Instructions: There are 7 questions.Answer 5 of them. Each question is worth 20 points for a total of 100 points. You should answer most questions in 75-150 words.

Please type your responses to each question and upload them to Blackboard. Attach them as a separate file on Blackboard. Do not paste your answers in the Blackboard textbox.

Formatting: Please use size 12 font, 1-inch margins, Times, Calibri or similar font.

What can I use?You may use all course materials to respond to the questions, including the Ahearn textbook, additional articles, documentaries, discussion board, and Wikis. Try not to use the same example twice. Using the same example across multiple questions will reduce your grade.

How do I cite?You should refer directly to the readings and documentaries, and if you quote directly from the text, you should include a page number. If you use an idea from one of your classmates, give them credit (for example: In Wiki #6, the group wrote that XYZ and I thought ABC…).

1. Open question:What is the most important concept you have learned about in the field of linguistic anthropology? Explain the concept, making reference to the textbook and any additional course materials, and explain why it’s the most important to you and/or the field of linguistic anthropology and/or the world at large.
2. Literacy: What is a literacy event? What aspect of June Jordan’s class on Black English is a literacy event? What is a literacy practice? What are the literacy practices around Black English we learn from Jordan and our textbook? How are literacy practices related to power, particularly in the example of Black English from Jordan’s article? What is your perspective on Jordan’s class’s decision to write their op-ed in Black English?
3. Performance and performativity: Choose and define one set of concepts from this chapter (communicative competence versus linguistic competence; speech act theory; performativity; verbal art as performance). Define the concepts and apply them to a class example that is a performance or choose your own example. Class examples include: Deaf Jam, Valarie Kaur’s Night Watch, Jamilla Lyiscott’s 3 Ways to Speak English. If you choose a recorded example, include a link. Otherwise be as specific/ethnographic as possible.
4. Gender: Choose an individual (real life or TV, recorded or not). Analyze their language performance using the lens of gender. Be ethnographic, be detailed, but you might just choose a short interaction to analyze. Use concepts from the chapter to explain your analysis, such as language ideology, markedness, performativity, indexicality, or others.
5. Race, Ethnicity and Language: You are the Diversity Officer for an organization or the Principal of a school. You’ve just taken a course on race, ethnicity and language and you want to create inclusive language and address racism and language in your organization or school. In this response, identify three effortsand/ortopicsyour organization or school should address regarding race, ethnicity and language based on the textbook reading.
6. Language death and revitalization:What is language death? What are the causes of language death, according to the different films and textbook? How are communities, scholars, individuals and families trying to revitalize languages? What are the arguments for revitalizing languages? Do you agree – should we revitalize languages? Compare and contrast the textbook as well as the films we have watched on Indigenous languages, language death, and language revitalization. These include: Marie’s Dictionary, Language Healers, and The Linguists.
7. Language and power. Choose one definition of power from Chapter 13 (Hegemony, Discourse, Habitus & related concepts). Explain the theory of power and apply it to one of our class examples: Deaf Jam, Writing Systems, Black English (June Jordan), Language Healers, Gendered Space Language, Dictionaries. Pay particular attention to the role of language as you explain your example.

Hi, I assigned the following assignment to another tutor and received an essay with poor english, grammar, and quality. I have attached the essay that the tutor gave me that needs fixing. The essay was only 8 pages double spaced when it should have been 9-11 pages double spaced. I honestly do not even understand what some of the sentences mean. There are also not any in-text citations and some of the references do not seem to match with what is being discussed in the essay. I would really appreciate it if a tutor could revise it for me and double check to make sure the essay addresses the prompt well :).

Research Paper/Final Exam Assignment

Introduction

In this class we spend a lot of time reading about and listening about and thinking about states in general. That includes thinking about the comparative method and how to compare and contrast states in meaningful ways that tell us something about the causes of their differences. We also spend some time looking specifically at Florida, which makes sense since our college is located in Florida and many of you either currently call the state home, or have done so in the past. In this assignment I would like to give you an opportunity to learn more about a state of your choosing, and then we will use the comparative method to ascertain differences between your chosen state and Florida and then try to explain the causes of those differences. The total paper should be between 2300 to 2800 words. That is nine to eleven pages or so if you are double-spacing and using standard fonts, but it’s the word count that matters. This is a substantial assignment; for many of you it might be the longest paper you have yet written in college. The good news is that it’s a very structured assignment, and if you instead think of it as three smaller papers (see below) it is not nearly so intimidating!

Components of the Paper

There are essentially three components to this paper. Feel free to structure your paper in this order or in any other way you see fit:

1) Description of the government structure and politics of California.

2) Compare and contrast that state with the government and politics of Florida.

3) Explain why you think those differences exist – what are the root causes of them?

Section 1 – Description of California

This section is going to comprise the bulk of your paper. I would like you to describe for the reader (that’s me, in case you didn’t know) the following about your chosen state: how does it divide power among its three branches? Does it seem to have a particularly powerful governor or legislature? How does the legislature work? Are there term limits? How long do people serve for? Who holds the real power in the state? What is the partisan breakdown of the state? Does one party seem to win more often than another? What is the political culture of the state? How does its history seem to affect its current politics? Who are the major interest groups or economic sectors that power the economy of the state? What are the big issues currently in state politics there?

I would expect this part of the paper to be about two-thirds of the length of the paper in total and it’s mostly descriptive. I’m not really asking you to analyze much here. You’re gathering the information you’ll need for the next two sections.

Section 2 – Comparison with Florida

In this section of the paper I would like you compare your state with Florida on a number of dimensions: demographics, economics, government structure, political culture, important interest groups, and party balance. You’re not necessarily trying to explain the differences yet (that will be Section 3), but since there’s some overlap it’s also totally okay if you combined the two sections.

Section 3 – Explanation of Differences

In this section of the paper I would like you to hypothesize about the sources of the differences you found in Section 2. What might explain why your chosen state and Florida are different on these dimensions? Is it political culture? History? Geography? Demography? Climate? For this section I am grading you based on the plausibility of your analysis, along with the quality of any evidence you present for it.

Number of Sources

I am asked pretty much every semester some version of the question “how many sources does my paper need to have?” This is a weird question to me, since the honest answer is “how ever many you need to write a good paper”, but I get why students ask it. A little guidance is always a good thing. Let me say this, then. It would be very hard to do well on this paper with less than five academic sources (i.e. not Wikipedia, Investopedia, and other encyclopedic sources). You probably will want more than that, but at a minimum I’d be aiming for that. Once you hit five sources that doesn’t mean you are done doing research – if three of your sources are all about one part of the paper then you’re going to need more in total to write a compelling paper.

Citations/Plagiarism – Read this carefully

You should be using academic sources for this paper. That means that while you can consult Wikipedia as a start, you should be using additional sources, possibly including newspapers, scholarly books and journal articles and government websites. If you are going to use web-based sources, make sure (as always) to consider who the source of the website is. Are they credible? Do they have expertise? What’s their angle or bias? MAKE SURE TO USE IN-TEXT CITATIONS in your paper. I don’t particularly care what format they are (MLA vs APA vs Chicago vs SPEBSQSA – I might have made that one up) just so long as (a) you stay consistent in the paper and (b) I can figure out how to find each source myself if I so choose.

Remember that whenever you use someone’s idea, either in a direct quote or reworded yourself, you should use a citation. Using someone’s words or ideas without citation is PLAGIARISM and doing so will lead to a minimum of a zero on the paper and quite possibly failure of the class. Please include a Works Cited page IN ADDITION TO the in-text citations. Failure to do so will result in a 10% penalty.

For more information on citations, see the page in the Research Paper Module titled “Citations and Plagiarism”.

Rubric

The paper is worth up to 160 points with the rubric as follows:

Paper Rubric

Section of the Paper	Total Points
Introduction	10
Section 1	60
Section 2	25
Section 3	25
Conclusion	10
Grammar/Spelling	20
Paper Length	10
Overall Points	160

Paper Rubric

	No Points	Up to 50%	Up to 85%	Up to 100%	Total
Introduction	No Introduction	Small introduction with minimal information	Good introduction that lays out for the reader the structure of the rest of the paper	Covers all in the up to 85% range, plus includes a framing argument.
Grammar & Spelling	Frequent grammatical and/or spelling errors	Many grammatical and/or spelling errors	Some grammatical and/or spelling errors	Few to no grammatical and/or spelling errors
Paper Length, including word count on title page	Less than 1800 words: Fails Assignment	1800-2300	More than 2800 words	2300-2800 words
Sections 1-3	Fails to address a relevant question	Answers question but does so in a cursory or factually inaccurate way	Answers question accurately. Hits relevant points.	Does everything in previous category with addition of something distinctive
Conclusion	No conclusion	Small conclusion with minimal information	Good conclusion that sums up all the information	Covers all in the up to 85% range, plus includes an analysis of what the student learned from the assignment

Hi, the research paper is about comparison of California and Florida’s state and local government.

Here’s a example from our discussion board:

“After reading about the California Government something I found interesting is that California is a dominant democratic state, winning the last three elections with over 60% of the votes. A political issue in this state is the increasing growth of the homeless due to the expense. I can agree with this being born In California my parents had to move to Florida because they weren’t able to support me and my siblings due to expenses. Another interesting fact I found in the discussion is how New York is a democratic state but will vote republican.

The difference between North Carolina and California government is that although California is a democratic state they barely select a democratic government. North Carolina elects democrats governor even though they vote 9 out of 10 republicans. I think this is because of the population in the states, in North Carolina the highest population is 71.2% white Americans. California’s highest is 59.5% white Americans. I believe this is the reason even though they are a democratic state they rarely elect a democratic governor and in elections.

The way North Carolina state seems to vary compared to other states is that it is a very progressive state with a good education creating political diversity. North Carolina would be the best state for those who want to succeed. Compared to California and New York major political issues is homelessness. California has a bad education system mainly because of insufficient funding. The way New York vary compared to the rest of the states is the way the governor Andrew Cuomo handles the COVID pandemic “he is known to be one of the most powerful governors in the U.S” due to the pandemic. “

Please make sure you compare the government structure and politics.

Section 1: Internally Consistent Job Structures

Section 1 introduces you to the specification of internally consistent job structures. Through writing job descriptions, the development of job structures, and both the development and implementation of a point evaluation method to quantify job differences objectively, you build the framework for internal equity.

In Section 1, you will focus on building an internally consistent compensation system. An internally consistent compensation system design will clearly define the relative value of each e-sonic sample job, creating a job hierarchy and an objective rationale for pay differences.

As an e-sonic consultant, you are offered a sample of e-sonic jobs in Section 1. Currently, e-sonic employs 100 people and will be hiring many more. However, for the purpose of this simulation, you are asked to work with the sample of four jobs offered (see Appendix 2 for sample jobs, located in the MyManagementLab project tab). Limiting the number of jobs removes one level of complexity from the simulation and allows you to focus on learning the functions of compensation system design. The framework you develop classifying sample jobs can easily be adapted in the future to include all e-sonic positions.

Section 1 Outline:

1. Create Job Descriptions

2. Create Job Structures

3. Build Point Evaluation Method a) Select benchmark jobs. b) Choose compensable factors based upon benchmark jobs. c) Define factor degree statements. d) Determine weights for each compensable factor.

4. Calculate Point Values for e-Sonic Jobs a) Determine point value for each compensable factor. b) Use the job evaluation worksheet to calculate point values for each position. c) Distribute points for each compensable factor across degree statements. d) Rate jobs using point method. e) Individually rate jobs to ensure reliability. f) Resolve any discrepancies in point totals. g) Rank jobs in each job structure according to results of your point evaluation.

The Internally Consistent Job Structures section is fully described in the MyManagementLab Building Strategic Compensation Systems casebook for faculty and students, linked in the MyLab course menu. Follow the explanations and outline to complete this milestone. Section 1: Internally Consistent Job Structures is due at the end of Module Five.

Must use both resources (videos(2) and the textbook= pages are listed)

Length- 2 pages double spaced

Resources: Textbook: A People and A Nation, Brief 10th edition

Norton, Mary Beth, Jane Kamensky, Carol Sheriff, David W. Blight, Howard P. Chudacoff, Frederick Logevall, Beth Bailey, and Debra Michals. A People & a Nation: A History of the United States. Brief Tenth ed. Boston, MA: Cengage, 2015.

ISBN-13: 9781285430843

• Textbook pages 176-185, 193-4, 199-204, 208-228, 265-276, 278-286, 329-332, 335-338, 339-344

Videos = https://www.learner.org/series/a-biography-of-amer…

https://www.learner.org/series/a-biography-of-amer…

Discussion question for response – should be three paragraphs – no plagiarism. check grammar must have no errors

The period from 1787 to 1848 brought tremendous political, economic and demographic changes to the United States.

Different groups sometimes agreed on the goals of economic development. For instance the Federalist Party and Democratic-Republicans (Jefferson’s supporters) “agreed that improved transportation would promote national prosperity” (Norton, 10th Brief ed., 222). To that end, both parties wanted to assure transportation on the Mississippi River and control of the Port of New Orleans.

However, political parties disagreed on both the reasons for pursuing their policies, as well as the methods they would use. The Federalists, and later the Whigs, emphasized using national and state government funds to support improved transportation and other kinds of economic development, whereas the Jeffersonian Democratic-Republicans, and later the Democrats, emphasized acquiring land and making it cheaply available to farmers. Jeffersonians and Democrats were hesitant to have the national government take too active a role, as when Jefferson opposed the Bank of the United States (Norton, 10th Brief ed., 178-180) and President Andrew Jackson vetoed the Maysville Road bill and bill to recharter the Bank of the United States (Norton, Brief 10th ed, 332 & 334).

Given the events during this period, do you think that Americans were more in agreement about how their country should develop economically, or deeply divided? You might briefly describe important changes and developments, then consider how much differences in priorities and leadership may have affected the outcomes.

TEACHER COMMENT: My training and interest are primarily as a political and legislative historian. I have rather strong views, which I generally try not to impose on my students. However, occasionally, I indulge myself. In my opinion, a large portion of Americans today, including many leading pundits, seem to assume that there should be a united vision and widespread agreement among political leaders and political parties. I admit (confession time!) that I get extremely impatient with leaders who claim they will “bring us together.” It’s a sweet idea, but historically, agreement such as this has been exceedingly rare, and usually a temporary response to crises. Our divisions go all the way back to the founding. Anti-federalists opposed ratification of the Constitution and Jeffersonian Republicans led by Thomas Jefferson and James Madison arose in opposition to President Washington and the economic plans of Treasury Secretary Alexander Hamilton. If there was widespread opposition to GEORGE WASHINGTON, the great hero of the Revolution and premier unifying figure in the wake of newly won independence, how could anyone reasonably expect consensus on important issues in a diverse society? This is the man who is pictured on the dome of the Capitol rotunda ascending to godhood (Links to an external site.) (yes, really! click on the link) and yet there were profound disagreements and debates during his presidency, as well as the formation of an opposition political party.

My mentor way back in graduate school argued that Americans showed maturity when they looked for ways to keep disagreement and dissent within acceptable bounds, rather than by suppressing dissent or pretending that there existed some mythical “reasonable” position that everyone could support. Take the example of the Alien and Sedition Acts of 1798 (Norton, Brief 10th ed., 184-185). The Federalist Party in power saw their political opponents as illegitimate and even treasonous, whereas the Jeffersonian Republicans saw the Federalist Party in power as trying to reestablish a British-like tyranny against which the Americans had recently rebelled. Eventually the Jeffersonian Republicans won control of the presidency and Congress in the election of 1800, then allowed the Alien and Sedition Acts to lapse while President Jefferson pardoned those who had been convicted under them (Norton, Brief 10th ed., 202). The fact that people were sent to jail for criticizing the ruling party and that the opposition came up with a set of responses that argued that states could nullify federal laws when the laws violated the Constitution (Norton, Brief 10th ed., 185) illustrates the challenges of attempting to make important policies in a country where there were deep disagreements. There has rarely been a “happy medium” in American politics — the best that we have usually been able to achieve is when disagreements are channeled through “normal” politics such as elections and debates rather than illegal action, abuses of power and violence.