Changes for page West Ranch Won Aff

Last modified by Administrator on 2017/08/29 03:41
From version < 180.1 >
edited by Jong Hak Won
on 2017/02/12 05:26
To version < 201.1 >
edited by Jong Hak Won
on 2017/02/17 20:28
< >
Change comment: There is no comment for this version

Summary

Details

Caselist.RoundClass[40]
Cites
... ... @@ -1,0 +1,1 @@
1 +36
EntryDate
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1 -2017-02-12 05:26:05.971
1 +2017-02-12 05:26:05.0
Caselist.CitesClass[36]
Cites
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1 +=1AC - Zionism=
2 +
3 +
4 +==Framework==
5 +
6 +
7 +====The role of the ballot is to evaluate the simulated consequences of the affirmative policy vs a competing neg policy option to reduce material oppression.====
8 +
9 +
10 +====1. The aff deploys the state to learn scenario planning- even if politics is bad, scenario analysis of politics is pedagogically valuable- it enhances creativity, deconstructs biases and teaches advocacy skills ====
11 +Barma et al 16 May 2016, ~~Advance Publication Online on 11/6/15~~, Naazneen Barma, PhD in Political Science from UC-Berkeley, Assistant Professor of National Security Affairs at the Naval Postgraduate School, Brent Durbin, PhD in Political Science from UC-Berkeley, Professor of Government at Smith College, Eric Lorber, JD from UPenn and PhD in Political Science from Duke, Gibson, Dunn and Crutcher, Rachel Whitlark, PhD in Political Science from GWU, Post-Doctoral Research Fellow with the Project on Managing the Atom and International Security Program within the Belfer Center for Science and International Affairs at Harvard, "'Imagine a World in Which': Using Scenarios in Political Science," International Studies Perspectives 17 (2), pp. 1-19,
12 +What Are Scenarios and Why Use Them in Political Science? Scenario analysis is perceived
13 +AND
14 +analysts from anticipating and understanding the pivotal junctures that arise in international affairs.
15 +
16 +
17 +====2. Ideal theory strips away particularities making ethics inaccessible and epistemically skewed====
18 +Mills 05, Charles, 2005, Ideal Theory" as Ideology,
19 +"The crucial common claim—whether couched in terms of ideology and fetishism,
20 +AND
21 +level, the descriptive concepts arrived at may be misleading." (175)
22 +
23 +
24 +====3. No act omission distinction means means based theories collapse to consequentialism. ====
25 +**Sunstein and Vermule 05**~~Cass R. Sunstein and Adrian Vermeule. The University of Chicago Law School. "Is Capital Punishment Morally Required? The Relevance of Life‐Life Tradeoffs." JOHN M. OLIN LAW and ECONOMICS WORKING PAPER NO. 239. The Chicago Working Paper Series. March 2005~~
26 +In our view, both the argument from causation and the argument from intention go
27 +AND
28 +a set of policy instruments that do not adequately or fully discourage it.
29 +
30 +
31 +====4. A priori reasoning is impossible: only empirics can serve as the basis for ethical reasoning. ====
32 +**Schwartz 09 **~~"A Defense of Naïve Empiricism: It is Neither Self-Refuting Nor Dogmatic." Stephen P. Schwartz. Ithaca College. pp.1-14, 2009~~
33 + The empirical support for the fundamental principle of empiricism is diffuse but salient.
34 +AND
35 +which such knowledge would be made possible. This is an empirical claim.
36 +
37 +
38 +====5. Global justice requires a reduction in inequality and a focus on material rights.====
39 +**Okereke 07** ~~Chukwumerije Okereke (Senior Research Associate at the Tyndall Centre for Climate Change Research at the University of East Anglia). Global Justice and Neoliberal Environmental Governance. Routledge 2007~~
40 +Notwithstanding these drawbacks, these scholars provide very compelling arguments against mainstream conceptions of justice
41 +AND
42 +of our heavily dominant Western civilization?' (Pogge 2002: 3).
43 +
44 +
45 +==Plan==
46 +
47 +
48 +====Resolved: Public colleges and universities ought not restrict constitutionally protected speech that criticizes the State of Israel.====
49 +**Volokh 16** ~~Eugene Volokh, teaches free speech law, religious freedom law, church-state relations law, a First Amendment Amicus Brief Clinic, and tort law, at UCLA School of Law, where he has also often taught copyright law, criminal law, and a seminar on firearms regulation, "University of California Board of Regents is wrong about 'anti-Zionism' on campus," The Washington Post, March 16, 2016, https://www.washingtonpost.com/news/volokh-conspiracy/wp/2016/03/16/university-of-california-board-of-regents-is-wrong-about-anti-zionism-on-campus/?utm_term=.cfab0cd93ad6~~ JW
50 +The University of California Board of Regents has just released its Final Report of the
51 +AND
52 +, universities are the very places where such matters should indeed be discussed.
53 +
54 +
55 +====Defining anti-Zionism as anti-Semitic chills on-campus discourse that attempts to criticize Israel or support Palestine====
56 +Emmons 16 ~~Alex Emmons, Senate Responds to Trump-Inspired Anti-Semitism By Targeting Students Who Criticize Israel, The Intercept, December 2 2016~~
57 +**A draft of the bill obtained by The Intercept encourages the Department of Education to **
58 +**AND**
59 +**environment on the basis of national origin" for Jewish students on campus.**
60 +
61 +
62 +==Advantages ==
63 +
64 +
65 +===Advantage 1: Islamophobia===
66 +
67 +
68 +====I'll isolate two impacts ====
69 +
70 +
71 +====a) Suppression of pro-Palestine movements on campus denies Palestinian students the ability to form solidarity ====
72 +**Nadeau and Sears 11** ~~Mary-Jo Nadeau and Alan Sears, Mary-Jo Nadeau teaches at the Department of Sociology, University of Toronto-Mississauga. Alan Sears teaches at the Department of Sociology, Ryerson University, Toronto. "This Is What Complicity Looks Like: Palestine and the Silencing Campaign on Campus," The Bullet, March 5, 2011, http://www.socialistproject.ca/bullet/475.php~~ JW
73 +The silencing campaign is particularly dangerous given the overall political climate, which facilitates the
74 +AND
75 +attack, and one that resonates with the neoliberal restructuring of the universities.
76 +
77 +
78 +====b) Attempts to conflate anti-Semitism with anti-Zionism leads to campaigns by pro-Israel groups that demean and marginalize Muslim-American students ====
79 +**Solomon 16** ~~Daniel J. Solomon, "Inflammatory Pro-Israel Posters Pop Up on Campus — Are They Islamophobic?," Forward, October 26, 2016, http://forward.com/news/national/352698/inflammatory-pro-israel-posters-pop-up-on-campus-are-they-islamophobic/~~ JW
80 +A row over Israel on campus is as predictable as the fall of autumn leaves
81 +AND
82 +over a course that presented Zionism as a "settler colonialist" movement.
83 +
84 +
85 +====Islamophobia empirically leads to hate crimes, fractures communities, and increases national security threats. ====
86 +Foran 16 ~~Clare Foran, Donald Trump and the Rise of Anti-Muslim Violence, http://www.theatlantic.com/politics/archive/2016/09/trump-muslims-islamophobia-hate-crime/500840/~~
87 +A new report from California State University-San Bernardino's Center for the Study of
88 +AND
89 +a number of instances not just to hostility, but acts of violence."
90 +
91 +
92 +===Advantage 2: Civic Engagement===
93 +
94 +
95 +====Public universities are threatening cuts to funding in response to pro-Palestine divestment strategies. Empirically proven on University of California campuses where organizations that don't associate with pro-Palestine get funding while others don't====
96 +**Friedman 15** ~~Nora Barrows-Friedman, staff writer and associate editor at The Electronic Intifada, "UCLA student groups face funding cuts over Israel divestment," The Electronic Intifada, Dec 7, 2015, https://electronicintifada.net/blogs/nora-barrows-friedman/ucla-student-groups-face-funding-cuts-over-israel-divestment~~ JW
97 +The Graduate Students Association at UCLA in California has put stipulations on funding for student
98 +AND
99 +by a landslide vote and was supported by more than 30 student organizations.
100 +
101 +
102 +====Impacts ====
103 +
104 +
105 +====A) Encouraging discourse about foreign policy toward Israel-Palestine is uniquely good because it builds coalitions across all racial groups to inspire new dialogues. The aff spills over to other reform movements ====
106 +**Hallward and Shaver 12** ~~Maia Carter Hallward and Patrick Shaver, Associate Professor of Middle East Politics at American university, "''WAR by other Means'' or Nonviolent Resistance? Examining the Discourses Surrounding Berkeley's Divestment Bill," Peace and Change: A Journal of Peace Research, July 2012~~ JW
107 +Finally, proponents and opponents differed in their approaches to power. Opponents of the
108 +AND
109 +a momentum that spilled over onto other campuses and other California BDS initiatives.
110 +
111 +
112 +====B) Israeli companies abuse West Bank occupation for their own profit while exploiting and suppressing local Palestinians. Every dollar that the divestment strategy gains translates into increased welfare in Palestine ====
113 +**Press 16** ~~Eyal Press, author of "Beautiful Souls: The Courage and Conscience of Ordinary People in Extraordinary Times, "When 'Made in Israel' Is a Human Rights Abuse," New York Times, January 26, 2016, https://www.nytimes.com/2016/01/26/opinion/when-made-in-israel-is-a-human-rights-abuse.html?_r=0~~ JW
114 +From a biblical perspective, this view may be tenable. From a legal and
115 +AND
116 +obligated to treat the settlements as part of Israel in future trade negotiations.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-12 05:26:11.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Braden James
Opponent
... ... @@ -1,0 +1,1 @@
1 +Oakwood AW
ParentRound
... ... @@ -1,0 +1,1 @@
1 +40
Round
... ... @@ -1,0 +1,1 @@
1 +1
Team
... ... @@ -1,0 +1,1 @@
1 +West Ranch Won Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JANFEB - Stanford R1 AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.CitesClass[37]
Cites
... ... @@ -1,0 +1,109 @@
1 +=1AC - Zionism=
2 +
3 +
4 +==Part 1: Framework==
5 +
6 +
7 +====The role of the ballot is to evaluate the simulated consequences of the affirmative policy vs a competing neg policy option to reduce material oppression.====
8 +
9 +
10 +====1. The aff deploys the state to learn scenario planning- even if politics is bad, scenario analysis of politics is pedagogically valuable- it enhances creativity, deconstructs biases and teaches advocacy skills ====
11 +Barma et al 16 May 2016, ~~Advance Publication Online on 11/6/15~~, Naazneen Barma, PhD in Political Science from UC-Berkeley, Assistant Professor of National Security Affairs at the Naval Postgraduate School, Brent Durbin, PhD in Political Science from UC-Berkeley, Professor of Government at Smith College, Eric Lorber, JD from UPenn and PhD in Political Science from Duke, Gibson, Dunn and Crutcher, Rachel Whitlark, PhD in Political Science from GWU, Post-Doctoral Research Fellow with the Project on Managing the Atom and International Security Program within the Belfer Center for Science and International Affairs at Harvard, "'Imagine a World in Which': Using Scenarios in Political Science," International Studies Perspectives 17 (2), pp. 1-19,
12 +What Are Scenarios and Why Use Them in Political Science? Scenario analysis is perceived
13 +AND
14 +analysts from anticipating and understanding the pivotal junctures that arise in international affairs.
15 +
16 +
17 +====2. Ideal theory strips away particularities making ethics inaccessible and epistemically skewed====
18 +Mills 05, Charles, 2005, Ideal Theory" as Ideology,
19 +"The crucial common claim—whether couched in terms of ideology and fetishism,
20 +AND
21 +level, the descriptive concepts arrived at may be misleading." (175)
22 +
23 +
24 +====3. No act omission distinction means means based theories collapse to consequentialism. ====
25 +**Sunstein and Vermule 05**~~Cass R. Sunstein and Adrian Vermeule. The University of Chicago Law School. "Is Capital Punishment Morally Required? The Relevance of Life‐Life Tradeoffs." JOHN M. OLIN LAW and ECONOMICS WORKING PAPER NO. 239. The Chicago Working Paper Series. March 2005~~
26 +In our view, both the argument from causation and the argument from intention go
27 +AND
28 +a set of policy instruments that do not adequately or fully discourage it.
29 +
30 +
31 +====4. A priori reasoning is impossible: only empirics can serve as the basis for ethical reasoning. ====
32 +**Schwartz 09 **~~"A Defense of Naïve Empiricism: It is Neither Self-Refuting Nor Dogmatic." Stephen P. Schwartz. Ithaca College. pp.1-14, 2009~~
33 + The empirical support for the fundamental principle of empiricism is diffuse but salient.
34 +AND
35 +which such knowledge would be made possible. This is an empirical claim.
36 +
37 +
38 +==Part 2: Plan==
39 +
40 +
41 +====Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech that criticizes the State of Israel.====
42 +**Volokh 16** ~~Eugene Volokh, teaches free speech law, religious freedom law, church-state relations law, a First Amendment Amicus Brief Clinic, and tort law, at UCLA School of Law, where he has also often taught copyright law, criminal law, and a seminar on firearms regulation, "University of California Board of Regents is wrong about 'anti-Zionism' on campus," The Washington Post, March 16, 2016, https://www.washingtonpost.com/news/volokh-conspiracy/wp/2016/03/16/university-of-california-board-of-regents-is-wrong-about-anti-zionism-on-campus/?utm_term=.cfab0cd93ad6~~ JW
43 +The University of California Board of Regents has just released its Final Report of the
44 +AND
45 +, universities are the very places where such matters should indeed be discussed.
46 +
47 +
48 +====Defining anti-Zionism as anti-Semitic chills on-campus discourse that attempts to criticize Israel or support Palestine====
49 +Emmons 16 ~~Alex Emmons, Senate Responds to Trump-Inspired Anti-Semitism By Targeting Students Who Criticize Israel, The Intercept, December 2 2016~~
50 +**A draft of the bill obtained by The Intercept encourages the Department of Education to **
51 +**AND**
52 +**environment on the basis of national origin" for Jewish students on campus.**
53 +
54 +
55 +==Part 3: Advantages ==
56 +
57 +
58 +===Advantage 1: Islamophobia===
59 +
60 +
61 +====I'll isolate two impacts ====
62 +
63 +
64 +====a) Suppression of pro-Palestine movements on campus denies Palestinian students the ability to form solidarity ====
65 +**Nadeau and Sears 11** ~~Mary-Jo Nadeau and Alan Sears, Mary-Jo Nadeau teaches at the Department of Sociology, University of Toronto-Mississauga. Alan Sears teaches at the Department of Sociology, Ryerson University, Toronto. "This Is What Complicity Looks Like: Palestine and the Silencing Campaign on Campus," The Bullet, March 5, 2011, http://www.socialistproject.ca/bullet/475.php~~ JW
66 +The silencing campaign is particularly dangerous given the overall political climate, which facilitates the
67 +AND
68 +attack, and one that resonates with the neoliberal restructuring of the universities.
69 +
70 +
71 +====b) Attempts to conflate anti-Semitism with anti-Zionism leads to campaigns by pro-Israel groups that demean and marginalize Muslim-American students ====
72 +**Solomon 16** ~~Daniel J. Solomon, "Inflammatory Pro-Israel Posters Pop Up on Campus — Are They Islamophobic?," Forward, October 26, 2016, http://forward.com/news/national/352698/inflammatory-pro-israel-posters-pop-up-on-campus-are-they-islamophobic/~~ JW
73 +A row over Israel on campus is as predictable as the fall of autumn leaves
74 +AND
75 +over a course that presented Zionism as a "settler colonialist" movement.
76 +
77 +
78 +====Islamophobia empirically leads to hate crimes, fractures communities, and increases national security threats. ====
79 +Foran 16 ~~Clare Foran, Donald Trump and the Rise of Anti-Muslim Violence, http://www.theatlantic.com/politics/archive/2016/09/trump-muslims-islamophobia-hate-crime/500840/~~
80 +A new report from California State University-San Bernardino's Center for the Study of
81 +AND
82 +a number of instances not just to hostility, but acts of violence."
83 +
84 +
85 +===Advantage 2: Civic Engagement===
86 +
87 +
88 +====Public universities are threatening cuts to funding in response to pro-Palestine divestment strategies. Empirically proven on University of California campuses where organizations that don't associate with pro-Palestine get funding while others don't====
89 +**Friedman 15** ~~Nora Barrows-Friedman, staff writer and associate editor at The Electronic Intifada, "UCLA student groups face funding cuts over Israel divestment," The Electronic Intifada, Dec 7, 2015, https://electronicintifada.net/blogs/nora-barrows-friedman/ucla-student-groups-face-funding-cuts-over-israel-divestment~~ JW
90 +The Graduate Students Association at UCLA in California has put stipulations on funding for student
91 +AND
92 +by a landslide vote and was supported by more than 30 student organizations.
93 +
94 +
95 +====Impacts ====
96 +
97 +
98 +====A) Encouraging discourse about foreign policy toward Israel-Palestine is uniquely good because it builds coalitions across all racial groups to inspire new dialogues. The aff spills over to other reform movements ====
99 +**Hallward and Shaver 12** ~~Maia Carter Hallward and Patrick Shaver, Associate Professor of Middle East Politics at American university, "''WAR by other Means'' or Nonviolent Resistance? Examining the Discourses Surrounding Berkeley's Divestment Bill," Peace and Change: A Journal of Peace Research, July 2012~~ JW
100 +Finally, proponents and opponents differed in their approaches to power. Opponents of the
101 +AND
102 +a momentum that spilled over onto other campuses and other California BDS initiatives.
103 +
104 +
105 +====B) Israeli companies abuse West Bank occupation for their own profit while exploiting and suppressing local Palestinians. Every dollar that the divestment strategy gains translates into increased welfare in Palestine ====
106 +**Press 16** ~~Eyal Press, author of "Beautiful Souls: The Courage and Conscience of Ordinary People in Extraordinary Times, "When 'Made in Israel' Is a Human Rights Abuse," New York Times, January 26, 2016, https://www.nytimes.com/2016/01/26/opinion/when-made-in-israel-is-a-human-rights-abuse.html?_r=0~~ JW
107 +From a biblical perspective, this view may be tenable. From a legal and
108 +AND
109 +obligated to treat the settlements as part of Israel in future trade negotiations.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-12 05:55:41.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Eliza Haas
Opponent
... ... @@ -1,0 +1,1 @@
1 +North Hollywood JS
ParentRound
... ... @@ -1,0 +1,1 @@
1 +41
Round
... ... @@ -1,0 +1,1 @@
1 +3
Team
... ... @@ -1,0 +1,1 @@
1 +West Ranch Won Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JANFEB - Stanford R3 AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.CitesClass[38]
Cites
... ... @@ -1,0 +1,103 @@
1 +=1AC - Zionism=
2 +
3 +
4 +==Framework==
5 +
6 +
7 +====The role of the ballot is to evaluate the simulated consequences of the affirmative policy vs a competing neg policy option to reduce material oppression.====
8 +
9 +
10 +====1. The aff deploys the state to learn scenario planning- even if politics is bad, scenario analysis of politics is pedagogically valuable- it enhances creativity, deconstructs biases and teaches advocacy skills ====
11 +Barma et al 16 May 2016, ~~Advance Publication Online on 11/6/15~~, Naazneen Barma, PhD in Political Science from UC-Berkeley, Assistant Professor of National Security Affairs at the Naval Postgraduate School, Brent Durbin, PhD in Political Science from UC-Berkeley, Professor of Government at Smith College, Eric Lorber, JD from UPenn and PhD in Political Science from Duke, Gibson, Dunn and Crutcher, Rachel Whitlark, PhD in Political Science from GWU, Post-Doctoral Research Fellow with the Project on Managing the Atom and International Security Program within the Belfer Center for Science and International Affairs at Harvard, "'Imagine a World in Which': Using Scenarios in Political Science," International Studies Perspectives 17 (2), pp. 1-19,
12 +What Are Scenarios and Why Use Them in Political Science? Scenario analysis is perceived
13 +AND
14 +analysts from anticipating and understanding the pivotal junctures that arise in international affairs.
15 +
16 +
17 +====2. Ideal theory strips away particularities making ethics inaccessible and epistemically skewed====
18 +Mills 05, Charles, 2005, Ideal Theory" as Ideology,
19 +"The crucial common claim—whether couched in terms of ideology and fetishism,
20 +AND
21 +level, the descriptive concepts arrived at may be misleading." (175)
22 +
23 +
24 +====3. No act omission distinction for states means means based theories collapse to consequentialism. ====
25 +**Sunstein and Vermule 05**~~Cass R. Sunstein and Adrian Vermeule. The University of Chicago Law School. "Is Capital Punishment Morally Required? The Relevance of Life‐Life Tradeoffs." JOHN M. OLIN LAW and ECONOMICS WORKING PAPER NO. 239. The Chicago Working Paper Series. March 2005~~
26 +In our view, both the argument from causation and the argument from intention go
27 +AND
28 +of policy instruments that do not adequately or fully discourage it.
29 +
30 +
31 +
32 +==Plan==
33 +
34 +
35 +====Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech that criticizes the State of Israel.====
36 +**Volokh 16** ~~Eugene Volokh, teaches free speech law, religious freedom law, church-state relations law, a First Amendment Amicus Brief Clinic, and tort law, at UCLA School of Law, where he has also often taught copyright law, criminal law, and a seminar on firearms regulation, "University of California Board of Regents is wrong about 'anti-Zionism' on campus," The Washington Post, March 16, 2016, https://www.washingtonpost.com/news/volokh-conspiracy/wp/2016/03/16/university-of-california-board-of-regents-is-wrong-about-anti-zionism-on-campus/?utm_term=.cfab0cd93ad6~~ JW
37 +The University of California Board of Regents has just released its Final Report of the
38 +AND
39 +, universities are the very places where such matters should indeed be discussed.
40 +
41 +
42 +====Defining anti-Zionism as anti-Semitic chills on-campus discourse that attempts to criticize Israel or support Palestine====
43 +Emmons 16 ~~Alex Emmons, Senate Responds to Trump-Inspired Anti-Semitism By Targeting Students Who Criticize Israel, The Intercept, December 2 2016~~
44 +**A draft of the bill obtained by The Intercept encourages the Department of Education to **
45 +**AND**
46 +**environment on the basis of national origin" for Jewish students on campus.**
47 +
48 +
49 +==Advantages ==
50 +
51 +
52 +===Advantage 1: Islamophobia===
53 +
54 +
55 +====I'll isolate two impacts ====
56 +
57 +
58 +====a) Suppression of pro-Palestine movements on campus denies Palestinian students the ability to form solidarity ====
59 +**Nadeau and Sears 11** ~~Mary-Jo Nadeau and Alan Sears, Mary-Jo Nadeau teaches at the Department of Sociology, University of Toronto-Mississauga. Alan Sears teaches at the Department of Sociology, Ryerson University, Toronto. "This Is What Complicity Looks Like: Palestine and the Silencing Campaign on Campus," The Bullet, March 5, 2011, http://www.socialistproject.ca/bullet/475.php~~ JW
60 +The silencing campaign is particularly dangerous given the overall political climate, which facilitates the
61 +AND
62 +attack, and one that resonates with the neoliberal restructuring of the universities.
63 +
64 +
65 +====b) Attempts to conflate anti-Semitism with anti-Zionism leads to campaigns by pro-Israel groups that demean and marginalize Muslim-American students ====
66 +**Solomon 16** ~~Daniel J. Solomon, "Inflammatory Pro-Israel Posters Pop Up on Campus — Are They Islamophobic?," Forward, October 26, 2016, http://forward.com/news/national/352698/inflammatory-pro-israel-posters-pop-up-on-campus-are-they-islamophobic/~~ JW
67 +A row over Israel on campus is as predictable as the fall of autumn leaves
68 +AND
69 +over a course that presented Zionism as a "settler colonialist" movement.
70 +
71 +
72 +====Islamophobia empirically leads to hate crimes, fractures communities, and increases national security threats. ====
73 +Foran 16 ~~Clare Foran, Donald Trump and the Rise of Anti-Muslim Violence, http://www.theatlantic.com/politics/archive/2016/09/trump-muslims-islamophobia-hate-crime/500840/~~
74 +A new report from California State University-San Bernardino's Center for the Study of
75 +AND
76 +a number of instances not just to hostility, but acts of violence."
77 +
78 +
79 +===Advantage 2: Civic Engagement===
80 +
81 +
82 +====Public universities are threatening cuts to funding in response to pro-Palestine divestment strategies. Empirically proven on University of California campuses where organizations that don't associate with pro-Palestine get funding while others don't====
83 +**Friedman 15** ~~Nora Barrows-Friedman, staff writer and associate editor at The Electronic Intifada, "UCLA student groups face funding cuts over Israel divestment," The Electronic Intifada, Dec 7, 2015, https://electronicintifada.net/blogs/nora-barrows-friedman/ucla-student-groups-face-funding-cuts-over-israel-divestment~~ JW
84 +The Graduate Students Association at UCLA in California has put stipulations on funding for student
85 +AND
86 +by a landslide vote and was supported by more than 30 student organizations.
87 +
88 +
89 +====Impacts ====
90 +
91 +
92 +====A) Encouraging discourse about foreign policy toward Israel-Palestine is uniquely good because it builds coalitions across all racial groups to inspire new dialogues. The aff spills over to other reform movements ====
93 +**Hallward and Shaver 12** ~~Maia Carter Hallward and Patrick Shaver, Associate Professor of Middle East Politics at American university, "''WAR by other Means'' or Nonviolent Resistance? Examining the Discourses Surrounding Berkeley's Divestment Bill," Peace and Change: A Journal of Peace Research, July 2012~~ JW
94 +Finally, proponents and opponents differed in their approaches to power. Opponents of the
95 +AND
96 +a momentum that spilled over onto other campuses and other California BDS initiatives.
97 +
98 +
99 +====B) Israeli companies abuse West Bank occupation for their own profit while exploiting and suppressing local Palestinians. Every dollar that the divestment strategy gains translates into increased welfare in Palestine ====
100 +**Press 16** ~~Eyal Press, author of "Beautiful Souls: The Courage and Conscience of Ordinary People in Extraordinary Times, "When 'Made in Israel' Is a Human Rights Abuse," New York Times, January 26, 2016, https://www.nytimes.com/2016/01/26/opinion/when-made-in-israel-is-a-human-rights-abuse.html?_r=0~~ JW
101 +From a biblical perspective, this view may be tenable. From a legal and
102 +AND
103 +obligated to treat the settlements as part of Israel in future trade negotiations.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-12 23:53:59.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Matt Conrad
Opponent
... ... @@ -1,0 +1,1 @@
1 +Nueva JT
ParentRound
... ... @@ -1,0 +1,1 @@
1 +42
Round
... ... @@ -1,0 +1,1 @@
1 +6
Team
... ... @@ -1,0 +1,1 @@
1 +West Ranch Won Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JANFEB - Stanford R6 AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.CitesClass[39]
Cites
... ... @@ -1,0 +1,47 @@
1 +=1AC=
2 +
3 +
4 +==Part 1 is Advocacy==
5 +Public colleges and universities are the hallmark for society's commitment to critical education of students who will become the leaders of tomorrow. These institutions are renowned for their commitment to academic freedom that are glossed over in day-in day-out life. That changed post 9/11- now patriotic correctness runs rampant
6 +Wilson 15, John K., Ph.D candidate with dissertation on the history of academic freedom in America and author of three books, "Patriotic Correctness: Academic Freedom and Its Enemies," Routledge, Nov 30, 2015
7 +After 9/11 the enemies of academic freedom too often succeeded in their aim of silencing dissent. Both the ideal and the practice of academic free-dom have been under attack, as America became a place where, in the words of former Bush press secretary Ari Fleisher, you had to "watch what you say." Y1 In the wake of 9/11 academic freedom suffered under a wave of patriotic correctness in America, as professors were fired, free speech was silenced, and politicians demanded flag waving instead of political debate. An insti-tution of higher learning should never fear controversy. All colleges should actively seek to have commencement speakers who will address controversial views. All colleges should institute policies that prohibit banning speakers, even if they dissent from a particular orthodoxy. The response to the terrible acts of terrorism on September 11, 2001, did not require an exception to the rules of academic freedom. To the contrary, after 9/11 was a moment when intellectual scrutiny of American government policies (and the academic freedom required to utilize it) was more important than ever.
8 +Thus, the plan text, Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech that criticizes the military's policies.
9 + 
10 +
11 +
12 +==Part 2 is Framing==
13 +Higher education has been coopted by the military industrial complex, reducing the roles of teachers to mere technicians. The role of the ballot is to vote for the advocacy that best takes back the university from militarism. Educators should reject the call of abstraction and open up everything for contestation.
14 +Giroux 13, Henry, Public Intellectuals Against the Neoliberal University, 2013, http://www.truth-out.org/opinion/item/19654-public-intellectuals-against-the-neoliberal-university
15 +Increasingly, as universities are shaped by an audit culture, the call to be objective and impartial, whatever one's intentions, can easily echo what George Orwell called the official truth or the establishment point of view. Lacking a self-consciously democratic political focus, teachers are often reduced, or reduce themselves, to the role of a technician or functionary engaged in formalistic rituals, unconcerned with the disturbing and urgent problems that confront the larger society or the consequences of one's pedagogical practices and research undertakings. Hiding behind appeals to balance and objectivity, too many scholars refuse to recognize that being committed to something does not cancel out what C. Wright Mills once called hard thinking. Teaching needs to be rigorous, self-reflective, and committed not to the dead zone of instrumental rationality but to the practice of freedom, to a critical sensibility capable of advancing the parameters of knowledge, addressing crucial social issues, and connecting private troubles and public issues. In opposition to the instrumental model of teaching, with its conceit of political neutrality and its fetishization of measurement, I argue that academics should combine the mutually interdependent roles of critical educator and active citizen. This requires finding ways to connect the practice of classroom teaching with important social problems and the operation of power in the larger society while providing the conditions for students to view themselves as critical agents capable of making those who exercise authority and power answerable for their actions. Higher education cannot be decoupled from what Jacques Derrida calls a democracy to come, that is, a democracy that must always "be open to the possibility of being contested, of contesting itself, of criticizing and indefinitely improving itself."33 Within this project of possibility and impossibility, critical pedagogy must be understood as a deliberately informed and purposeful political and moral practice, as opposed to one that is either doctrinaire, instrumentalized or both. Moreover, a critical pedagogy should also gain part of its momentum in higher education among students who will go back to the schools, churches, synagogues and workplaces to produce new ideas, concepts and critical ways of understanding the world in which young people and adults live. This is a notion of intellectual practice and responsibility that refuses the professional neutrality and privileged isolation of the academy. It also affirms a broader vision of learning that links knowledge to the power of self-definition and to the capacities of students to expand the scope of democratic freedoms, particularly those that address the crisis of education, politics, and the social as part and parcel of the crisis of democracy itself. In order for critical pedagogy, dialogue and thought to have real effects, they must advocate that all citizens, old and young, are equally entitled, if not equally empowered, to shape the society in which they live. This is a commitment we heard articulated by the brave students who fought tuition hikes and the destruction of civil liberties and social provisions in Quebec and to a lesser degree in the Occupy Wall Street movement. If educators are to function as public intellectuals, they need to listen to young people who are producing a new language in order to talk about inequality and power relations, attempting to create alternative democratic public spaces, rethinking the very nature of politics, and asking serious questions about what democracy is and why it no longer exists in many neoliberal societies. These young people who are protesting the 1 recognize that they have been written out of the discourses of justice, equality and democracy and are not only resisting how neoliberalism has made them expendable, they are arguing for a collective future very different from the one that is on display in the current political and economic systems in which they feel trapped. These brave youth are insisting that the relationship between knowledge and power can be emancipatory, that their histories and experiences matter, and that what they say and do counts in their struggle to unlearn dominating privileges, productively reconstruct their relations with others, and transform, when necessary, the world around them.
16 +Ideal theory strips away particularities making ethics inaccessible and epistemically skewed
17 +Mills 05, Charles, 2005, Ideal Theory" as Ideology,
18 +The crucial common claim—whether couched in terms of ideology and fetishism, or androcentrism, or white normativity—is that all theorizing, both moral and nonmoral, takes place in an intellectual realm dominated by concepts, assumptions, norms, values, and framing perspectives that reflect the experience and group interests of the privileged group (whether the bourgeoisie, or men, or whites). So a simple empiricism will not work as a cognitive strategy; one has to be self-conscious about the concepts that "spontaneously" occur to one, since many of these concepts will not arise naturally but as the result of social structures and hegemonic ideational patterns. In particular, it will often be the case that dominant concepts will obscure certain crucial realities, blocking them from sight, or naturalizing them, while on the other hand, concepts necessary for accurately mapping these realities will be absent. Whether in terms of concepts of the self, or of humans in general, or in the cartography of the social, it will be necessary to scrutinize the dominant conceptual tools and the way the boundaries are drawn. This is, of course, the burden of standpoint theory—that certain realities tend to be more visible from the perspective of the subordinated than the privileged (Harding 2003). The thesis can be put in a strong and implausible form, but weaker versions do have considerable plausibility, as illustrated by the simple fact that for the most part the crucial conceptual innovation necessary to map nonideal realities has not come from the dominant group. In its ignoring of oppression, ideal theory also ignores the consequences of oppression. If societies are not oppressive, or if in modeling them we can abstract away from oppression and assume moral cognizers of roughly equal skill, then the paradigmatic moral agent can be featureless. No theory is required about the particular group-based obstacles that may block the vision of a particular group. By contrast, nonideal theory recognizes that people will typically be cognitively affected by their social location, so that on both the macro and the more local level, the descriptive concepts arrived at may be misleading.
19 +Non-ideal theory necessitates consequentialism since instead of following rules that assume an already equal playing field; we take steps to correct material injustice.
20 +
21 +
22 +==Part 3 is Offense==
23 +In the status quo, members of college campuses are routinely fired if they criticize the military, causing a chilling effect on such discussion. Multiple empirical examples prove:
24 +Wilson 2, John K., Ph.D candidate with dissertation on the history of academic freedom in America and author of three books, "Patriotic Correctness: Academic Freedom and Its Enemies," Routledge, Nov 30, 2015
25 +Compared to earlier "wartime" situations, academic freedom is far more protected today than at any time in the past. But the danger posed to academic freedom cannot be ignored. Efforts to silence faculty and students, even when they are unsuccessful, can make others around the country more reluctant to speak openly. Only by denouncing all efforts at censorship and vigorously defending the right of freedom on college campuses, can we continue to protect academic freedom. The cliché of our times, constantly repeated but often true, is that 9/11 "changed everything." One thing that it changed was academic freedom. The controversy over the limits of free speech on college campuses across the nation began immediately. On the morning of September 11, 2001, University of New Mexico history professor Richard Berthold joked with his class, "Anyone who would blow up the Pentagon would have my vote." Berthold received death threats, keeping him off campus. On September 27, an unidentified person left a message on the provost's voice-mail saying if Berthold were not "ousted" within 24 hours, Berthold would be ousted by other sources. Berthold was threatened in front of his home by a biker who came at him screaming obscenities, and he received several angry e-mails and letters with messages such as "I'd like to blow you up." New Mexico state representative William Fuller declared,"Treason is giving aide or comfort to the enemy. Any terrorist who heard Berthold's comment was comforted." In the end, Berthold was pressured to retire from his job because of those 11 words he spoke on 9/11.Mohammad Rahat, an Iranian citizen and University of Miami medical technician who turned 22 years old on September 11, 2001, declared in a meeting that day, "Some birthday gift from Osama bin Laden." Although Rahat said that he meant it "in a sarcastic way," Rahat was suspended and then fired on September 25, 2001. Paula Musto, vice president of university relations, declared that Rahat's "comments were deeply disturbing to his co-workers and superiors at the medical school. They were inappropriate and unbecoming for someone working in a research laboratory. He was fired because he made those comments, certainly not because of his ethnic background." Rahat had received only positive evaluation in 13 months working in the lab. 6 At the University of California at Los Angeles, library assistant Jonnie Hargis was suspended without pay for one week after sending an e-mail response criticizing American policies in Iraq and Israel. Hargis' union successfully pursued a grievance; Hargis was repaid for his lost income, the incident was stricken from his job record, and the university was forced to clarify its e-mail policies.7On September 13, 2001, two resident assistants in Minnesota complained to the dean of students that undergraduates felt fearful and uneasy because some professors questioned the competence of the Bush Administration. According to the resident assistants,"The recent attacks extend beyond political debate, and for professors to make negative judgments on our government before any action has taken place only fosters a cynical attitude in the classroom." The administration asked faculty to think hard about what they said. Greg Kneser, dean of students, declared:"There were students who were just scared, and an intellectual discussion of the political ramifications of this was not helpful for them. They were frightened, and they look to their faculty not just for intellectual debate" but as "people they trust."8 Even hypothetical discussions were suspicious. Portland Community College philosophy professor Stephen Carey challenged students in his critical thinking class to consider an extreme rhetorical proposition that would cause great emotion, like "Bush should be hung, strung up upside down, and left for the buzzards." One student's mother, misunderstanding the example, called the FBI and accused Carey of threatening to kill the President, and the Secret Service investigated him.9 When four leftist faculty at the University of North Carolina–Chapel Hill (UNC) criticized U.S. foreign policy at a teach-in, Scott Rubush of FrontPage magazine, declared, "They're using state resources to the practical effect of aiding and abetting the Taliban."The magazine recommended that these faculty be fired. "Tell the good folks at UNC–Chapel Hill what you think of their decision to allow anti-American rallies on their state-supported campus," FrontPage urged. The administration received hundreds of angry e-mails, and was denounced on the floor of the North Carolina legislature. Several antiwar faculty members received death threats.10 In addition to phys i cal threats and attack s , A rab and Muslim students also faced enormous scru t i ny from the authori t i e s . An October 2001 survey by the Am e ri can Association of Collegiate Registrars and Ad m i s s i ons Officers found thatat least 220 colleges had been contacted by law enforcement in the weeks after 9/11. Police or FBI agents made 99 requests for private "n on - d i re c t o ry "i n f o rm a t i on ,s u ch as course sch e d u l e s , that under law cannot be released without student con s e n t , a s u b p o e n a , or a pending danger (on ly 12 of the requests had a subpoena, a l t h o u g h the Immigra t i on and Na t u ra l i za t i on Se rvice doesn't re q u i reconsent for inform a t i on on foreign students). Most requests were for individual students, although 16 requests for student re c o rds were "based on ethnicity. " Law enforcement re c e i ve d the inform a t i on from 159 sch o o l s , and on ly eight denied any re q u e s t s . I n response to the violence and persecution against Muslim and Arab students, some colleges did try to restrict offensive speech in ways that resulted in threats to academic fre e d om . At Orange Coast Com mu n i ty College (OCC) on September 20, 2001, government professor Ken Hearlson was suspended for 11 weeks after Muslim students accused him of being biased against them and calling them "terrorists." Hearlson denied the accusation. A tape recording of the class found that the most extreme statements were misheard, although Hearlson did apparently point a finger at Middle Eastern students while he blamed Arab countries for fomenting terrorism.11 In a case at Johns Hopkins University, Charles H. Fairbanks Jr., director of the Central Asia-Caucasus Institute at the Paul H. Nitze School of Advanced International Studies (SAIS), was demoted (but later reinstated) after a September 14 panel discussion on terrorism in which he criticized Iraq, Pakistan, and Palestinians.12 I n response to the violence and persecution against Muslim and Arab students, some colleges did try to restrict offensive speech in ways that resulted in threats to academic fre e d om . At Orange Coast Com mu n i ty College (OCC) on September 20, 2001, government professor Ken Hearlson was suspended for 11 weeks after Muslim students accused him of being biased against them and calling them "terrorists." Hearlson denied the accusation. A tape recording of the class found that the most extreme statements were misheard, although Hearlson did apparently point a finger at Middle Eastern students while he blamed Arab countries for fomenting terrorism.11 In a case at Johns Hopkins University, Charles H. Fairbanks Jr., director of the Central Asia-Caucasus Institute at the Paul H. Nitze School of Advanced International Studies (SAIS), was demoted (but later reinstated) after a September 14 panel discussion on terrorism in which he criticized Iraq, Pakistan, and Palestinians.12 Anti-military views expressed in an e-mail could put a professor's job at risk. At Chicago's St. Xavier University, history professor Peter Kirstein sent this response to an Air Force cadet asking him to help promote an Air Force event: "You are a disgrace to this country and I am furious you would even think I would support you and your aggressive baby killing tactics of collateral damage." Although Kirstein apologized for his e-mail, many called for his dismissal. On November 15, 2002, St. Xavier president Richard Yanikoski announced that Kirstein would be immediately suspended, receive a reprimand, and undergo a post-tenure review during a Spring 2003 sabbatical.13 Another tenured professor was suspended for responding rudely to an unsolicited e-mail and saying that killing is wrong. While conservatives contended that a few cases of censorship proved that left-wing thought police rule over college campuses, my extensive survey of academic freedom and civil liberties at American universities found the opposite: left-wing critics of the Bush Administration suffered by far the most numerous and most serious violations of their civil liberties. Censorship of conservatives was rare, and almost always overturned in the few cases where it occurred. Patriotic correctness—not political correctness—reigned supreme after 9/11.
26 +This is devastating because higher education is the uniquely key institution that can provide spaces for conversations and action that snowball into cultural shifts away from militarism. History proves, anti-military dissent has always been silenced when the State is hell-bent on imposing its agenda and quieting opposition. Voting aff helps teach students to refuse complicity with militarism
27 +Jaschik and Giroux 07, Henry Giroux and Scott Jaschik, 'The University in Chains', (Interview), 2007, https://www.insidehighered.com/news/2007/08/07/giroux
28 +Q: How do you think the state of academic freedom has changed since 9/11? A: Criticisms of the university as a stronghold of dissent have a long and inglorious history in the United States, extending from attacks in the 19th century by religious fundamentalists to anti-communist witch-hunts conducted in the 1920s, 1930s, and again in the 1950s, during the infamous era of McCarthyism. Harkening back to the infamous McCarthy era, a newly reinvigorated war is currently being waged by Christian nationalists, reactionary neoconservatives, and corporate fundamentalists against the autonomy and integrity of all those independent institutions that foster social responsibility, critical thought, and critical citizenship. While the attack is being waged on numerous fronts, the universities are where the major skirmishes are taking place. What is unique about this attack on academic freedom are the range and scope of the forces waging an assault on higher education. It is much worse today, because corporations, the national security state, the Pentagon, powerful Christian evangelical groups, non-government agencies, and enormously wealthy right-wing individuals and institutions have created powerful alliances — the perfect storm so to speak — that are truly threatening the freedoms and semi-autonomy of American universities. Higher education in the United States is currently being targeted by a diverse number of right-wing forces that have assumed political power and are waging an aggressive and focused campaign against the principles of academic freedom, sacrificing critical pedagogical practice in the name of patriotic correctness and dismantling the ideal of the university as a bastion of independent thought, and uncorrupted inquiry. Ironically, it is through the vocabulary of individual rights, academic freedom, balance, and tolerance that these forces are attempting to slander, even vilify, an allegedly liberal and left-oriented professoriate, to cut already meager federal funding for higher education, to eliminate tenure, and to place control of what is taught and said in classrooms under legislative oversight. There is more at work in the current attack than the rampant anti-intellectualism and paranoid style of American politics outlined in Richard Hofstadter's Anti-Intellectualism in American Life, written over 40 years ago. There is also the collective power of radical right-wing organizations, which in their powerful influence on all levels of government in spite of a democratically controlled Congress and most liberal social institutions feel compelled to dismantle the open, questioning cultures of the academy. Underlying recent attacks on the university is an attempt not merely to counter dissent but to destroy it and in doing so to eliminate all of those remaining public spaces, spheres, and institutions that nourish and sustain a culture of questioning so vital to a democratic civil society. Dissent is often equated with treason; the university is portrayed as the weak link in the war on terror by powerful educational agencies; professors who advocate a culture of questioning and critical engagement run the risk of having their names posted on Internet web sites while being labeled as un-American; and various right-wing individuals and politicians increasingly attempt to pass legislation that renders critical analysis a liability and reinforces, with no irony intended, a rabid anti-intellectualism under the call for balance and intellectual diversity. Genuine politics begins to disappear as people methodically lose those freedoms and rights that enable them to speak, act, dissent, and exercise both their individual right to resistance and a shared sense of collective responsibility. While higher education is only one site, it is one of the most crucial institutional and political spaces where democratic subjects can be shaped, democratic relations can be experienced, and anti-democratic forms of power can be identified and critically engaged. It is also one of the few spaces left where young people can think critically about the knowledge they gain, learn values that refuse to reduce the obligations of citizenship to either consumerism or the dictates of the national security state, and develop the language and skills necessary to defend those institutions and social relations that are vital to a substantive democracy. As the philosopher Hannah Arendt insisted, a meaningful conception of politics appears only when concrete spaces exist for people to come together to talk, think critically, and act on their capacities for empathy, judgment, and social responsibility. What the current attack on higher education threatens is a notion of the academy that is faithful to its role as a crucial democratic public sphere, one that offers a space both to resist the "dark times" in which we now live and to embrace the possibility of a future forged in the civic struggles requisite for a viable democracy.
29 +2 impacts
30 +
31 +
32 +===A. Cultural shift-===
33 + The aff teaches students to refuse the myth of militarism- this creates a cultural shift away from the glorification of violence
34 +**Chatterjee and Maira 14** ~~Piya Chatterjee, Backstrand Chair and Professor of Feminist, Gender and Sexuality Studies at Scripps College, Sunaina Maira, Professor of Asian American Studies at UC Davis, "The Imperial University: Academic Repression and Scholarly Dissent," University of Minnesota Press, 2014~~ JW
35 +State warfare and militarism have shored up deeply powerful notions of patriotism, intertwined with a politics of race, class, gender, sexuality, and religion , through the culture wars that have embroiled the U.S. academy. The fronts of "hot" and "cold" wars—military, cultural, and academic— have rested on an ideological framework that has defined the "enemy" as a threat to U.S. freedom and democracy. This enemy produced and propped up in the shifting culture wars— earlier the Communist, now the (Muslim) terrorist— has always been both external and internal. The overt policing of knowledge production, exemplified by right-wing groups such as ACTA, reveals an ideological battle cry in the "culture wars" that have burgeoned in the wake of the civil rights movement— and the containment and policing demanded within the academy. Defending the civilizational integrity of the nation requires producing a national subject and citizen by regulating the boundaries of what is permissible and desirable to express in national culture— and in the university. As Readings observed, "In modernity, the University becomes the model of the social bond that ties individuals in a common relation to the idea of the nation-state." 46 Belonging is figured through the metaphor of patriotic citizenship, in the nation and in the academy, through displays of what Henry Giroux has also called "patriotic correctness": "an ideology that privileges conformity over critical learning and that represents dissent as something akin to a terrorist act." 47 This is where the recent culture wars have shaped the politics of what we call academic containment. For right-wing activists, the nation must be fortified by an educational foundation that upholds, at its core, the singular superiority of Western civilization. A nation-state construed as being under attack is in a state of cultural crisis where any sign of disloyalty to the nation is an act of treachery, including acts perceived as intellectual betrayal. The culture wars have worked to uphold a powerful mythology about American democracy and the American Dream and a potent fiction about freedom of expression that in actuality contains academic dissent. This exceptionalist mythology has historically represented the U.S. nation as a beacon of individual liberty and a bulwark against the Evil Empire or Communist bloc ; Third Worldist and left insurgent movements, including uprisings within the United States in the 1960s and 1970s and in Central America in the 1980s; Islamist militancy and anti-imperial movements since the 1980s ; and the threat posed by all of these to the American "way of life." The battle against Communism, anti-imperial Third Worldism, and so-called Islamofascism entailed regulating and containing movements sympathetic to these forces at home, including intellectuals with left-leaning tendencies and radical scholars or students— all those likely to contaminate young minds and indoctrinate students in "subversive" or "anti-American" ideologies.
36 +Militarism is part of the culture, making people disposable- justifying and creating everyday violence against the Middle Eastern Other. The aff allows student and professors to refuse this culture.
37 +**Chatterjee and Maira 2** ~~Piya Chatterjee, Backstrand Chair and Professor of Feminist, Gender and Sexuality Studies at Scripps College, Sunaina Maira, Professor of Asian American Studies at UC Davis, "The Imperial University: Academic Repression and Scholarly Dissent," University of Minnesota Press, 2014~~ JW
38 +The strategic co-optation of the language of pluralism for academic containment is nowhere more evident than in the assault on progressive scholarship in Middle East studies and postcolonial studies and in the intense culture wars over Islam, the War on Terror, and Israel-Palestine. The 9/ 11 attacks and the heightened Islamophobia they generated allowed Zionist and neoconservative groups to intensify accusations that progressive Middle East studies scholars and scholars critical of U.S. foreign policy were guilty of bias and " one-sided" partisanship , as observed in accounts of censure, suspicion, and vilification by Abowd, De Genova, and Salaita. The post-9/ 11 culture wars conjured up new and not-sonew phantoms of enemies— in particular , the racialized specter of the "terrorist." This figure, and the racial panic associated with it, has been sedimented in the national imaginary as synonymous with the "Muslim" and the "Arab" since the Iranian Revolution of 1978– 1979 and the First Intifada against Israeli occupation in the late 1980s. The War on Terror consolidated Orientalist caricatures of Muslim fanatics and Arab militants , but it is important to note that these also dredged up avatars of a historical logic of containment and annihilation of indigenous others. 59 The native, the barbarian, and the foreigner converge in this cultural imaginary that legitimizes violence against anti-Western, uncivilized regions incapable of democratic self-governance and that is produced by expert knowledge of other peoples and regions. The wars in Iraq and "Af-Pak" and the global hunt for terrorists entailed an intensified suspicion and scrutiny of ideologies that supported militant resistance or "anti-American" sentiments and necessitated academic research on communities that were supposedly "breeding grounds" for terrorism. The post-9/ 11 panic about Muslim terrorists and enemy aliens increasingly focused on the threat of "homegrown terrorism" as the War on Terror shifted its focus to "radicalized" communities within the United States, especially Muslim American youth. At the same time, as Godrej observes, the criminalization of those considered threats to national security has included the violent repression of Occupy activists and student protesters and indefinite detention authorized by the PATRIOT (Provide Appropriate Tools Required to Intercept and Obstruct Terrorism) Act and the National Defense Authorization Act. Protests focused on higher education thus blur into dissent against U.S. warfare and the homeland security state in a climate of heightened campus securitization and university collaboration with the FBI in the interest of "public safety." Anarchists are considered domestic terror threats to be contained, and Muslim or Arab American students (or faculty) who are also anarchists are subjected to multiple levels of containment and scrutiny, as suggested in the chapter by Falcón et al. Academic containment is clearly part of a larger politics of repression and policing in the national security state that affects faculty and students as well as the campus climate in general.
39 +This outweighs
40 +once violence becomes normalized, then anything including the neg impacts can occur and no one cares, making solving them impossible
41 +b. Aggregation- Militarism impacts constantly occur which means they aggregate every single day. By the time the neg impacts occur- the aff will massively outweighs on magnitude.
42 +
43 +
44 +===B. Political Spillover===
45 +Academics have used state resources and their own academic freedom to create positive policy change proving that liberalizing the university creates concrete material impacts
46 +**Slaughter 88** ~~Sheila Slaughter, associate professor in the Center for the Study of Higher Education and director of the Division of Educational Foundations and Administration, The University of Arizona, "Academic Freedom and the State: Reflections on the Uses of Knowledge," The Journal of Higher Education, Vol. 59, No. 3 (May - Jun., 1988), pp. 241-262~~ JW
47 +In the 1960s and 1970s, definitions of academic knowledge began to broaden. The university curriculum came to include subjects previously treated only in an incidental way-black studies, women's stud- ies, ethnic studies, and multiculturalism. Even China studies reentered the curriculum. The works of Marxists, feminists, anar- chists, and critical thinkers were included in social science courses where more conventional thought had once dominated. Methodologi- cal debates raged: the very possibility of objective knowledge and value-free science was seriously questioned ~~20, 38~~. The expanded, heavily state-funded university provided in large part the resource base for the growth of diverse forms of knowledge. Funds were available for the new departments and new courses, jour- nals, and library subscriptions. Professors were able to sustain these new areas with resources generated within the university. Professors representing broader forms of knowledge were able to make their presence felt in professional associations, many of which developed radical and feminist caucuses in the late 1960s and 1970s ~~9, 36~~. Professors engaged in generating alternative forms of knowledge also exchanged expertise with those outside the university, often using the university as their primary resource base. These external groups contributed symbolic support, some resources and very often used professors' expertise to fuel reform. Professors developing expertise in complementarity with these groups usually offer ideological and technical alternatives to current policy. In the area of foreign policy, for example, professors have worked with a wide variety of external groups to curb United States interventionist policies in Central America, particularly in Nicaragua. In many cases, these groups do more than simply call for an end to war; they present carefully thought-out policy alternatives for the region. Thus, the Institute for Policy Stud- ies drew on a number of professors in writing Policy Alternatives for the Caribbean and Central America. A great many professors have endorsed this long-term development plan for the Caribbean Basin. Academics have exchanged expertise with the Institute for Food and Development Policy in attempts to help Central American countries become self-sustaining in terms of food production. organizations such as Americas Watch and Amnesty International of- fer resources for new forms of expertise in Central America as do religious organizations such as Witness for Peace and Pledge of Resis- tance. Central America is only a single instance. State-supported professors exchange expertise with a wide variety of external groups trying to change prevailing policy. Examples of such exchanges are seen in professorial work with critical intellectual centers such as Public In- terest Research Groups, the Council on Economic Priorities, and the Union for Radical Political Economics; with special interest groups such as nuclear disarmament and pro-choice organizations; and with religious groups trying to create new theologies.
EntryDate
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1 +2017-02-13 18:15:15.0
Judge
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1 +Jovering, Haas, Fee
Opponent
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1 +Nueva AK
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1 +43
Round
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1 +Doubles
Team
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1 +West Ranch Won Aff
Title
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1 +JANFEB - Stanford Doubles AC
Tournament
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1 +Stanford
Caselist.CitesClass[40]
Cites
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1 +=1AC – Zionism=
2 +
3 +
4 +==Part 1: Framework==
5 +
6 +
7 +====The role of the ballot is to evaluate the simulated consequences of the affirmative policy vs a competing neg policy option to reduce material oppression.====
8 +
9 +
10 +====1. The aff deploys the state to learn scenario planning- even if politics is bad, scenario analysis of politics is pedagogically valuable- it enhances creativity, deconstructs biases and teaches advocacy skills ====
11 +Barma et al 16 May 2016, ~~Advance Publication Online on 11/6/15~~, Naazneen Barma, PhD in Political Science from UC-Berkeley, Assistant Professor of National Security Affairs at the Naval Postgraduate School, Brent Durbin, PhD in Political Science from UC-Berkeley, Professor of Government at Smith College, Eric Lorber, JD from UPenn and PhD in Political Science from Duke, Gibson, Dunn and Crutcher, Rachel Whitlark, PhD in Political Science from GWU, Post-Doctoral Research Fellow with the Project on Managing the Atom and International Security Program within the Belfer Center for Science and International Affairs at Harvard, "'Imagine a World in Which': Using Scenarios in Political Science," International Studies Perspectives 17 (2), pp. 1-19,
12 +What Are Scenarios and Why Use Them in Political Science? Scenario analysis is perceived
13 +AND
14 +analysts from anticipating and understanding the pivotal junctures that arise in international affairs.
15 +
16 +
17 +====2. Ideal theory strips away particularities making ethics inaccessible and epistemically skewed====
18 +Mills 05, Charles, 2005, Ideal Theory" as Ideology,
19 +"The crucial common claim—whether couched in terms of ideology and fetishism,
20 +AND
21 +level, the descriptive concepts arrived at may be misleading." (175)
22 +
23 +
24 +==Part 2: Plan==
25 +
26 +
27 +====Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech that criticizes the State of Israel.====
28 +**Volokh 16** ~~Eugene Volokh, teaches free speech law, religious freedom law, church-state relations law, a First Amendment Amicus Brief Clinic, and tort law, at UCLA School of Law, where he has also often taught copyright law, criminal law, and a seminar on firearms regulation, "University of California Board of Regents is wrong about 'anti-Zionism' on campus," The Washington Post, March 16, 2016, https://www.washingtonpost.com/news/volokh-conspiracy/wp/2016/03/16/university-of-california-board-of-regents-is-wrong-about-anti-zionism-on-campus/?utm_term=.cfab0cd93ad6~~ JW
29 +The University of California Board of Regents has just released its Final Report of the
30 +AND
31 +, universities are the very places where such matters should indeed be discussed.
32 +
33 +
34 +====Defining anti-Zionism as anti-Semitic chills on-campus discourse that attempts to criticize Israel or support Palestine====
35 +Emmons 16 ~~Alex Emmons, Senate Responds to Trump-Inspired Anti-Semitism By Targeting Students Who Criticize Israel, The Intercept, December 2 2016~~
36 +**A draft of the bill obtained by The Intercept encourages the Department of Education to **
37 +**AND**
38 +**environment on the basis of national origin" for Jewish students on campus.**
39 +
40 +
41 +==Part 3: Advantages ==
42 +
43 +
44 +===Advantage 1: Islamophobia===
45 +
46 +
47 +====I'll isolate two impacts ====
48 +
49 +
50 +====a) Suppression of pro-Palestine movements on campus denies Palestinian students the ability to form solidarity ====
51 +**Nadeau and Sears 11** ~~Mary-Jo Nadeau and Alan Sears, Mary-Jo Nadeau teaches at the Department of Sociology, University of Toronto-Mississauga. Alan Sears teaches at the Department of Sociology, Ryerson University, Toronto. "This Is What Complicity Looks Like: Palestine and the Silencing Campaign on Campus," The Bullet, March 5, 2011, http://www.socialistproject.ca/bullet/475.php~~ JW
52 +The silencing campaign is particularly dangerous given the overall political climate, which facilitates the
53 +AND
54 +attack, and one that resonates with the neoliberal restructuring of the universities.
55 +
56 +
57 +====b) Attempts to conflate anti-Semitism with anti-Zionism leads to campaigns by pro-Israel groups that demean and marginalize Muslim-American students ====
58 +**Solomon 16** ~~Daniel J. Solomon, "Inflammatory Pro-Israel Posters Pop Up on Campus — Are They Islamophobic?," Forward, October 26, 2016, http://forward.com/news/national/352698/inflammatory-pro-israel-posters-pop-up-on-campus-are-they-islamophobic/~~ JW
59 +A row over Israel on campus is as predictable as the fall of autumn leaves
60 +AND
61 +over a course that presented Zionism as a "settler colonialist" movement.
62 +
63 +
64 +====Islamophobia empirically leads to hate crimes, fractures communities, and increases national security threats. ====
65 +Foran 16 ~~Clare Foran, Donald Trump and the Rise of Anti-Muslim Violence, http://www.theatlantic.com/politics/archive/2016/09/trump-muslims-islamophobia-hate-crime/500840/~~
66 +A new report from California State University-San Bernardino's Center for the Study of
67 +AND
68 +a number of instances not just to hostility, but acts of violence."
69 +
70 +
71 +===Advantage 2: Civic Engagement===
72 +
73 +
74 +====Public universities are threatening cuts to funding in response to pro-Palestine divestment strategies. Empirically proven on University of California campuses where organizations that don't associate with pro-Palestine get funding while others don't====
75 +**Friedman 15** ~~Nora Barrows-Friedman, staff writer and associate editor at The Electronic Intifada, "UCLA student groups face funding cuts over Israel divestment," The Electronic Intifada, Dec 7, 2015, https://electronicintifada.net/blogs/nora-barrows-friedman/ucla-student-groups-face-funding-cuts-over-israel-divestment~~ JW
76 +The Graduate Students Association at UCLA in California has put stipulations on funding for student
77 +AND
78 +by a landslide vote and was supported by more than 30 student organizations.
79 +
80 +
81 +====Encouraging discourse about foreign policy toward Israel-Palestine is uniquely good because it builds coalitions across all racial groups to inspire new dialogues. The aff spills over to other reform movements ====
82 +**Hallward and Shaver 12** ~~Maia Carter Hallward and Patrick Shaver, Associate Professor of Middle East Politics at American university, "''WAR by other Means'' or Nonviolent Resistance? Examining the Discourses Surrounding Berkeley's Divestment Bill," Peace and Change: A Journal of Peace Research, July 2012~~ JW
83 +Finally, proponents and opponents differed in their approaches to power. Opponents of the
84 +AND
85 +obligated to treat the settlements as part of Israel in future trade negotiations.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-16 15:04:53.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Tambe, Harris, Jovering
Opponent
... ... @@ -1,0 +1,1 @@
1 +Harvard Westlake EE
ParentRound
... ... @@ -1,0 +1,1 @@
1 +44
Round
... ... @@ -1,0 +1,1 @@
1 +Finals
Team
... ... @@ -1,0 +1,1 @@
1 +West Ranch Won Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JANFEB - Stanford Finals AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.CitesClass[41]
Cites
... ... @@ -1,0 +1,89 @@
1 +=1AC – Zionism=
2 +
3 +
4 +==Part 1: Framework==
5 +
6 +
7 +====The role of the ballot is to evaluate the simulated consequences of the affirmative policy vs a competing neg policy option to reduce material oppression.====
8 +
9 +
10 +====1. The aff deploys the state to learn scenario planning- even if politics is bad, scenario analysis of politics is pedagogically valuable- it enhances creativity, deconstructs biases and teaches advocacy skills ====
11 +Barma et al 16 May 2016, ~~Advance Publication Online on 11/6/15~~, Naazneen Barma, PhD in Political Science from UC-Berkeley, Assistant Professor of National Security Affairs at the Naval Postgraduate School, Brent Durbin, PhD in Political Science from UC-Berkeley, Professor of Government at Smith College, Eric Lorber, JD from UPenn and PhD in Political Science from Duke, Gibson, Dunn and Crutcher, Rachel Whitlark, PhD in Political Science from GWU, Post-Doctoral Research Fellow with the Project on Managing the Atom and International Security Program within the Belfer Center for Science and International Affairs at Harvard, "'Imagine a World in Which': Using Scenarios in Political Science," International Studies Perspectives 17 (2), pp. 1-19,
12 +What Are Scenarios and Why Use Them in Political Science? Scenario analysis is perceived
13 +AND
14 +analysts from anticipating and understanding the pivotal junctures that arise in international affairs.
15 +
16 +
17 +====2. Ideal theory strips away particularities making ethics inaccessible and epistemically skewed====
18 +Mills 05, Charles, 2005, Ideal Theory" as Ideology,
19 +"The crucial common claim—whether couched in terms of ideology and fetishism,
20 +AND
21 +level, the descriptive concepts arrived at may be misleading." (175)
22 +
23 +
24 +==Part 2: Plan==
25 +
26 +
27 +====Resolved: Public colleges and universities in the United States ought not restrict any constitutionally protected speech that criticizes the State of Israel.====
28 +**Volokh 16** ~~Eugene Volokh, teaches free speech law, religious freedom law, church-state relations law, a First Amendment Amicus Brief Clinic, and tort law, at UCLA School of Law, where he has also often taught copyright law, criminal law, and a seminar on firearms regulation, "University of California Board of Regents is wrong about 'anti-Zionism' on campus," The Washington Post, March 16, 2016, https://www.washingtonpost.com/news/volokh-conspiracy/wp/2016/03/16/university-of-california-board-of-regents-is-wrong-about-anti-zionism-on-campus/?utm_term=.cfab0cd93ad6~~ JW
29 +The University of California Board of Regents has just released its Final Report of the
30 +AND
31 +, universities are the very places where such matters should indeed be discussed.
32 +
33 +
34 +====Empirics prove that there is systemic obstruction of pro-Palestine activism at public colleges and universities ====
35 +**PL 15 **~~Palestine Legal, an independent organization dedicated to defending and advancing the civil rights and liberties of people in the US who speak out for Palestinian freedom, "The Palestine Exception," September 2015, http://palestinelegal.org/the-palestine-exception~~#notes~~ JW
36 +EXECUTIVE SUMMARY Over the last decade, a dynamic movement in support of Palestinian human
37 +AND
38 +200 Middle East Studies professors it declared to be "anti-Israel."
39 +
40 +
41 +==Part 3: Advantages ==
42 +
43 +
44 +===Advantage 1: Racism===
45 +
46 +
47 +====a) Islamophobia: Suppression of pro-Palestine movements on campus denies Palestinian students the ability to form solidarity ====
48 +**Nadeau and Sears 11** ~~Mary-Jo Nadeau and Alan Sears, Mary-Jo Nadeau teaches at the Department of Sociology, University of Toronto-Mississauga. Alan Sears teaches at the Department of Sociology, Ryerson University, Toronto. "This Is What Complicity Looks Like: Palestine and the Silencing Campaign on Campus," The Bullet, March 5, 2011, http://www.socialistproject.ca/bullet/475.php~~ JW
49 +The silencing campaign is particularly dangerous given the overall political climate, which facilitates the
50 +AND
51 +attack, and one that resonates with the neoliberal restructuring of the universities.
52 +
53 +
54 +====Attempts to conflate anti-Semitism with anti-Zionism leads to campaigns by pro-Israel groups that demean and marginalize Muslim-American students ====
55 +**Solomon 16** ~~Daniel J. Solomon, "Inflammatory Pro-Israel Posters Pop Up on Campus — Are They Islamophobic?," Forward, October 26, 2016, http://forward.com/news/national/352698/inflammatory-pro-israel-posters-pop-up-on-campus-are-they-islamophobic/~~ JW
56 +A row over Israel on campus is as predictable as the fall of autumn leaves
57 +AND
58 +over a course that presented Zionism as a "settler colonialist" movement.
59 +
60 +
61 +====b) Anti-Semitism: Conflating criticism of Israel with criticism of Jews opens up Jewish students to attacks based on Israel's actions ====
62 +**Benin 04** ~~Joel Benin, Professor of Middle East History at Stanford University and a former president of the Middle East Studies Association of North America, "The new American McCarthyism: policing thought about the Middle East," Institute of Race Relations 0306-3968 Vol. 46(1), 1004~~ JW
63 +Academic freedom and open debate on Middle East-related issues were very badly served
64 +AND
65 +minded organisations exposed American Jews to attack because they were identified with Israel.
66 +
67 +
68 +====Far right positions on the Israel-Palestine conflict that lead to censorship are also what justify marginalization within Jewish communities. Empirics with Hillel International prove====
69 +**JVP 15** ~~Jewish Voice for Peace, "STIFLING DISSENT HOW ISRAEL'S DEFENDERS USE FALSE CHARGES OF ANTI-SEMITISM TO LIMIT THE DEBATE OVER ISRAEL ON CAMPUS," Fall 2015, https://jewishvoiceforpeace.org/wp-content/uploads/2015/09/JVP_Stifling_Dissent_Full_Report_Key_90745869.pdf~~ JW
70 +On college campuses across the country, there has been a concerted effort to purge
71 +AND
72 +, marginalize dissent, and exclude students from participating in campus iJewish life.
73 +
74 +
75 +===Advantage 2: Civic Engagement===
76 +
77 +
78 +====Encouraging discourse about foreign policy toward Israel-Palestine is uniquely good because it builds coalitions across all racial groups to inspire new dialogues. The aff spills over to other reform movements ====
79 +**Hallward and Shaver 12** ~~Maia Carter Hallward and Patrick Shaver, Associate Professor of Middle East Politics at American university, "''WAR by other Means'' or Nonviolent Resistance? Examining the Discourses Surrounding Berkeley's Divestment Bill," Peace and Change: A Journal of Peace Research, July 2012~~ JW
80 +Finally, proponents and opponents differed in their approaches to power. Opponents of the
81 +AND
82 +a momentum that spilled over onto other campuses and other California BDS initiatives.
83 +
84 +
85 +====Israeli companies abuse West Bank occupation for their own profit while exploiting and suppressing local Palestinians. Every dollar that the divestment strategy gains translates into increased welfare in Palestine ====
86 +**Press 16** ~~Eyal Press, author of "Beautiful Souls: The Courage and Conscience of Ordinary People in Extraordinary Times, "When 'Made in Israel' Is a Human Rights Abuse," New York Times, January 26, 2016, https://www.nytimes.com/2016/01/26/opinion/when-made-in-israel-is-a-human-rights-abuse.html?_r=0~~ JW
87 +From a biblical perspective, this view may be tenable. From a legal and
88 +AND
89 +obligated to treat the settlements as part of Israel in future trade negotiations.
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-17 20:28:59.438
Judge
... ... @@ -1,0 +1,1 @@
1 +Knell, Phillips
Opponent
... ... @@ -1,0 +1,1 @@
1 +Dougherty Valley CS
ParentRound
... ... @@ -1,0 +1,1 @@
1 +47
Round
... ... @@ -1,0 +1,1 @@
1 +2
Team
... ... @@ -1,0 +1,1 @@
1 +West Ranch Won Aff
Title
... ... @@ -1,0 +1,1 @@
1 +JANFEB - Cal RR R2 AC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Cal RR
Caselist.RoundClass[41]
Cites
... ... @@ -1,0 +1,1 @@
1 +37
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-12 05:55:38.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Eliza Haas
Opponent
... ... @@ -1,0 +1,1 @@
1 +North Hollywood JS
Round
... ... @@ -1,0 +1,1 @@
1 +3
RoundReport
... ... @@ -1,0 +1,4 @@
1 +1AC zionism
2 +1NC T-any All PIC plan flaw
3 +1AR PIC's bad T case PIC
4 +2NR All PIC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.RoundClass[42]
Cites
... ... @@ -1,0 +1,1 @@
1 +38
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-12 23:53:46.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Matt Conrad
Opponent
... ... @@ -1,0 +1,1 @@
1 +Nueva JT
Round
... ... @@ -1,0 +1,1 @@
1 +6
RoundReport
... ... @@ -1,0 +1,4 @@
1 +1AC zionism
2 +1NC t-any holocaust denial PIC islamophobia PIC
3 +1AR T case PIC's
4 +2NR t-any islamophobia PIC
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.RoundClass[43]
Cites
... ... @@ -1,0 +1,1 @@
1 +39
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-13 18:15:13.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Jovering, Haas, Fee
Opponent
... ... @@ -1,0 +1,1 @@
1 +Nueva AK
Round
... ... @@ -1,0 +1,1 @@
1 +Doubles
RoundReport
... ... @@ -1,0 +1,3 @@
1 +1AC patriotic correctness
2 +1NC t-any queer pess k
3 +2NR t
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.RoundClass[44]
Cites
... ... @@ -1,0 +1,1 @@
1 +40
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-16 15:04:50.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Tambe, Harris, Jovering
Opponent
... ... @@ -1,0 +1,1 @@
1 +Harvard Westlake EE
Round
... ... @@ -1,0 +1,1 @@
1 +Finals
RoundReport
... ... @@ -1,0 +1,5 @@
1 +1AC zionism aff
2 +1NC cap k peace process DA case
3 +1AR must spec alt to cap case k DA
4 +2NR 1AR theory K
5 +2AR theory
Tournament
... ... @@ -1,0 +1,1 @@
1 +Stanford
Caselist.RoundClass[46]
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-17 20:28:26.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Knell, Phillips
Opponent
... ... @@ -1,0 +1,1 @@
1 +Dougherty Valley CS
Round
... ... @@ -1,0 +1,1 @@
1 +2
RoundReport
... ... @@ -1,0 +1,4 @@
1 +1AC zionism aff
2 +1NC deleuze k hate speech da turns
3 +1AR everything
4 +2NR K
Tournament
... ... @@ -1,0 +1,1 @@
1 +Cal RR
Caselist.RoundClass[47]
EntryDate
... ... @@ -1,0 +1,1 @@
1 +2017-02-17 20:28:57.0
Judge
... ... @@ -1,0 +1,1 @@
1 +Knell, Phillips
Opponent
... ... @@ -1,0 +1,1 @@
1 +Dougherty Valley CS
Round
... ... @@ -1,0 +1,1 @@
1 +2
RoundReport
... ... @@ -1,0 +1,4 @@
1 +1AC zionism aff
2 +1NC deleuze k hate speech da turns
3 +1AR everything
4 +2NR K
Tournament
... ... @@ -1,0 +1,1 @@
1 +Cal RR

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