of sexual assault nor should they report details that could lead to the survivor’s identity being discovered unless the survivor says so. Doing otherwise can lead to massive public shame and backlash. NAESV 17:====
9 +National Alliance to End Sexual Violence. "Naming Victims in the Media" 2017. http://endsexualviolence.org/where-we-stand/naming-victims-in-the-media SA-IB
10 +
11 +Some people argue that journalists …with sensitivity toward the stigma associated with being publicly named.
12 +
13 +====They specifically don’t get a perm because their AFF author, Frank Lomonte, says that student newspapers should have the freedom to report whatever they want about sexual assault under free speech. The newspaper case the CP is based on, the Kentucky Kernel, is uncontestably a free speech issue. Saul 16: ====
14 +Stephanie, winner of the 1995 Pulitzer Prize and 2010 Society of Professional Journalists Award for Science Reporting, a University of Mississippi graduate, investigative reporter for the New York Times since 2008, investigations focus on science and technology issues in various fields, including those related to pharmaceuticals, psychology, health and fertility innovations. "Campus Press vs. Colleges: Kentucky Suit Highlights Free-Speech Fight" December 02, 2016. The New York Times. http://www.nytimes.com/2016/12/02/us/kentucky-student-journalism-free-speech.html SA-IB
15 +
16 +Campus Press vs. Colleges: Kentucky Suit …to fend off funding cuts that students believe were in retaliation for controversial articles.
EntryDate
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1 +2017-04-26 14:22:47.0
Judge
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1 +Brundage
Opponent
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1 +Harvard-Westlake IP
ParentRound
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1 +73
Round
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1 +3
Team
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1 +St Andrews Bhatt Neg
Title
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1 +janfeb ~-~- pic ~-~- sexual harassment survivors
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1 +Barkley Forum
Caselist.RoundClass[65]
Cites
... ... @@ -1,0 +1,1 @@
1 +126,127,128
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2016-12-13 17:44:10.0
Judge
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1 +Carlson
OpenSource
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1 +https://hsld.debatecoaches.org/download/St+Andrews/Bhatt+Neg/St%20Andrews-Bhatt-Neg-Valley-Round5.docx
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1 +Evanston GH
Round
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1 +5
RoundReport
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2 +- Agrilologistics
3 +1NC
4 +- Framework
5 +- Ableism PIK
6 +- Abstraction K
7 +2NR
8 +- Ableism PIK
Tournament
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1 +Valley
Caselist.RoundClass[73]
Cites
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1 +143
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-04-26 14:22:45.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Brundage
OpenSource
... ... @@ -1,0 +1,1 @@
1 +https://hsld.debatecoaches.org/download/St+Andrews/Bhatt+Neg/St%20Andrews-Bhatt-Neg-Barkley%20Forum-Round3.docx
Opponent
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Round
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1 +3
RoundReport
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6 +- PIC
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