Changes for page Strake Jesuit Tom Neg
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... ... @@ -1,1 +1,0 @@ 1 -This is my first tournament on this topic, so I will probably read an unbroken case or something off of my teammates' wiki. All broken positions that I break will be posted here. If you have any questions, or hear that I broke something that I haven't put on here yet, FB message me or email me at ntom18@mail.strakejesuit.org. - EntryDate
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... ... @@ -1,26 +1,0 @@ 1 -Interpretation: Debaters should read substantively justified frameworks grounded in a normative starting point to combat and understand oppression. Consistency with the best liberation strategy for the oppressed requires a debate where we explain what this oppression is, how we react to it, and why it’s the only relevant impact. To clarify, my argument is not oppression is ok but that debating the justifications is inescapable from solving oppression. 2 - 3 -Violation: 4 - 5 -Net Benefits: 6 - 7 -First, saying oppression is bad without normatively justifying it is insufficient. Connecting theory to the real world is key to produce social change. A non-reflective theory only reinforces stereotypes, turns their performance. SMITH AND EATON: 8 -“Role of reflection and praxis in community-based learning and social justice work” by Toby Smith and Marie Eaton http://cielearn.org/wp-content/themes/ciel/docs/Praxis_Social20Justice202-10.pdf 9 -“If reflection is AND and our lives. ” 10 - 11 -Second, their use of educational spaces as a sites of empowerment places the judge into the role of the authoritarian adjudicator who molds students in accordance to a particular political end. This kills any conception of critical citizenship and turns their performance. RICKERT: 12 -Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal 13 -“An example of AND produced in class.” (299-300) 14 - 15 -Third, their unquestionable model to oppression that justifies itself through self-reference ensures a rigid vision of resistance where the judge prescribes the student an imperialist model of education – turns their performance. RICKERT 2: 16 -Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal 17 -“This essay will AND serve the other” (48) 18 - 19 -Rickert 1 and 2 Outweigh: 20 -ANALYSIS 21 - 22 -Fourth, philosophy is ABOUT social realities and teaches us how to address them. My framework claims are about to real world, not playing some academic game. This is a pre-fiat turn because they’re trying to suppress philosophical discussion while I say we should argue about the best framework. TRABER: 23 -Becca Traber. Extremely lit person that knows stuff about debate. http://nsdupdate.com/2013/in-defense-of-philosophy-by-becca-traber/ 24 -And, here is AND think about it. 25 - 26 -Methods question so vote them down on prefiat level - EntryDate
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... ... @@ -1,8 +1,0 @@ 1 -Counterplan text: "Resolved: Public colleges and Universities in the United States ought not restrict any speech except for term papers produced by professionals who sell them to students who turn them in as original work for academic credit." 2 - 3 -And the CP’s competitive- Term papers prepared by professionals and sold to students, even though they are cut and dry examples of plagiarism, are constitutionally protected free speech. Duke Law Journal: 4 -Term Paper Companies and the Constitution, 1973 Duke Law Journal 1275-1317 (1974) Available at: http://scholarship.law.duke.edu/dlj/vol22/iss6/3 5 -The preparation and AND value to society." 6 - 7 -Turns Case: 8 -ANALYTICS - EntryDate
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... ... @@ -1,17 +1,0 @@ 1 -Interpretation: The affirmative must defend the right to housing as a positive right. VELASQUEZ ET AL: 2 -Velasquez et al 14 ~-~- Manuel Velasquez, Claire Andre, Thomas Shanks, S.J., and Michael J. Meyer. “Rights”. MARKKULA CENTER FOR APPLIED ETHICS, Aug. 8, 2014. https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/rights/ RC 3 -Kant's principle is AND need of help. 4 - 5 -Violation: They defend negative right 6 - 7 -Standards: 8 - 9 -1. Ground- 10 - 11 -2. Field context- The overwhelming majority of the literature sees the right to housing as an issue of social welfare. 12 -Bo Bengtsson 01 (Uppsala University, Department of Government and Institute for Housing and Urban Research). “Housing as a Social Right: Implications for Welfare State Theory”. Nordic Political Science Association, 2001. RC 13 -The article contributes AND be seriously blurred. 14 - 15 - 16 -Voters: 17 -Fairness, Jurisdiction DTD on T, CI, No RVIs - EntryDate
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... ... @@ -1,17 +1,0 @@ 1 -Any public is composited with a plurality of views. This creates a dilemma between accepting subjectivity or coercion. However, subjectivity is untenable. I can’t say, “the sky is blue, but I don’t believe it”, since I have already committed myself the truth of the statement by uttering the preceding statement. This leaves us with coercion, but this just begs the question of what “just” coercion is in the first place. BENHABIB: 2 -Seyla Benhabib 96 (Turkish-American philosopher. She is Eugene Mayer Professor of Political Science and Philosophy at Yale University, and director of the program in Ethics, Politics, and Economics, and a well-known contemporary philosopher), ed. Democracy and difference: Contesting the boundaries of the political. Vol. 31. Princeton, NJ: Princeton University Press, 1996. RC 3 -In the last AND continue the battle. 4 - 5 -We solve this with deliberation—communicative action bridges the gap between public and private subjectivities, creating ethics. LIU: 6 -Hsin-I Liu 02 (University of Hong Kong). “HABERMAS ON NORMATIVE INTERSUBJECTIVITY: THE SOCIOLOGICAL AMBIVALENCE OF “PUBLIC COMMUNICATION”. 2002 http://www.portalcomunicacion.com/bcn2002/n_eng/programme/prog_ind/asp4.asp?id_pre=118 RC 7 -“In my view AND implied in it.3” 8 - 9 -Moreover, governments represents the conclusion that people reach through deliberation since that determines what is “just” coercion. BENHABIB 2: 10 -Seyla Benhabib 2 (Turkish-American philosopher. She is Eugene Mayer Professor of Political Science and Philosophy at Yale University, and director of the program in Ethics, Politics, and Economics, and a well-known contemporary philosopher), ed. Democracy and difference: Contesting the boundaries of the political. Vol. 31. Princeton, NJ: Princeton University Press, 1996. RC 11 -When delegitimation walks AND unfair and unjust. 12 - 13 -Thus, the standard is promoting deliberation. 14 - 15 -I contend that granting a right to housing forecloses public deliberation. Labeling housing as a right shuts down dialogue; it becomes a trump card that prevents us from discussing foundation of the issue. FITZPATRICK AND WATTS: 16 -Fitzpatrick and Watts 10 ~-~- Suzanne Fitzpatrick and Beth Watts. "‘The Right to Housing’for Homeless People." Homelessness Research in Europe (2010): 105-122. RC 17 -First, and most AND least, highly arguable (Finch, 1979; Miller, 1999; Lukes, 2008). - EntryDate
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... ... @@ -1,5 +1,0 @@ 1 -AC- Guerilla Gardening 2 -NC- Read Normative FW to Understand Oppression Defend Resolution Actor T 3 -1AR- AC 1AR Extinction K Read Normative FW to Understand Oppression T 4 -2N- Everything 5 -2AR- Everything - Tournament
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... ... @@ -1,0 +1,1 @@ 1 +This is my first tournament on this topic, so I will probably read an unbroken case or something off of my teammates' wiki. All broken positions that I break will be posted here. If you have any questions, or hear that I broke something that I haven't put on here yet, FB message me or email me at ntom18@mail.strakejesuit.org. - EntryDate
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... ... @@ -1,0 +1,26 @@ 1 +Interpretation: Debaters should read substantively justified frameworks grounded in a normative starting point to combat and understand oppression. Consistency with the best liberation strategy for the oppressed requires a debate where we explain what this oppression is, how we react to it, and why it’s the only relevant impact. To clarify, my argument is not oppression is ok but that debating the justifications is inescapable from solving oppression. 2 + 3 +Violation: 4 + 5 +Net Benefits: 6 + 7 +First, saying oppression is bad without normatively justifying it is insufficient. Connecting theory to the real world is key to produce social change. A non-reflective theory only reinforces stereotypes, turns their performance. SMITH AND EATON: 8 +“Role of reflection and praxis in community-based learning and social justice work” by Toby Smith and Marie Eaton http://cielearn.org/wp-content/themes/ciel/docs/Praxis_Social20Justice202-10.pdf 9 +“If reflection is AND and our lives. ” 10 + 11 +Second, their use of educational spaces as a sites of empowerment places the judge into the role of the authoritarian adjudicator who molds students in accordance to a particular political end. This kills any conception of critical citizenship and turns their performance. RICKERT: 12 +Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal 13 +“An example of AND produced in class.” (299-300) 14 + 15 +Third, their unquestionable model to oppression that justifies itself through self-reference ensures a rigid vision of resistance where the judge prescribes the student an imperialist model of education – turns their performance. RICKERT 2: 16 +Rickert, Thomas. ""Hands Up, You're Free": Composition in a Post-Oedipal World." JacOnline Journal 17 +“This essay will AND serve the other” (48) 18 + 19 +Rickert 1 and 2 Outweigh: 20 +ANALYSIS 21 + 22 +Fourth, philosophy is ABOUT social realities and teaches us how to address them. My framework claims are about to real world, not playing some academic game. This is a pre-fiat turn because they’re trying to suppress philosophical discussion while I say we should argue about the best framework. TRABER: 23 +Becca Traber. Extremely lit person that knows stuff about debate. http://nsdupdate.com/2013/in-defense-of-philosophy-by-becca-traber/ 24 +And, here is AND think about it. 25 + 26 +Methods question so vote them down on prefiat level - EntryDate
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... ... @@ -1,0 +1,8 @@ 1 +Counterplan text: "Resolved: Public colleges and Universities in the United States ought not restrict any speech except for term papers produced by professionals who sell them to students who turn them in as original work for academic credit." 2 + 3 +And the CP’s competitive- Term papers prepared by professionals and sold to students, even though they are cut and dry examples of plagiarism, are constitutionally protected free speech. Duke Law Journal: 4 +Term Paper Companies and the Constitution, 1973 Duke Law Journal 1275-1317 (1974) Available at: http://scholarship.law.duke.edu/dlj/vol22/iss6/3 5 +The preparation and AND value to society." 6 + 7 +Turns Case: 8 +ANALYTICS - EntryDate
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