Reading Questions for 01/30 Name:
Reading Questions for Woolard, Sentences in the Language Prison
Vocabulary: English-Only Movement
1. What preceded the English-only movement—what (according to Woolard) was it responding to?
2. What was Proposition O? Why might the success of Proposition O be seen as surprising?
3. Woolard says early on that one possible explanation for the success of Prop O and the English-Only movement is a ‘status politics’ explanation. What is the logic of this explanation?
4. How does Wooldard herself ultimately explain the popularity of Proposition O?
Sentences in the Language Prison: The Rhetorical Structuring of an American Language
Policy Debate
Author(s): Kathryn A. Woolard
Source: American Ethnologist, Vol. 16, No. 2 (May, 1989), pp. 268-278
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: https://www.jstor.org/stable/645002
Accessed: 24-09-2018 16:28 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
American Anthropological Association, Wiley are collaborating with JSTOR to digitize,
preserve and extend access to American Ethnologist
This content downloaded from 140.211.127.19 on Mon, 24 Sep 2018 16:28:52 UTC
All use subject to https://about.jstor.org/terms
sentences in the language prison:
the rhetorical structuring of an American language
policy debate
KATHRYN A. WOOLARD- University of Wisconsin-Madison
A movement against bilingualism and for "English only" in the public sphere has been grow-
ing in the United States for the past several years.' Manifestations include the organization
"U.S. English" and campaigns it has led against multilingual elections and in support of the
establishment of English as the official language at state and federal levels. From 1983 to 1988,
the number of states designating English as the sole official language multiplied from three to
seventeen, and bills to make English official came before 19 state legislatures as well as the U.S.
Congress in 1988.
California is one state where such efforts have been markedly successful. In the elections of
November 1986, a striking 73 percent of the voters approved Proposition 63, making English
the official language of the state and ordering the legislature to "make no law which diminishes
or ignores the role of English." Proposition 63 was not California's first experience with an
English-only campaign. In 1984, the state passed Proposition 38, protesting federally mandated
multilingual election materials and voting procedures. That .
As you finalize your research paper, please be reminded of the fol.docxfredharris32
As you finalize your research paper, please be reminded of the following:
1. All term papers mustconform to the documentation standards set forth by the Modern Language Association (MLA), Turabian, University of Chicago, or the American Psychological Association.
2. The research paper must be typewritten, double-spaced, with margins of 1 inch. The cover page should reflect the title of the paper, your name, the course number, the professor, and the date. All papers must have page numbers.
3. A minimum of ten (7) peer reviewed scholarly journal articles must be employed in the undergraduate paper; a minimum of fifteen (15) must be employed in graduate student papers.
4. All research papers must reflect a systematic investigation and analysis of some aspect of the civil rights movement. The use of headings is required in this research paper. Utilizing the traditional social science format, the paper must address the following: 1) Introduction -this section of the paper should establish the context and parameters for your research and set up you paper; 2) Purpose - clearly state your research question(s) and/or hypothesis or thesis; 3) Significance of the Study - in this section in addition to explaining why it is important to carry out the research, be sure to explain why your topic is important to black politics; 4) Methodology - i.e., What specific steps will you take to carry out or perform the research required to address your research question(s)? 5) Review of Literature - this section of your paper should reflect a systematic discussion of the literature (refereed or peer-reviewed scholarly publications and other materials) related to your topic of investigation. Before proceeding, have in mind a clear purpose/focus for your literature review (also, refer to the handout “How to do a Review of Literature”). 6) Analysis and Discussion - in this section of the paper you need to specify the kind of analysis you will perform and why; this section leads to the discovery of the answer(s) to the research question(s) you raised; 7) Summary and Conclusion; 8) Implications - i.e., What is the meaning or contemporary relevance of the results of your study of the civil rights movement in the assigned state (e.g., for public policy, American society and politics, African American political organization)?
5. Undergraduate student papers must be a minimum of 10-12 pages (not including cover page, bibliography, and notes); graduate student papers must be a minimum of 25 pages.
6. Proof read your paper carefully and correct all typographical, spelling, punctuation, and grammatical errors. Double-check your work to ensure proper sentence structure and usage. Because we often "get too close to our work to detect errors", you may opt to ask someone who is skilled in the mechanics of writing to review your work prior to submission. Do not use the first person (I) in writing the research paper
8. Term papers will be evaluated along the f ...
2Ethnographic Research about the Popular CultureSummaryInt.docxtarifarmarie
2
Ethnographic Research about the Popular Culture
Summary/Introduction
Ethnography is a crucial aspect of the society, as it does not only represent a people of various backgrounds, but it also enables researchers to explain the means to coexistence among different sets of cultures. Cultural differences manifest in various social institutions such as the political setup of a community, social norms, cultural beliefs of a community, the economic system, and an identity language of a community. With the knowledge of cultural diversity, an individual realizes the importance of promoting peaceful coexistence in the society as compared to when a person only knows about his or her culture and expects others to conform to it. To develop a better understanding of the difference in cultural patterns between communities, it is important that a person first recognize the equality of the human race since this will not only enable him or her to shun perceived prejudices, but it will also enable the person to appreciate the diversity of race. On this note, an ethnographic research of the popular culture will present the cultural patterns that are unique to particular communities in the world.
The popular culture
The popular culture has become a crucial aspect of the contemporary world. I have chosen this topic because I want to establish the cultural patterns exhibited by the multi-racial population in the United States and the world beyond. According to Fiske (93), the popular culture bears a significant impact on the world’s major social institutions. According to Lowenthal (22), the popular culture originated from the United States during the Harlem Renaissance. In this way, it is imperative to relate to the current American homogeny and its influence on the world’s cultural patterns. Moreover, an ethnographic research about the popular culture illuminates our understanding of the influence of the American homogeny on the world’s politics considering the superpower aspect of the United States. As Hammersley (17) points out, the multi-racial aspect of the America’s population is observed in everyday life especially in colleges and places of work. Therefore, I will access the community by observing the multi-racial population of my college.
The Origin of the Popular Culture
In essence, Ross notes that the popular culture developed during the aftermath of the Harlem Renaissance after the end of the civil war. During this period, the United States of America experienced an economic boom that was later followed by an instant recession, which, in turn, caused a widespread economic crisis. Despite the scary crisis, Americans still rejoiced in their victory in the civil war, in which African Americans contributed significantly.
The Evolution of the Popular Culture
Ross points out that previously, the popular culture was characterized by Jazz and graffiti, which were the main forms of musical entertainment and street art respectively. However, Mauch notes that.
This document discusses how anthropological fieldwork has changed due to the rise of indigenous political movements worldwide. It begins by providing context on how development policies after WWII and related organizations led to increased indigenous organizing and advocacy. This transformed the traditional "ethnographic situation" where indigenous peoples were objects of study. Now, anthropologists must be accountable to indigenous communities and support their struggles, leading to a demand for "anthropological advocacy." While this creates new opportunities for engaged fieldwork, it also challenges anthropologists to maintain intellectual independence amid new social and political pressures. The emergence of indigenous peoples as political subjects globally has fundamentally changed the conditions and assumptions of classical anthropological research.
The document summarizes an ethical situation arising from the Charlottesville rally in August 2017. It provides background on the rally, describing how white nationalists and alt-right groups protested the removal of a Confederate statue. Violence erupted between protesters and counter-protesters, resulting in one death and multiple injuries. The author argues the city of Charlottesville made the correct decision removing the statue, as keeping it up promotes intolerance. They also assert protesters were wrong to claim preserving heritage as their reason for protesting, given the statue's ties to the Civil War and slavery.
"U.S. Neoconservatism, Education and the Critique of Liberalism.'
Neoconservatism is a US phenomenon that at one level represents a historical and ideological reaction to the sixties counter cultural revolution that established new freedoms for Blacks, students, women, gays, and 'cultural minorities'.
The presentation also charts the significance of education as a battleground against multiculturalism and as a basis for a resocialization and neoconservative remoralisation of education.
1. The document discusses the rise of neoconservatism in the US as a reaction against the social movements of the 1960s that pushed for civil rights and greater social freedoms. These movements included the civil rights movement for Black Americans as well as students, women, and gay rights groups.
2. Neoconservatism emerged as a critique of liberalism and rollback of the new social freedoms and rights won during this era. Central to the neoconservative view was challenging the status of the Vietnam War and promoting a more aggressive assertion of American values abroad.
3. The origins and development of neoconservative thought are traced back to intellectuals influenced by the political philosopher Leo Strauss at
As you finalize your research paper, please be reminded of the fol.docxfredharris32
As you finalize your research paper, please be reminded of the following:
1. All term papers mustconform to the documentation standards set forth by the Modern Language Association (MLA), Turabian, University of Chicago, or the American Psychological Association.
2. The research paper must be typewritten, double-spaced, with margins of 1 inch. The cover page should reflect the title of the paper, your name, the course number, the professor, and the date. All papers must have page numbers.
3. A minimum of ten (7) peer reviewed scholarly journal articles must be employed in the undergraduate paper; a minimum of fifteen (15) must be employed in graduate student papers.
4. All research papers must reflect a systematic investigation and analysis of some aspect of the civil rights movement. The use of headings is required in this research paper. Utilizing the traditional social science format, the paper must address the following: 1) Introduction -this section of the paper should establish the context and parameters for your research and set up you paper; 2) Purpose - clearly state your research question(s) and/or hypothesis or thesis; 3) Significance of the Study - in this section in addition to explaining why it is important to carry out the research, be sure to explain why your topic is important to black politics; 4) Methodology - i.e., What specific steps will you take to carry out or perform the research required to address your research question(s)? 5) Review of Literature - this section of your paper should reflect a systematic discussion of the literature (refereed or peer-reviewed scholarly publications and other materials) related to your topic of investigation. Before proceeding, have in mind a clear purpose/focus for your literature review (also, refer to the handout “How to do a Review of Literature”). 6) Analysis and Discussion - in this section of the paper you need to specify the kind of analysis you will perform and why; this section leads to the discovery of the answer(s) to the research question(s) you raised; 7) Summary and Conclusion; 8) Implications - i.e., What is the meaning or contemporary relevance of the results of your study of the civil rights movement in the assigned state (e.g., for public policy, American society and politics, African American political organization)?
5. Undergraduate student papers must be a minimum of 10-12 pages (not including cover page, bibliography, and notes); graduate student papers must be a minimum of 25 pages.
6. Proof read your paper carefully and correct all typographical, spelling, punctuation, and grammatical errors. Double-check your work to ensure proper sentence structure and usage. Because we often "get too close to our work to detect errors", you may opt to ask someone who is skilled in the mechanics of writing to review your work prior to submission. Do not use the first person (I) in writing the research paper
8. Term papers will be evaluated along the f ...
2Ethnographic Research about the Popular CultureSummaryInt.docxtarifarmarie
2
Ethnographic Research about the Popular Culture
Summary/Introduction
Ethnography is a crucial aspect of the society, as it does not only represent a people of various backgrounds, but it also enables researchers to explain the means to coexistence among different sets of cultures. Cultural differences manifest in various social institutions such as the political setup of a community, social norms, cultural beliefs of a community, the economic system, and an identity language of a community. With the knowledge of cultural diversity, an individual realizes the importance of promoting peaceful coexistence in the society as compared to when a person only knows about his or her culture and expects others to conform to it. To develop a better understanding of the difference in cultural patterns between communities, it is important that a person first recognize the equality of the human race since this will not only enable him or her to shun perceived prejudices, but it will also enable the person to appreciate the diversity of race. On this note, an ethnographic research of the popular culture will present the cultural patterns that are unique to particular communities in the world.
The popular culture
The popular culture has become a crucial aspect of the contemporary world. I have chosen this topic because I want to establish the cultural patterns exhibited by the multi-racial population in the United States and the world beyond. According to Fiske (93), the popular culture bears a significant impact on the world’s major social institutions. According to Lowenthal (22), the popular culture originated from the United States during the Harlem Renaissance. In this way, it is imperative to relate to the current American homogeny and its influence on the world’s cultural patterns. Moreover, an ethnographic research about the popular culture illuminates our understanding of the influence of the American homogeny on the world’s politics considering the superpower aspect of the United States. As Hammersley (17) points out, the multi-racial aspect of the America’s population is observed in everyday life especially in colleges and places of work. Therefore, I will access the community by observing the multi-racial population of my college.
The Origin of the Popular Culture
In essence, Ross notes that the popular culture developed during the aftermath of the Harlem Renaissance after the end of the civil war. During this period, the United States of America experienced an economic boom that was later followed by an instant recession, which, in turn, caused a widespread economic crisis. Despite the scary crisis, Americans still rejoiced in their victory in the civil war, in which African Americans contributed significantly.
The Evolution of the Popular Culture
Ross points out that previously, the popular culture was characterized by Jazz and graffiti, which were the main forms of musical entertainment and street art respectively. However, Mauch notes that.
This document discusses how anthropological fieldwork has changed due to the rise of indigenous political movements worldwide. It begins by providing context on how development policies after WWII and related organizations led to increased indigenous organizing and advocacy. This transformed the traditional "ethnographic situation" where indigenous peoples were objects of study. Now, anthropologists must be accountable to indigenous communities and support their struggles, leading to a demand for "anthropological advocacy." While this creates new opportunities for engaged fieldwork, it also challenges anthropologists to maintain intellectual independence amid new social and political pressures. The emergence of indigenous peoples as political subjects globally has fundamentally changed the conditions and assumptions of classical anthropological research.
The document summarizes an ethical situation arising from the Charlottesville rally in August 2017. It provides background on the rally, describing how white nationalists and alt-right groups protested the removal of a Confederate statue. Violence erupted between protesters and counter-protesters, resulting in one death and multiple injuries. The author argues the city of Charlottesville made the correct decision removing the statue, as keeping it up promotes intolerance. They also assert protesters were wrong to claim preserving heritage as their reason for protesting, given the statue's ties to the Civil War and slavery.
"U.S. Neoconservatism, Education and the Critique of Liberalism.'
Neoconservatism is a US phenomenon that at one level represents a historical and ideological reaction to the sixties counter cultural revolution that established new freedoms for Blacks, students, women, gays, and 'cultural minorities'.
The presentation also charts the significance of education as a battleground against multiculturalism and as a basis for a resocialization and neoconservative remoralisation of education.
1. The document discusses the rise of neoconservatism in the US as a reaction against the social movements of the 1960s that pushed for civil rights and greater social freedoms. These movements included the civil rights movement for Black Americans as well as students, women, and gay rights groups.
2. Neoconservatism emerged as a critique of liberalism and rollback of the new social freedoms and rights won during this era. Central to the neoconservative view was challenging the status of the Vietnam War and promoting a more aggressive assertion of American values abroad.
3. The origins and development of neoconservative thought are traced back to intellectuals influenced by the political philosopher Leo Strauss at
w008cxkText BoxFeagin, Joe R. 2000. Racist America Root.docxjessiehampson
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Text Box
Feagin, Joe R. 2000. Racist America: Roots, Current Realities, and Future Reparations. New York: Routledge.
Notice: The material may be protected by copyright law
(Title 17 U.S. Code ).
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what were painful racially conflicted chapters in its national history;
(Others think that race and ethnicity are unrelated to their own lives and
should be the concern of those in barrios, ghettos, and ethnic studies pro-
grams. Wome worry about race and ethnicity but avoid talking about
them for fear of being thought racist.IYet others think that even noticing
race and ethnicity is wrong and that these concepts should not be taken
into account when someone is deciding how to interact with another
person.{Still others believe that U.S. Americans have not begun to talk
seriously about these topics and that no one can understand society with-
out analyzing how race and ethnicity are linked and deeply intertwined
with wealth, status, life chances, and well-being in general.
Given the wide range of possible reactions, we might ask, Why are
race and ethnicity so central to our lives and at the same time so difficult
and taboo?
In this essay, the authors propose an understanding of race and ethnic-
ity that, at first, may be hard to accept.tC~ntrary to what most people
believe, race and ethnicity are not things that people have or are. Rather,
they are actions that people do. 1l'R;ce and ethnicity are social, historical,.
and philosophical processes that people have done for hundreds of years
and are still doing. IThey emerge through the social ·transactions that
take place among different kinds of people, in a variety of institutional
structures (e.g., schools, workplaces, government offices, courts, media),
over time, across space, and in all kinds of situations.
Our framework for understanding them draws on the work of schol-
ars of race and ethnicity around the world, including professors asso-
ciated with the Center for Comparative Studies in Race and Ethnicity
(CCSRE) at Stanford University. Over the past several decades, the topics
ofrace and ethnicity have become increasingly central to the research and
theorizing of sociologists, psychologists, and h~rians as well as schol-
ars in the humanities, the law, and education.lPsychologists most often
focus on why people stereotype others and on the multiple negative out-
comes for those who are the target of these stereotypes (e.g., Baron and
Banaji 2006; Dovidio, Glick, and Rudman 2005; Eberhardt and Fiske
1998; Jones 1997; Steele 1992), while sociologists often concentrate on
racism as a system of beliefs that justifies the privilege of the dominant
I Although the term doing race has yet to gain wide currency either. within or outside the academy,
several ,race scholars have previously used ...
This honors thesis examines the US government's use of music as a tactic in cultural diplomacy efforts over time, beginning with the Cold War. It analyzes how American musicians have been utilized as representatives to further public relations goals abroad, and discusses the functionality of this practice within strategic communication. The study explores the extent to which the government has sponsored international tours of sports teams and musical groups to showcase American culture and positively shape perceptions of the US.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
Who is Phillis Wheatley? - Free Essay Example - 618 Words PapersOwl.com. Olaudah Equiano and Phillis Wheatley in the American Literature - Free .... Phillies wheatley on being brought from africa to america essay. Complete Writings by Phillis Wheatley English Paperback Book Free .... About Phillis Wheatley - Free Essay Example PapersOwl.com. Phillis Wheatley c. 17531784 Open Anthology of Earlier American .... Critical essays on Phillis Wheatley by William H. Robinson Open Library. Her Story: Phillis Wheatley She Made History. Meet Phillis Wheatley. Phillis Wheatley: poems, essays, and short stories Poeticous. Phillis Wheatley - Enslaved Poet of Colonial America. Phillis Wheatley. Phillis Wheatley by 9781648512919. New Essays on Phillis Wheatley IndieBound.org. Phillis Wheatley Phillis wheatley, Black history lesson, 3rd grade .... Phillis Wheatley - Poems, Quotes amp; Facts. Phillis Wheatley /N1753?-1784. African-American Poet. Engraved .... PPT - Phillis Wheatley PowerPoint Presentation, free download - ID:2639624. Phillis Wheatley Female Poet Bio Wiki Photos Videos. Phillis Wheatleys Neoclassicism - 850 Words Essay Example. School essay. United States - Phillis Wheatley, Poet, and Writer Sailed to England .... Help me do my essay phyllis wheatley - essaypersuade.x.fc2.com. Sight Magazine - ESSAY: THERE ARE NO REAL EVANGELICALS. ONLY IMAGINED ONES. Phillis Wheatley: A Culturally Confident Believer Part II/II Helwys .... Phillis Wheatley: A Culturally Confident Believer Part I/II Helwys .... Phillis Wheatley Essay by Kristina Smith - Issuu. Phillis Wheatley - Peruse an Excellent Literature Essay Sample for Free. engraving-of-phillis-wheatley-writing - Black Women Authors Pictures .... Phillis Wheatley Library of America. Phillis wheatley thesis - formatessay.web.fc2.com. FIRST EDITION OF PHILLIS WHEATLEYS quot;POEMS ON VARIOUS. The Privileged and Impoverished Life of Phillis Wheatley - JSTOR Daily Phillis Wheatley Essay Phillis Wheatley Essay
This document discusses political ethnography as a method of inquiry in the social sciences. Political ethnography involves close observation of political actors and processes in real time. It can provide insights into how politics work in everyday life in three ways: 1) Studying recognized political institutions and actors at a smaller scale. 2) Examining interactions between people and political institutions. 3) Analyzing aspects of everyday life that relate to politics, even if political actors are not present. Political ethnography offers advantages over traditional methods by showing how macro political actions play out locally, examining political practices, and providing thick descriptions of lived political experiences.
Words on International Organization: A Rhetorical Analysis of Nationalist Lea...Kirstin Anderson
This document provides context for analyzing the rhetoric of nationalist leaders in the US, UK, and France regarding international organizations. It discusses the rise of nationalist sentiment in these countries through figures like Donald Trump, Marine Le Pen, and Brexit. The research question examines how these leaders rhetorically address international organizations in speeches. It hypothesizes some cultural differences but similar views in support of nationalism. The document reviews literature on nationalist movements and political communication to provide background and establish the analytical framework.
Beyond Tocqueville, Myrdal, and Hartz The Multiple Tradi.docxShiraPrater50
Beyond Tocqueville, Myrdal, and Hartz: The Multiple Traditions in America
Author(s): Rogers M. Smith
Source: The American Political Science Review, Vol. 87, No. 3 (Sep., 1993), pp. 549-566
Published by: American Political Science Association
Stable URL: https://www.jstor.org/stable/2938735
Accessed: 30-07-2019 15:35 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
American Political Science Association is collaborating with JSTOR to digitize, preserve and
extend access to The American Political Science Review
This content downloaded from 128.84.125.117 on Tue, 30 Jul 2019 15:35:38 UTC
All use subject to https://about.jstor.org/terms
,A, I "
This content downloaded from 128.84.125.117 on Tue, 30 Jul 2019 15:35:38 UTC
All use subject to https://about.jstor.org/terms
American Political Science Review Vol. 87, No. 3 September 1993
BEYOND TOCQUEVILLE, MYRDAL, AND HARTZ:
THE MULTIPLE TRADITIONS IN AMERICA
ROGERS M. SMITH Yale University
A nalysts of American politics since Tocqueville have seen the nation as a paradigmatic "liberal
democratic" society, shaped most by the comparatively free and equal conditions and the
Enlightenment ideals said to have prevailed at its founding. These accounts must be severely
revised to recognize the inegalitarian ideologies and institutions of ascriptive hierarchy that defined the
political status of racial and ethnic minorities and women through most of U.S. history. A study of
the period 1870-1920 illustrates that American political culture is better understood as the often
conflictual and contradictory product of multiple political traditions, than as the expression of
hegemonic liberal or democratic political traditions.
Since the nation's inception, analysts have de-
scribed American political culture as the preem-
inent example of modern liberal democracy, of
government by popular consent with respect for the
equal rights of all. They have portrayed American
political development as the working out of liberal
democratic or republican principles, via both "liber-
alizing" and "democratizing" socioeconomic changes
and political efforts to cope with tensions inherent in
these principles. Illiberal, undemocratic beliefs and
practices have usually been seen only as expressions
of ignorance and prejudice, destined to marginality
by their lack of rational defenses. A distinguished line
of writers, from Hector St. John Crevecoeur in the
eighteenth century and Harriet Martineau and Lord
Bryce in the nineteenth century to Gunnar Myrdal
and Louis Har ...
Running Head Week Two Annotated Bibliography Worksheet1Week.docxrtodd599
Running Head: Week Two Annotated Bibliography Worksheet
1
Week Two Annotated Bibliography Worksheet
3
Week Two Annotated Bibliography Worksheet
Keisha Thomas
POL201 American National Government
Mark Ladd
August 20, 2018
Topic: The Civil Rights Movement of 1964.
In 1964, the Civil Rights Act ended segregation in public places banning employment discrimination that was based on national origin, sex, religion, race or color. This is considered as one of the most crowning achievements as far as civil right movements are concerned. Despite the strong opposition from the southerners, it was signed into law by Lyndon B. Johnson who succeeded Kennedy. The topic is important to address since it played a vital role in the removal of the procedures and registration requirements that were biased against the underprivileged and minorities (Davis, 2016). Moreover, it also called for the nondiscrimination in fund distributions, public school desegregation as well as the broadening of Civil Rights Commission duties (Percy, 2018).
A. Source 1
Brown, R. L. (2017). Accountability, liberty, and the Constitution. In Bills of Rights (pp. 49-98). Routledge.
In his article Brown (2017) asserts that political accountability in constitutional theory has been misunderstood. This has led to the contribution of the model that places majority rule at the center of constitutional legitimacy requiring special justification for departures. The model offers the start point for much of the modern constitutional theory in the sense that judicial review is branded as a “deviant” institution. History suggests that in America, representation was not designed as a means of people to take part in government but rather as a means for people protecting themselves from the representative government of their own. This explains the reason why people understand the principle of political accountability as a way to protect themselves. People are allowed to check abuse of power as well as overseeing a political structure.
B. Source 2
Rosenbloom, D. H. (2016). 3a. Public Administrative Theory and the Separation of Powers. In The Constitutional School of American Public Administration (pp. 78-94). Routledge.
In public administration, there has been an experience of absent or weak theoretical core (Rosenbloom, 2016). The paper found out that the main problem affecting the public administrative theory emanates from three disparate approaches as to what public administration really is. These approaches are labeled “legal,” “managerial,” and “political”. On public administration, they influence each other in the sense that they overlap following the pattern of the constitutional separation of powers. These approaches are not likely to be synthesized without having to violate the values ingrained deeply in the U.S culture of politics (Rosenbloom, 2016).
C. Source 3
Pettit, B., & Sykes, B. L. (2015). Civil rights legislation and legalized exclusion: Mass incarceration and the masking of ine.
Transnationalism and anti globalism johannes voelz collegBHANU281672
This document summarizes and discusses the concepts of transnationalism and anti-globalism. It notes that while transnationalism originally aimed to critique economic globalization, anti-globalism has appropriated this term to attack both economic and cultural globalization, conflating the two. The rise of anti-globalism highlights the need for scholars of transnationalism to reflect on how the transnational idea has been used in current political divides between populism and openness to global influences.
This document provides information for a course on the history of the Black freedom movement from 1955 to the present. The course will be taught by Dr. Sundiata Keita Cha-Jua and will take place on Tuesdays and Thursdays from 9:30-10:50 AM in classroom 159 of Altgeld Hall. The course will explore the strategies and impacts of the Civil Rights and Black Power movements through an analysis of primary sources and theoretical frameworks. Students will complete written assignments including papers analyzing primary documents and conducting original research. The goals of the course are to examine how the Black freedom movement transformed African Americans' status and to assess ongoing issues of racial oppression.
Identity In Narrative A Study Of Immigrant DiscourseErin Torres
This document introduces the motivation and objectives of the book. It aims to investigate the construction and negotiation of identities among Mexican immigrants in the United States through qualitative analysis of narratives. Specifically, it seeks to understand how narrative discourse shapes identities and how identities are expressed locally in narratives. The book is based on interviews with 14 Mexican immigrants in Maryland. It argues that qualitative, discourse-based approaches provide valuable insights into immigrant experiences and identities that are often overlooked. Narratives in particular are well-suited for this analysis as they allow immigrants to freely discuss their experiences and negotiate meanings and identities.
Essay Prompt The 1920s, 1930s, and 1940s were a turbulent time i.docxelbanglis
Essay Prompt: The 1920s, 1930s, and 1940s were a turbulent time in United States history. These turbulent times were defined by international politics, the political climate, the struggle for gender equality, and the early push for civil rights. Choose one of these topics and trace its development throughout the early twentieth century:
1. international politics
2. political climate
3. struggle for gender equality
4. the early push for civil rights movement
Students are only expected to use both The American Yawp and relevant primary sources in their answers.
This essay is a thesis-driven essay, it should have an overall argument that is supported throughout the essay. This assignment will require you to define the theme and hand-pick the best examples from that theme to support your argument. As you are required to trace this theme through history, it will require writers to use examples prior to the 1920s, 1930s, and 1940s.
Due Date:
The rough draft of this essay is due on Tuesday, November 12 by 6 pm.
The final version of this essay is due on Tuesday, December 3 by 6 pm.
Learning Outcomes:
· Demonstrate college-level writing.
· A clear thesis
· Support an argument with sufficient support
· Clearly observable analysis and critical thought
· Observant to the conventions of written English
· Observant to the conventions of content, style, form and delivery within the field of history
· Analyze the interrelationship of economic, social, cultural, and political change.
· Display an understanding of Modern American History
The response papers require:
1. Title (Name; Course Name; Professors Name; Title for Essay)
2. 12-point Times New Roman Font
3. Double-Spaced
4. 4 – 6 pages
5. Chicago citations always come at the end of sentences.
a. Footnotes. .[footnoteRef:1].[footnoteRef:2].[footnoteRef:3].[footnoteRef:4] [1: Joseph Locke and Ben Wright, eds., “The American Yawp: A Massively Collaboratively Open U.S. History Textbook,” ##. http://www.americanyawp.com/.] [2: Locke and Wright, eds., “The American Yawp,” ##.] [3: A. Mitchell Palmer, “The Case Against the Reds,” Forum (1920): ##.] [4: Palmer, “The Case Against the Reds,” ##.]
b. Bibliography.
c. http://www.chicagomanualofstyle.org/tools_citationguide.html
STRUGGLE FOR GENDER EQUALITY
Student name: Shiyu Wang
Professor name: Gregory Weimer
Course name: American history since 1877
Struggle for Gender Equality
Drastic changes were realized in the early nineteenth century in the United States of America. The changes ranged from political, demographic, economic as well as culture. It was also a significant period of democratization and industrialization alongside uneven gender lines. The Declaration of Sentiments, which was written by Stanton, captured broad issues affecting women, especially on the rights to own property, female education, the access to employment, opportunities as well as the democratic right to vote. The culture of Americans revolved around the theory ...
Calculate Rh using the combination between the equations 1 and 2 b.docxhumphrieskalyn
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in – 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ΔE|= Eout – Ein = B( 1/nin2 – 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
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Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
No Human Being Is Illegal By Ngai, Mae M.Like abortion and gun.docxcurwenmichaela
No Human Being Is Illegal
By Ngai, Mae M.
Like abortion and guns, immigration has emerged as a hot-button issue in American politics. Because immigration involves concerns in different registers, economic and cultural, it is strangely and perhaps uniquely misaligned in traditional partisan terms (Wong 2006; Zolberg 2006). President Bush cannot manage the split in his own party, between those Republicans who want to exploit immigrants and those who want to expel them. Among Democratic voters, some support cultural diversity and inclusion while others worry that cheaper immigrant labor depresses domestic wages. Political consultants, sensing a no-win situation, are advising Democrats with presidential aspirations to stay clear of the issue altogether.
The lack of partisan coherence, however, does not explain why immigration evokes such heated debate. There is a dimension to the debate that seems irrational, impervious to arguments involving empirical data, historical experience, or legal precedent. This was brought home to me after I wrote an op-ed in a major newspaper about how, during the first half of the twentieth century, the U.S. government legalized tens of thousands of illegal European immigrants (Ngai 2006). I received postcards with invectives like, "stupid professor!" I faced similar hostility during a live call-in show on public radio. Confronted with ranting about how immigrants are bad for the United States, I wanted to counter that immigrants are good for the United States. At one level, negative generalizations about immigrants can be refuted point by point: they do not hurt the economy, they expand it; they are more law abiding than the native-born population; they want to learn English and their children all do (Smith and Edmonston 1997; Alba and Nee 2002).
But this approach is risky. Generalizations reproduce stereotypes and efface the complexity and diversity of immigrant experience. As Bonnie Honig (2001) has argued, xenophilia is the flip side of xenophobia. In both cases citizens use "immigrants" as a screen onto which they project their own aspirations or frustrations about American democracy. Casting immigrants as bearers of the work ethic, family values, and consensual citizenship renews the tired citizen's faith-liberal capitalism. But when the immigrants disappoint or when conditions change, they become easy scapegoats.
As Honig suggests, this kind of immigration discourse is an exercise in nationalism. In an important sense, "Are immigrants good or bad for us?" is the wrong question. It takes as its premise that immigrants are not part of "us." The idea falsely posits that non-citizens are not part of American society and leaves them out of the discussion. The mass demonstrations of Mexicans and other immigrants last spring were significant because they showed that immigrants are no longer content to be the object of discussion but have emerged as subjects with voice and agency. It was particularly noteworthy but p ...
A Cultural Studies Approach To Semantic Instability The Case Of News Transla...Rick Vogel
This document summarizes an academic article that explores how politically charged words and their translations have unstable meanings due to evolving within different cultural contexts. It proposes analyzing such word pairs as "essentially contested concepts" using cultural studies models to describe their dynamic relationships over time. Specifically, it shifts the focus from journalists as meaning-makers to the relations between words, their translations, and the social/political forces that influence their contested meanings.
This document provides an overview of topics related to identity, women's rhetorical history, feminism, and the culture of strategic discourse. Regarding women's rhetorical history, it discusses how women have contributed to the development of rhetorical traditions throughout history despite facing exclusion. It profiles several influential female leaders and thinkers from different time periods who used rhetoric to advocate for women's rights and intellectual abilities. The document also outlines the key events and principles of the three waves of feminism. In the section on culture of strategic discourse, it examines the role of journalism and popular culture in shaping contemporary discourse, including the evolution of journalism styles and debates around media bias.
Topics For Essays In English. Opinion Essay TopicsVeronica Johnson
31 Persuasive Essay Topics • JournalBuddies.com. Step-By-Step Guide to Essay Writing - ESL Buzz. ️ English essay topics for o levels. “Being born with a silver spoon .... 44+ Good Argumentative Essay Topics For College Tips - Aress. #essay #essaywriting how to do a research assignment, creative college .... Helpful Narrative Essay Topics Ireland | College, Istruzione, Scuola. 015 English Essay Topics For Grade Maxresdefault ~ Thatsnotus. 141 Topics For Writing That Are Deep And Thoughtful - Kids n Clicks. 013 Good Persuasive Essay Topics Example ~ Thatsnotus. example essay topics. Writing english essays 31 topics.
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
Read a selection of your colleagues’ postings.Respond to at leas.docxsedgar5
Read a selection of your colleagues’ postings.
Respond to at least two of your colleagues in one or more of the following ways:
· Expand upon or suggest alternative approaches to your colleague’s plan by drawing upon the resources and materials from this course. Justify your contributions with an explanation as to why you think your suggestions will improve the plan.
· Share a professional experience that would be relevant and helpful to the plan presented by your colleague. Explain how your experience is relevant and helpful.
· Share an insight you gained from your colleague’s presentation that you would like to use in your workplace and describe how you would envision using it.
MUST USE FOR Response to Colleagues Template
Expansion of a Colleagues Plan with Justification
Share a Helpful Professional Experience
Share a Colleague’s Insight That You Would Use in Your Workplace
APA References
1st Colleague to respond to:
How You Would Bring a Team Together & Lead Them to Start Such an Initiative
My management preference as a leader, is to have biweekly meetings with my team and 1 on 1’s. Why? Because not everyone is comfortable talking or communicating with others at the beginning. I have utilized this process before of which once a person is able to relate and show their strengths, I promote the two different meeting sessions. The three times I have utilized this method of communication, I have only had to conduct three 1 on 1’s. Then everyone is comfortable with each other and understands each other roles, expertise and also realizes they can learn from each other. Because of the differences, whether it is creativity, or education it ultimately brings understanding with each other and the relationships are relaxed to listen and ask each other questions to help one another. “I like to take the time to weigh different solutions and then turn the best in something great”(Grivas, C et al, pg. 22). Human Resources/Benefits is about preparing for new hires, open enrollment and the various concerns during the course of a year that our employees may encounter.
Course Related Tools to use on Team
As a leader, it is my responsibility to have the initial plan of what I need for the team to think about, elaborate and to clarify, and promote other ideas to accommodate our employees. I want them to own want we the company want for our employees to experience. The team is expected to provide new innovative ideas to ensure that employees are educated and comfortable with the information that is provided to them regarding HR/Benefits. I’m not here as their leader to “…set standards of behavior or expectations of performance and then violate them”(Zenger, J., et al 2009). That is not being a leader or team player. I want my team to elevate and be promoted, so holding them back is not what I want for them. This team is ready to work with each other, I recommended that the team select a captain so that when I am in other meetings the captain will be.
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This honors thesis examines the US government's use of music as a tactic in cultural diplomacy efforts over time, beginning with the Cold War. It analyzes how American musicians have been utilized as representatives to further public relations goals abroad, and discusses the functionality of this practice within strategic communication. The study explores the extent to which the government has sponsored international tours of sports teams and musical groups to showcase American culture and positively shape perceptions of the US.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
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Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
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Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
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This document discusses political ethnography as a method of inquiry in the social sciences. Political ethnography involves close observation of political actors and processes in real time. It can provide insights into how politics work in everyday life in three ways: 1) Studying recognized political institutions and actors at a smaller scale. 2) Examining interactions between people and political institutions. 3) Analyzing aspects of everyday life that relate to politics, even if political actors are not present. Political ethnography offers advantages over traditional methods by showing how macro political actions play out locally, examining political practices, and providing thick descriptions of lived political experiences.
Words on International Organization: A Rhetorical Analysis of Nationalist Lea...Kirstin Anderson
This document provides context for analyzing the rhetoric of nationalist leaders in the US, UK, and France regarding international organizations. It discusses the rise of nationalist sentiment in these countries through figures like Donald Trump, Marine Le Pen, and Brexit. The research question examines how these leaders rhetorically address international organizations in speeches. It hypothesizes some cultural differences but similar views in support of nationalism. The document reviews literature on nationalist movements and political communication to provide background and establish the analytical framework.
Beyond Tocqueville, Myrdal, and Hartz The Multiple Tradi.docxShiraPrater50
Beyond Tocqueville, Myrdal, and Hartz: The Multiple Traditions in America
Author(s): Rogers M. Smith
Source: The American Political Science Review, Vol. 87, No. 3 (Sep., 1993), pp. 549-566
Published by: American Political Science Association
Stable URL: https://www.jstor.org/stable/2938735
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,A, I "
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American Political Science Review Vol. 87, No. 3 September 1993
BEYOND TOCQUEVILLE, MYRDAL, AND HARTZ:
THE MULTIPLE TRADITIONS IN AMERICA
ROGERS M. SMITH Yale University
A nalysts of American politics since Tocqueville have seen the nation as a paradigmatic "liberal
democratic" society, shaped most by the comparatively free and equal conditions and the
Enlightenment ideals said to have prevailed at its founding. These accounts must be severely
revised to recognize the inegalitarian ideologies and institutions of ascriptive hierarchy that defined the
political status of racial and ethnic minorities and women through most of U.S. history. A study of
the period 1870-1920 illustrates that American political culture is better understood as the often
conflictual and contradictory product of multiple political traditions, than as the expression of
hegemonic liberal or democratic political traditions.
Since the nation's inception, analysts have de-
scribed American political culture as the preem-
inent example of modern liberal democracy, of
government by popular consent with respect for the
equal rights of all. They have portrayed American
political development as the working out of liberal
democratic or republican principles, via both "liber-
alizing" and "democratizing" socioeconomic changes
and political efforts to cope with tensions inherent in
these principles. Illiberal, undemocratic beliefs and
practices have usually been seen only as expressions
of ignorance and prejudice, destined to marginality
by their lack of rational defenses. A distinguished line
of writers, from Hector St. John Crevecoeur in the
eighteenth century and Harriet Martineau and Lord
Bryce in the nineteenth century to Gunnar Myrdal
and Louis Har ...
Running Head Week Two Annotated Bibliography Worksheet1Week.docxrtodd599
Running Head: Week Two Annotated Bibliography Worksheet
1
Week Two Annotated Bibliography Worksheet
3
Week Two Annotated Bibliography Worksheet
Keisha Thomas
POL201 American National Government
Mark Ladd
August 20, 2018
Topic: The Civil Rights Movement of 1964.
In 1964, the Civil Rights Act ended segregation in public places banning employment discrimination that was based on national origin, sex, religion, race or color. This is considered as one of the most crowning achievements as far as civil right movements are concerned. Despite the strong opposition from the southerners, it was signed into law by Lyndon B. Johnson who succeeded Kennedy. The topic is important to address since it played a vital role in the removal of the procedures and registration requirements that were biased against the underprivileged and minorities (Davis, 2016). Moreover, it also called for the nondiscrimination in fund distributions, public school desegregation as well as the broadening of Civil Rights Commission duties (Percy, 2018).
A. Source 1
Brown, R. L. (2017). Accountability, liberty, and the Constitution. In Bills of Rights (pp. 49-98). Routledge.
In his article Brown (2017) asserts that political accountability in constitutional theory has been misunderstood. This has led to the contribution of the model that places majority rule at the center of constitutional legitimacy requiring special justification for departures. The model offers the start point for much of the modern constitutional theory in the sense that judicial review is branded as a “deviant” institution. History suggests that in America, representation was not designed as a means of people to take part in government but rather as a means for people protecting themselves from the representative government of their own. This explains the reason why people understand the principle of political accountability as a way to protect themselves. People are allowed to check abuse of power as well as overseeing a political structure.
B. Source 2
Rosenbloom, D. H. (2016). 3a. Public Administrative Theory and the Separation of Powers. In The Constitutional School of American Public Administration (pp. 78-94). Routledge.
In public administration, there has been an experience of absent or weak theoretical core (Rosenbloom, 2016). The paper found out that the main problem affecting the public administrative theory emanates from three disparate approaches as to what public administration really is. These approaches are labeled “legal,” “managerial,” and “political”. On public administration, they influence each other in the sense that they overlap following the pattern of the constitutional separation of powers. These approaches are not likely to be synthesized without having to violate the values ingrained deeply in the U.S culture of politics (Rosenbloom, 2016).
C. Source 3
Pettit, B., & Sykes, B. L. (2015). Civil rights legislation and legalized exclusion: Mass incarceration and the masking of ine.
Transnationalism and anti globalism johannes voelz collegBHANU281672
This document summarizes and discusses the concepts of transnationalism and anti-globalism. It notes that while transnationalism originally aimed to critique economic globalization, anti-globalism has appropriated this term to attack both economic and cultural globalization, conflating the two. The rise of anti-globalism highlights the need for scholars of transnationalism to reflect on how the transnational idea has been used in current political divides between populism and openness to global influences.
This document provides information for a course on the history of the Black freedom movement from 1955 to the present. The course will be taught by Dr. Sundiata Keita Cha-Jua and will take place on Tuesdays and Thursdays from 9:30-10:50 AM in classroom 159 of Altgeld Hall. The course will explore the strategies and impacts of the Civil Rights and Black Power movements through an analysis of primary sources and theoretical frameworks. Students will complete written assignments including papers analyzing primary documents and conducting original research. The goals of the course are to examine how the Black freedom movement transformed African Americans' status and to assess ongoing issues of racial oppression.
Identity In Narrative A Study Of Immigrant DiscourseErin Torres
This document introduces the motivation and objectives of the book. It aims to investigate the construction and negotiation of identities among Mexican immigrants in the United States through qualitative analysis of narratives. Specifically, it seeks to understand how narrative discourse shapes identities and how identities are expressed locally in narratives. The book is based on interviews with 14 Mexican immigrants in Maryland. It argues that qualitative, discourse-based approaches provide valuable insights into immigrant experiences and identities that are often overlooked. Narratives in particular are well-suited for this analysis as they allow immigrants to freely discuss their experiences and negotiate meanings and identities.
Essay Prompt The 1920s, 1930s, and 1940s were a turbulent time i.docxelbanglis
Essay Prompt: The 1920s, 1930s, and 1940s were a turbulent time in United States history. These turbulent times were defined by international politics, the political climate, the struggle for gender equality, and the early push for civil rights. Choose one of these topics and trace its development throughout the early twentieth century:
1. international politics
2. political climate
3. struggle for gender equality
4. the early push for civil rights movement
Students are only expected to use both The American Yawp and relevant primary sources in their answers.
This essay is a thesis-driven essay, it should have an overall argument that is supported throughout the essay. This assignment will require you to define the theme and hand-pick the best examples from that theme to support your argument. As you are required to trace this theme through history, it will require writers to use examples prior to the 1920s, 1930s, and 1940s.
Due Date:
The rough draft of this essay is due on Tuesday, November 12 by 6 pm.
The final version of this essay is due on Tuesday, December 3 by 6 pm.
Learning Outcomes:
· Demonstrate college-level writing.
· A clear thesis
· Support an argument with sufficient support
· Clearly observable analysis and critical thought
· Observant to the conventions of written English
· Observant to the conventions of content, style, form and delivery within the field of history
· Analyze the interrelationship of economic, social, cultural, and political change.
· Display an understanding of Modern American History
The response papers require:
1. Title (Name; Course Name; Professors Name; Title for Essay)
2. 12-point Times New Roman Font
3. Double-Spaced
4. 4 – 6 pages
5. Chicago citations always come at the end of sentences.
a. Footnotes. .[footnoteRef:1].[footnoteRef:2].[footnoteRef:3].[footnoteRef:4] [1: Joseph Locke and Ben Wright, eds., “The American Yawp: A Massively Collaboratively Open U.S. History Textbook,” ##. http://www.americanyawp.com/.] [2: Locke and Wright, eds., “The American Yawp,” ##.] [3: A. Mitchell Palmer, “The Case Against the Reds,” Forum (1920): ##.] [4: Palmer, “The Case Against the Reds,” ##.]
b. Bibliography.
c. http://www.chicagomanualofstyle.org/tools_citationguide.html
STRUGGLE FOR GENDER EQUALITY
Student name: Shiyu Wang
Professor name: Gregory Weimer
Course name: American history since 1877
Struggle for Gender Equality
Drastic changes were realized in the early nineteenth century in the United States of America. The changes ranged from political, demographic, economic as well as culture. It was also a significant period of democratization and industrialization alongside uneven gender lines. The Declaration of Sentiments, which was written by Stanton, captured broad issues affecting women, especially on the rights to own property, female education, the access to employment, opportunities as well as the democratic right to vote. The culture of Americans revolved around the theory ...
Calculate Rh using the combination between the equations 1 and 2 b.docxhumphrieskalyn
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in – 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ΔE|= Eout – Ein = B( 1/nin2 – 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
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Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
No Human Being Is Illegal By Ngai, Mae M.Like abortion and gun.docxcurwenmichaela
No Human Being Is Illegal
By Ngai, Mae M.
Like abortion and guns, immigration has emerged as a hot-button issue in American politics. Because immigration involves concerns in different registers, economic and cultural, it is strangely and perhaps uniquely misaligned in traditional partisan terms (Wong 2006; Zolberg 2006). President Bush cannot manage the split in his own party, between those Republicans who want to exploit immigrants and those who want to expel them. Among Democratic voters, some support cultural diversity and inclusion while others worry that cheaper immigrant labor depresses domestic wages. Political consultants, sensing a no-win situation, are advising Democrats with presidential aspirations to stay clear of the issue altogether.
The lack of partisan coherence, however, does not explain why immigration evokes such heated debate. There is a dimension to the debate that seems irrational, impervious to arguments involving empirical data, historical experience, or legal precedent. This was brought home to me after I wrote an op-ed in a major newspaper about how, during the first half of the twentieth century, the U.S. government legalized tens of thousands of illegal European immigrants (Ngai 2006). I received postcards with invectives like, "stupid professor!" I faced similar hostility during a live call-in show on public radio. Confronted with ranting about how immigrants are bad for the United States, I wanted to counter that immigrants are good for the United States. At one level, negative generalizations about immigrants can be refuted point by point: they do not hurt the economy, they expand it; they are more law abiding than the native-born population; they want to learn English and their children all do (Smith and Edmonston 1997; Alba and Nee 2002).
But this approach is risky. Generalizations reproduce stereotypes and efface the complexity and diversity of immigrant experience. As Bonnie Honig (2001) has argued, xenophilia is the flip side of xenophobia. In both cases citizens use "immigrants" as a screen onto which they project their own aspirations or frustrations about American democracy. Casting immigrants as bearers of the work ethic, family values, and consensual citizenship renews the tired citizen's faith-liberal capitalism. But when the immigrants disappoint or when conditions change, they become easy scapegoats.
As Honig suggests, this kind of immigration discourse is an exercise in nationalism. In an important sense, "Are immigrants good or bad for us?" is the wrong question. It takes as its premise that immigrants are not part of "us." The idea falsely posits that non-citizens are not part of American society and leaves them out of the discussion. The mass demonstrations of Mexicans and other immigrants last spring were significant because they showed that immigrants are no longer content to be the object of discussion but have emerged as subjects with voice and agency. It was particularly noteworthy but p ...
A Cultural Studies Approach To Semantic Instability The Case Of News Transla...Rick Vogel
This document summarizes an academic article that explores how politically charged words and their translations have unstable meanings due to evolving within different cultural contexts. It proposes analyzing such word pairs as "essentially contested concepts" using cultural studies models to describe their dynamic relationships over time. Specifically, it shifts the focus from journalists as meaning-makers to the relations between words, their translations, and the social/political forces that influence their contested meanings.
This document provides an overview of topics related to identity, women's rhetorical history, feminism, and the culture of strategic discourse. Regarding women's rhetorical history, it discusses how women have contributed to the development of rhetorical traditions throughout history despite facing exclusion. It profiles several influential female leaders and thinkers from different time periods who used rhetoric to advocate for women's rights and intellectual abilities. The document also outlines the key events and principles of the three waves of feminism. In the section on culture of strategic discourse, it examines the role of journalism and popular culture in shaping contemporary discourse, including the evolution of journalism styles and debates around media bias.
Topics For Essays In English. Opinion Essay TopicsVeronica Johnson
31 Persuasive Essay Topics • JournalBuddies.com. Step-By-Step Guide to Essay Writing - ESL Buzz. ️ English essay topics for o levels. “Being born with a silver spoon .... 44+ Good Argumentative Essay Topics For College Tips - Aress. #essay #essaywriting how to do a research assignment, creative college .... Helpful Narrative Essay Topics Ireland | College, Istruzione, Scuola. 015 English Essay Topics For Grade Maxresdefault ~ Thatsnotus. 141 Topics For Writing That Are Deep And Thoughtful - Kids n Clicks. 013 Good Persuasive Essay Topics Example ~ Thatsnotus. example essay topics. Writing english essays 31 topics.
Similar to Reading Questions for 0130Name Reading Questions for Woolard,.docx (19)
Readreview the following resources for this activity· Poll.docxsedgar5
Read/review the following resources for this activity:
· Pollock (Cengage, 9e)
Writing Requirements (APA format)
· 3-4 pages (approx. 300 words per page), not including title page or references page
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page with topic and name of student
Week 1 Assignment: Essay
Introduction
In your reading, you learned that there is man-made law and natural law. Next week you’ll read about punishment and its proposed purpose(s). In this assignment, you’re asked to evaluate the letter of the law vs. the spirit of the law in terms of whether someone is guilty of a crime and/or whether they should be punished. In addition, you’re asked to evaluate the ethical dilemma using a methodical process that will help you critically think through, resolve, and defend your decision on what to do. You’re just starting to see, hopefully, that ethical dilemmas aren’t always easy to resolve, and that’s precisely why they’re dilemmas! (If you like the challenge of thinking this dilemma through and are interested in something similar, read “The Merchant of Venice” by William Shakespeare. It has a similar theme and is written by one of the greatest play writes of all time!)
Activity Instructions
Mercy Killing
You are selected for a jury trial of a 64-year-old mother who killed her two adult sons. The two men had Huntington’s disease, a degenerative brain disease, and were institutionalized. They were certain to die and would endure much pain and suffering before they expired. The defendant’s husband had died from this same disease, and she had nursed him throughout his illness until his death.
The defendant took a gun into the nursing home, kissed her sons good-bye, and then shot them both through the head. She was arrested for first-degree murder. The prosecutor informs you that there is not “mercy killing” defense in the law as it is written.
If you were on the jury, how would you decide this case? What punishment does she deserve? Why?
Content Requirements: each assignment must cover the following four requirements fully.
1. Ethical Dilemma
. State what the primary and ancillary ethical dilemmas are as presented by the Case Study. Do not restate the facts of the case.
2. Present a resolution of the case study
. State specifically WHAT you’re going to do and WHY you’re doing what you’re doing to resolve the ethical dilemma. Be very specific and detailed.
3. Identify which ethical system(s) support your resolution.
Look to Chapter 2 of the Pollock textbook to identify the list of ethical systems to be used.
4. Integrate any material/concepts learned in the course that are applicable to the case study and/or your resolution.
Show specifically how the material/content applies. Be sure to cite your resources/textbook properly.
Week 2 Assignment: Essay
Introduction
In the assignment for last week, I suggested you might enjoy reading “The Merchant of Venice”. The as.
Read a selection of your colleagues’ postings.Respond to two of .docxsedgar5
Read a selection of your colleagues’ postings.
Respond to two of your colleagues (select colleagues, if possible, who have not yet received feedback on their original post) in one or more of the following ways:
· Based on your experience and the resources from the course, provide that person with additional suggestions and/or alternative approaches that he or she may not have considered specific to his or her evaluation.
· Compare your colleagues’ ideas with what IDEO found to be successful. Does IDEO offer additional ideas that would enhance the potential for success of your colleagues’ suggestions?
· Provide positive feedback that describes how the post gave you new perspectives on how to support and encourage a creative environment in the workplace. Provide details about how those perspectives influence the way you now think about creativity in the workplace.
MUST USE TEMPLATES/HEADINGS BELOW
Responses to Colleagues Template
Additional Alternatives or Suggestions to Colleague
Comparison of Colleagues Ideas to IDEO Ideas
Positive Feedback on New Perspectives Supporting Creative Environment
APA References
1st Colleague to respond to:
Factors That Contribute to a Creative Climate Specific to Both Individuals and Teams
Just last week, I started my new career as a Licensing Specialist. Thus far, it has been a wonderful experience and I am grateful for all the opportunities that are brought forth with my new career position. There is great leadership demonstrated at my job that allows the company to run smoothly. Each department has a team lead as well as a supervisor, although, you would not know it because they are reserved and treat everyone equally as if everyone is on the same management level. Puccio, Mance, and Murdock (2011) says “employee performance is more important than seniority, and the behavior of IDEO leadership consistently demonstrates that flexibility is “in” and rigid rules are “out” ” (Puccio, Mance, and Murdock, 2011, pp. 3-4). Our leaders are not strict on us and permit us the freedom to take risks, make mistakes, and learn from them. There are rules and regulations presented, however, our leaders provide an environment that is not just easy to work in, but comfortable and safe to work in.
Our work environment is surrounded by each individual having their own cubicle desk amongst their own team. Some but not all of the supervisors have their own office. Due to the open space that everyone has, it encourages everyone to mingle by communicating with each other, learning from each other, and sharing creative ideas with one another for the success of the company. The work environment is crucial at my organization mainly because of everyone not being able to have their own individual offices with having doors for privacy. “IDEO has learned that having the right size workspace makes a difference. Too much workspace decreases energy and slightly tight space generates energy. There are opportunities for spontaneous interactio.
Read a selection of your colleagues’ postings.Respond to at leas.docxsedgar5
Read a selection of your colleagues’ postings.
Respond to at least two of your colleagues in one or more of the following ways:
· Expand upon or suggest alternative approaches to your colleague’s plan by drawing upon the resources and materials from this course. Justify your contributions with an explanation as to why you think your suggestions will improve the plan.
· Share a professional experience that would be relevant and helpful to the plan presented by your colleague. Explain how your experience is relevant and helpful.
· Share an insight you gained from your colleague’s presentation that you would like to use in your workplace and describe how you would envision using it.
MUST USE FOR Response to Colleagues Template
Expansion of a Colleagues Plan with Justification
Share a Helpful Professional Experience
Share a Colleague’s Insight That You Would Use in Your Workplace
APA References
1st Colleague to respond to:
How You Would Bring a Team Together & Lead Them to Start Such an Initiative
My management preference as a leader, is to have biweekly meetings with my team and 1 on 1’s. Why? Because not everyone is comfortable talking or communicating with others at the beginning. I have utilized this process before of which once a person is able to relate and show their strengths, I promote the two different meeting sessions. The three times I have utilized this method of communication, I have only had to conduct three 1 on 1’s. Then everyone is comfortable with each other and understands each other roles, expertise and also realizes they can learn from each other. Because of the differences, whether it is creativity, or education it ultimately brings understanding with each other and the relationships are relaxed to listen and ask each other questions to help one another. “I like to take the time to weigh different solutions and then turn the best in something great”(Grivas, C et al, pg. 22). Human Resources/Benefits is about preparing for new hires, open enrollment and the various concerns during the course of a year that our employees may encounter.
Course Related Tools to use on Team
As a leader, it is my responsibility to have the initial plan of what I need for the team to think about, elaborate and to clarify, and promote other ideas to accommodate our employees. I want them to own want we the company want for our employees to experience. The team is expected to provide new innovative ideas to ensure that employees are educated and comfortable with the information that is provided to them regarding HR/Benefits. I’m not here as their leader to “…set standards of behavior or expectations of performance and then violate them”(Zenger, J., et al 2009). That is not being a leader or team player. I want my team to elevate and be promoted, so holding them back is not what I want for them. This team is ready to work with each other, I recommended that the team select a captain so that when I am in other meetings the captain will be.
Read a selection of your colleagues’ postings. Make sure to find p.docxsedgar5
Read a selection of your colleagues’ postings. Make sure to find posts where the organization presented was different in size (large vs. small) or where your colleague assessed the organization from a different organizational level (e.g., top level vs. middle level management). Compare your colleagues’ experiences and assessments with your own, giving careful thought to how these dimensions might have impacted the results.
Respond to two or more of your colleagues in one or more of the following ways:
· Compare the results of your colleague’s assessment with your own. What factors were ranked differently and what factors seemed to impact the climate of creativity the most. Explain why.
· Based upon specific details in a colleague’s assessment, explain any additional insights about the influence of the size of the organization and/or the level within the organization from which the assessment was made. For example, how might the assessment change or differ if one is on the frontline versus upper management.
· Analyze the importance of leading from all levels of the organization in fostering a creative climate.
Template Responses to Your Colleagues
Comparison of Colleagues Assessment with Your Own
Additional Insights
Analysis of Leading from All levels
APA References
1st Colleague to respond to:
Description of the Organization
The selected organization is a large, global company with locations in over 14 countries. I currently work for the organization as a Marketing Manager and will be completing this assessment based on my experience in this role and access to varying levels of the organization.
Description of factors that Contribute to Creative Climate
Due to the size of the organization, there are varying levels of leadership and management. I have access to several, both in the America’s and globally due to the nature of our marketing department. I would say that the overall creative climate of our organization involves trust, openness and freedom. Of course, each department varies in creative climate due to the tasks at hand, however as an organization, the creative climate is very positive.
Speaking specifically about the marketing department in which I work, I would say that individual and teams have a positive creative climate and push the boundaries where necessary. For teams, its important to “Match the right people with the right assignments, so employees are stretched but not stretched too thin” (Amabile, 2000). Our organization does a great job at doing so and also in giving “freedom within the company’s goals” (Amabile, 2000). Although there are goals to meet, we can achieve them however we feel is best. Fresh ideas are encouraged and often help achieve new goals.
Areas that contribute to negative creative climate are often time and money. As an organization I think we can continually do better in creating realistic timelines. “Organizations routinely kill creativity with fake deadlines or impossibly tight ones. The former cr.
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M (2) Consider the MIPS implementation shown in Figure 4.65 (page 325) of the textbook. Assume thatthis implementation is modified by adding to it the ALUSrc MUX, as shown in Figure 4.57 (page
312). Furthermore, this implementation includes the logic described in Slide 7.54.
The frequency of the clock signal in this implementation is 400 MHz. The workload executed on this
processor requires executing 200,000,000,000 instructions. In this workload, 45% of the instructions
are R-type, 22% are lw, 13% are sw, and 20% are beq.
For 33% of the R-type instructions one of the operands is the output of the immediately preceding
instruction, which is also an R-type instruction. For 28% of t.
Read Chapter two Written in the Rocks” in Why Evolution is True .docxsedgar5
Read Chapter two “Written in the Rocks” in Why Evolution is True and prepare to discuss it in class and answer the following questions.
1. What was the date that the first fossils were found?
2. Describe how a fossil is made.
3. Where are the best places to find a fossil?
4. Explain how carbon dating works.
5. Explain the principal of superposition. When was it proposed and by whom? What happened to this man?
6. The history of the Earth is (almost 5 billion years) is divided into 6 periods. Describe the major happenings for these.
Hadean
Archaean
Proterozoic
Paleozoic
Mesozoic
Cenozoic
7. What is a trilobite. When and where were they found.
8. What is plankton? What is their advantage to give evidence for evolution?
9. What is a missing link? Why is this term a questionable term to use? Why is the term “transitional species” preferred? What is a transitional species?
10. Tiktaalik had traits of fish (list them) and of land animals (list them).
11. What traits did dinosaurs have in common with birds?
12. What evidence is there that whales originated from land animals?
.
Ready to Pay 70$ for one below AssignmentTime Duration - 4 Hours.docxsedgar5
Ready to Pay 70$ for one below Assignment
Time Duration - 4 Hours
Hello,
I need help with one of the Assignment for my Data Science and Big Data Course.
I have a Dataset for VPN-nonVPN Traffic. I need help with the below
1. Plot variable importance plot with 10-20 importance features
2. Partial plot with 3-5 most important features
3. How did you select features?
4. Did you make any important feature transformations?
5. Did you find any interesting interactions between features?
6. Did you use external data? (if permitted)
.
ReadSilvia, P. (2017). Knowledge emotions feelings that fost.docxsedgar5
Read:
Silvia, P. (2017).
Knowledge emotions: feelings that foster learning, exploring, and
Actions
reflecting
Actions
.
In R. Biswas-Diener & E. Diener (Eds), Noba textbook Series: Psychology. Csabai, M. (2017, September 13). The 4 stages of learning a new skill. Retrievedfrom Mind in Motion:
http://mindinmotion.co.za/4-stages-of-learning-anything/ (Links to an external site.)
Access & Take the following two inventories:
Learning Styles Inventory:
(Links to an external site.)
(Links to an external site.)
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml (Links to an external site.)
(Links to an external site.)
(Links to an external site.)
Multiple Intelligences Survey:
http://www.literacynet.org/mi/assessment/findyourstrengths.html (Links to an external site.)
Use the following template to write your answers to
The Nature of the Learning Process-2.docx
Actions
(Save file, then download from 'save')
.
ReadSimonton, D. K. (2017). Creativity. In R. Biswas-Diene.docxsedgar5
Read:
Simonton, D. K. (2017).
Creativity
. In R. Biswas-Diener & E. Diener (Eds),
Actions
Noba textbook series: Psychology.
Watch:A video with Dewitt Jones, a National Geographic photographer titled
Everyday Creativity. Access Everyday Creativity with the following link:
Jones, D., Everyday Creativity. (Links to an external site.)
Also access and watch the following two videos:
Creativity Science (Links to an external site.)
How To Be Creative | Off Book | PBS Digital Studios (Links to an external site.)
Use the following template to respond to your readings and activities about accessing creativity.
.
ReadRethinking the Social Responsibility of Business A Reason t.docxsedgar5
Read:
Rethinking the Social Responsibility of Business: A Reason to Debate Featuring Milton Friedman, Whole Food’s John Mackey, and Cypress Semicondutor’s T. J. Rodgers. Pages 231-239
Discuss the concept that corporations add far more to society by maximizing “long-term shareholder value” than they do by donating time and money to charity.
How important is this concept to business, society, and to you? Which position do you believe is more accurate…Rodgers or Mackey?
.
ReadingsUse The American Community College attached below t.docxsedgar5
Readings
Use
The American Community College
attached below to read the following:
Chapter 2, "Students: Diverse Backgrounds and Purposes," pages 45–77.
Chapter 8, "Developmental Education: Enhancing Literacy and Basic Skills," pages 235–264.
For this question, resume the role of a public information officer.
A new local education reporter, the graduate of a prestigious university, has contacted you. She recently learned that community colleges serve many different types of students and are the most ethnically representative institutions in U.S. higher education. She asks you to provide her with a 300–400 word explanation of how community colleges became the most diverse institutions in terms of student ethnicity and age. Using current APA style, write your analysis of why community colleges can serve diverse student populations.
.
ReadMeData DescriptionIDCustomer IDAgeCustomers age in yearsExpe.docxsedgar5
ReadMeData Description:IDCustomer IDAgeCustomer's age in yearsExperienceYears of professional experienceIncomeAnnual income of the customer ($000)ZIPCodeHome Address ZIP code.FamilyFamily size of the customerCCAvgAvg. spending on credit cards per month ($000)EducationEducation Level. 1: Undergrad; 2: Graduate; 3: Advanced/ProfessionalMortgageValue of house mortgage if any. ($000)Personal LoanDid this customer accept the personal loan offered in the last campaign?Securities AccountDoes the customer have a securities account with the bank?CD AccountDoes the customer have a certificate of deposit (CD) account with the bank?OnlineDoes the customer use internet banking facilities?CreditCardDoes the customer use a credit card issued by the bank?Note: Data is hypothetical
Bank_Personal_Loan_ModellingIDAge (in years)Experience (in years)Income (in K/month)ZIP CodeFamily membersCCAvgEducationMortgagePersonal LoanSecurities AccountCD AccountOnlineCreditCard1251499110741.6100100024519349008931.5100100033915119472011100000043591009411212.720000005358459133041200000163713299212140.421550001075327729171121.5200001085024229394310.3300000193510819008930.6210400010103491809302318.930100001165391059471042.4300000012295459027730.120000101348231149310623.83001000145932409492042.5200001015674111291741121001000166030229505411.530000111738141309501044.7313410000184218819430542.410000001946211939160428.13010000205528219472010.5200100121563125940150.9211100010225727639009532300001023295629027711.2126000010244418439132020.71163010002536111529552123.9115900001264319299430530.519700010274016839506440.230000002846201589006412.41000011295630489453912.230000113038131199410413.32010111315935359310611.23122000103240162994117122000010335328419480120.631930000034306189133030.9300000035315509403541.83000010364824819264730.710000003759351219472012.91000001385125719581411.431980000039421814194114353011110403813809411540.7328500010415732849267231.6300100042349609412232.31000000433271329001941.1241210010443915459561610.710000104546201049406515.71000011465731529472042.51000001473914439501430.72153000104837121949138040.2321111111495626819574724.53000001504016499237311.810000015132889209340.720010105261371319472012.9100001053306729400510.11207000005450261909024532.132401001055295449581910.2300001056411713994022281000010575530299400530.120011105856311319561621.230100005928293940650.21000000603151889132024.5145500000614924399040431.720010106247211259340715.7111201000634218229008911100000064421732945234020000106547231059002423.310000006659351319136013.810000116762361059567022.8133600000685323459512342313201000694721609340732.11000011705329209004540.210000107142181159133513.510000017253296993907412000010734420130920071510000017441168594606143000011752831359461123.31000001763171359490143.82010111775832129132030.33000000784620299222030.520000007954301339330522.63010000805026199472020.4111800010816036419513441.3117400011824722409461232.72000010834116829250714300001084339509430512.42000000854.
reading Phillips & Soltis Chapter 6Wenger A Social .docxsedgar5
reading
Phillips & Soltis: Chapter 6
Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
Readings Maggie Nelson, Great to Watch”Martha Stout, .docxsedgar5
Readings:
Maggie Nelson, “Great to Watch”
Martha Stout, “When I Woke Up Tuesday Morning, It Was Friday”
Azar Nafisi, “Selections from
Reading Lolita in Tehran
”
Rough Draft (4 pages) due Wed. 11/20 (bring 2 paper copies to class for Peer Review and upload
To Canvas)
Final Draft (5-6 pages) due Wed. 12/4 (upload to Canvas)
Question for Writing:
Azar Nafisi reflects on her experiences as a woman living in Tehran under a totalitarian regime. In secret, with a select group of female students, Nafisi and her class explore the world of forbidden literature as a form of mental resistance against their loss of freedom.
Considering the ideas and themes of Martha Stout and Maggie Nelson, develop a thesis that investigates how these concepts may inform our reading of Nafisi’s memoir.
Themes include (but are not limited to) the utility of subjective mental states such as dissociation and imagination; the role of violence in the media; and the creation and preservation of self-identity.
Remember:
Connections between authors are not only parallels, but include complications, contrasts, frame-case relationships, etc. A quality Expos essay has complex connections!
.
ReadingsRead Chapter 10 in the text Human resource management..docxsedgar5
Readings
Read Chapter 10 in the text:
Human resource management.
Discussions
To participate in the following Discussion Forums, go to this week's
Discussion
link in the left navigation:
Global HRM
How does the current landscape of global HRM impact HR planning?
What are the HRM implications of Hofstede’s, Trompenaars’, and the GLOBE models’ cross-cultural dimensions? Respond to at least two of your classmates' postings.
The Future of HRM
Today, social media is playing a major role in the selection process. How would the use of such tools as LinkedIn, Twitter, Facebook and others impact your decision in finding the right candidate and why would you select such tool(s)? What would be the impact on HR policies?
.
This document is the preface to the book "Readings in Classical Chinese Philosophy". It provides background information on early Chinese history, culture, and philosophy prior to the classical period. It discusses early religious beliefs recorded on oracle bones and bronze vessels, including the concepts of Shang Di, ancestral spirits, and divination. It also describes the transition during the Zhou Dynasty towards more "naturalized" concepts like Tian and Tianming. The preface aims to help readers understand the intellectual context for the philosophical works included in the book.
READINGSIntroductionUnit II examines ethical, legal, and .docxsedgar5
READINGS:
Introduction
Unit II
examines ethical, legal, and legislative issues affecting leadership and management as well as professional advocacy. This chapter focuses on applied ethical decision making as a critical leadership role for managers.
Chapter 5
examines the impact of legislation and the law on leadership and management, and
Chapter 6
focuses on advocacy for patients and subordinates and for the nursing profession in general.
Ethics
is the systematic study of what a person’s conduct and actions should be with regard to self, other human beings, and the environment; it is the justification of what is right or good and the study of what a person’s life and relationships should be, not necessarily what they are. Ethics is a system of moral conduct and principles that guide a person’s actions in regard to right and wrong and in regard to oneself and society at large.
Ethics is concerned with doing the right thing, although it is not always clear what that is.
Applied ethics
requires application of normative ethical theory to everyday problems. The normative ethical theory for each profession arises from the purpose of the profession. The values and norms of the nursing profession, therefore, provide the foundation and filter from which ethical decisions are made. The nurse-manager, however, has a different ethical responsibility than the clinical nurse and does not have as clearly defined a foundation to use as a base for ethical reasoning.
In addition, because management is a discipline and not a profession, its purpose is not as clearly defined as medicine or law; therefore, the norms that guide ethical decision making are less clear. Instead, the organization reflects norms and values to the manager, and the personal values of managers are reflected through the organization. The manager’s ethical obligation is tied to the organization’s purpose, and the purpose of the organization is linked to the function that it fills in society and the constraints society places on it. So, the responsibilities of the nurse-manager emerge from a complex set of interactions.
Society helps define the purposes of various institutions, and the purposes, in turn, help ensure that the institution fulfills specific functions. However, the specific values and norms in any institution determine the focus of its resources and shape its organizational life. The values of people within institutions influence actual management practice. In reviewing this set of complex interactions, it becomes evident that arriving at appropriate ethical management decisions can be a difficult task.
In addition,
nursing management ethics
are distinct from
clinical nursing ethics
. Although significant research exists regarding ethical dilemmas and moral distress experienced by staff nurses in clinical roles, less research exists regarding the ethical distress experienced by nursing managers.
Nursing management ethics are also distinct from other areas of m.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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Reading Questions for 0130Name Reading Questions for Woolard,.docx
1. Reading Questions for 01/30 Name:
Reading Questions for Woolard, Sentences in the Language
Prison
Vocabulary: English-Only Movement
1. What preceded the English-only movement—what (according
to Woolard) was it responding to?
2. What was Proposition O? Why might the success of
Proposition O be seen as surprising?
3. Woolard says early on that one possible explanation for the
success of Prop O and the English-Only movement is a ‘status
politics’ explanation. What is the logic of this explanation?
4. How does Wooldard herself ultimately explain the popularity
of Proposition O?
Sentences in the Language Prison: The Rhetorical Structuring of
an American Language
Policy Debate
Author(s): Kathryn A. Woolard
2. Source: American Ethnologist, Vol. 16, No. 2 (May, 1989), pp.
268-278
Published by: Wiley on behalf of the American Anthropological
Association
Stable URL: https://www.jstor.org/stable/645002
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3. sentences in the language prison:
the rhetorical structuring of an American language
policy debate
KATHRYN A. WOOLARD- University of Wisconsin-Madison
A movement against bilingualism and for "English only" in the
public sphere has been grow-
ing in the United States for the past several years.'
Manifestations include the organization
"U.S. English" and campaigns it has led against multilingual
elections and in support of the
establishment of English as the official language at state and
federal levels. From 1983 to 1988,
the number of states designating English as the sole official
language multiplied from three to
seventeen, and bills to make English official came before 19
state legislatures as well as the U.S.
Congress in 1988.
California is one state where such efforts have been markedly
successful. In the elections of
November 1986, a striking 73 percent of the voters approved
Proposition 63, making English
the official language of the state and ordering the legislature to
"make no law which diminishes
or ignores the role of English." Proposition 63 was not
California's first experience with an
English-only campaign. In 1984, the state passed Proposition
38, protesting federally mandated
multilingual election materials and voting procedures. That in
turn was an echo of San Fran-
cisco's Proposition O, a successful 1983 ballot initiative to
abolish multilingual elections that
inaugurated the current campaign against official uses of
4. languages other than English, influ-
encing the course of events in other states as well as
California.
These English-only activities respond to a trend toward
governmental support and use of non-
English languages that began in the 1960s and peaked in the
1970s, when the Lau versus Ni-
chols Supreme Court decision was interpreted as virtually
mandating bilingual education, and
federal civil rights legislation established bi- or multilingual
election practices in many areas of
the country. A number of states authorized even more extensive
public uses of minority lan-
guages. Such acts were viewed by some as "part of the ethos
and political attitudes of contem-
porary America. The 'melting pot' notion has given way to a
greater tolerance of ethnic and
linguistic diversity" (O'Barr 1981:387).
As a popular reaction to a changing political ethos, the
English-only campaigns seem to be
a textbook case of status politics, a political movement in
which a once-dominant social group,
perceiving its cultural values as dishonored by social change
and rejected by other groups,
The anti-bilingual movement in the United States is a status
movement, but a sim-
ple "status politics" analysis does not fully capture its
dynamics. Such movements
are neither homogeneous nor merely reflective of social
structure, but express in-
5. ternal ambivalence and organize sociopolitical change through
rhetorical pro-
cesses. I analyze texts produced in San Francisco's 1983
campaign against bilin-
gual ballots in order to account for the initiative's broad
appeal. Rhetorical tropes
and recurring themes shift the target of the campaign to aspects
of political process
of which a wide spectrum of Americans are suspicious,
projecting fears onto out-
siders and constructing a familiarly benevolent meaning for the
initiative. [Amer-
ican politics, language policy, status movements, discourse
analysis, ideology]
268 american ethnologist
This content downloaded from 140.211.127.19 on Mon, 24 Sep
2018 16:28:52 UTC
All use subject to https://about.jstor.org/terms
seeks to reaffirm symbolically its declining prestige (Gusfield
1986; see also Hofstadter 1955).
Governmental action is seen as having the power to confirm or
degrade the group's status in
society. Making an issue of a cultural practice that summarizes
their life style and distinguishes
them from the others who reject it, partisans struggle for
institutional endorsement of their val-
ues. Whatever the practical efficacy of resulting legislation,
status gains come in the symbolic
public affirmation of the group's mores.
6. From this analytical perspective, English-only legislation can
be seen as a means-in and of
itself, not simply as an instrument of further action-of
elevating Anglo-Americans and English
speakers, and of publicly, ritually degrading immigrants and
carriers of minority cultures who
are believed to reject and thus threaten the Anglo-American
way of life. Such an interpretation
makes particular sense in light of the often-repeated complaint
that "my immigrant grandfather
learned English and made it without any special help. Why
can't they?" Perceived retention of
native languages by newer immigrants is even more of a
reproach to the assimilated than to the
autochthonous English speaker.
However, as Gusfield has recently suggested, the interpretation
of such political movements
as symbolic dramatizations of status conflicts can be overly
simplistic, missing important as-
pects of political and cultural process. Gusfield criticizes his
own early work on the American
Temperance movement for presenting cultural groups as given,
unchanging and monolithic,
and political conflict over status as "two football teams rushing
toward each other at the scrim-
mage line" (Gusfield 1986:191). These concerns are echoed in
Sally Falk Moore's recent com-
ment that an event is not necessarily best understood as the
reenactment of known drama, or
7. the exemplification of an extant social order. Multiple voices
of contestation and a multiplicity
of meanings figure in social process (Moore 1987:729).
Building on these observations, I argue in this paper, first, that
politico-cultural groupings are
to a great extent created rather than merely reflected in status
movements like the English-only
campaign. When such movements turn to electoral politics,
coalitions are built out of groups
with disparate interests through the linking of ideological
themes. Political rhetoric weaves to-
gether diverse concerns into cultural frames that are viewed as
legitimate by, and thus help to
constitute, electoral coalitions (Hunter 1987:99). Second, I
argue that status politics expresses
internal ambivalence about norms and institutions as much as
external conflict over them. Part
of the appeal of such movements may be their capacity to
assuage doubts by projecting sus-
pected negative aspects of social life onto outsiders.2
I will develop these two points in relation to the English-only
movement through the exam-
ination of rhetorical processes in one particular campaign, San
Francisco's Proposition O of
1983. In his analysis of "mythical realities" in Hawaii,
Marshall Sahlins (1981) has argued that
historical change is organized by "structures of significance,"
but that the use of an existing
meaning structure to absorb a new political development in
8. turn introduces innovations in the
structure itself. I will argue that electoral success for the
English-only position was enabled by
recourse not just to Anglophile and/or xenophobic sentiment,
but to traditional structures of
significance in American political culture previously associated
with liberal support of minor-
ities. Some voters for Proposition O may have been motivated
by concerns other than the de-
fense of the mainstream English-speaking way of life, but these
were tied successfully to the
language issue.3 The use of traditional themes in this context
by a new faction altered their
meaning at the same time as it organized political change.
The conjoining of cultural themes in ideological schemata that
authorize political action is
a modern kind of mythmaking, in which a second-order
semiological system is created from
existing cultural signs (Barthes 1972:114). The present analysis
begins with discourse analytic
techniques to identify recurrent themes in the campaign texts
that serve as semiotic building
blocks (Agar 1983; see Bilmes 1981; Quinn 1986 for related
approaches). Largely following
Barthes, I examine how unexpressed premises and
transformative tropes such as metaphor and
metonym link these themes in apparently natural causal
relations, providing the ideological
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framework for voter alliances. As suggested by Bourdieu in his
analysis of orthodoxy, I argue
that this rhetorical naturalization of politics "straightens" the
image of the world and returns it
to a state of innocence (Bourdieu 1977). The rhetoric of
Proposition O projects onto ethnic
minorities enduring American fears not just about
ethnolinguistic threats but about other dark
corners of political life, as identified by Bellah et al. (1986),
and restores to innocence the elec-
toral process in which supporters participate.
San Francisco's Proposition 0
San Francisco enjoys a reputation as "not only the most
unconventional city in America, but
also one of the most tolerant, most diverse, and most
democratic" (Fosburgh 1984). For this
reason many people are taken by surprise when they learn that
the voters of San Francisco were
among the first to approve one of the new generation of anti-
bilingual measures. Proposition
O directed city officials to urge the federal government to
amend the federal Voting Rights Act
so that the city and county of San Francisco would no longer be
required to provide election
10. materials in any language other than English. Although 62
percent of the voters supported Prop-
osition 0, the referendum had no immediate practical effect,
since federal legislation lies well
beyond the purview of the San Francisco electorate.
Nonetheless, its overwhelming approval
was a significant act in a city with a more than 40 percent
minority population, which is cele-
brated and celebrates itself for its cultural diversity.
The events that led to Proposition O began at least as early as
1965. The federal Voting Rights
Act of that year aimed to eliminate abuses at the polls that had
served as barriers to black par-
ticipation in the voting process for years. To this end, the 1965
act banned the discriminatory
use of "tests or devices" such as literacy tests as prerequisites
to registration or voting. The law
also specified that citizens educated in another language in
U.S. public schools (that is, Spanish
in Puerto Rico), could not be denied the right to vote because
of lack of proficiency in English
(U.S. Public Law 89-110).
The Voting Rights Act was renewed and amended in 1975,
extending its protection to "lan-
guage minority groups." The definition of "devices" banned
under particular conditions was
broadened to include monolingual English ballots for minority-
language voters. The new law
11. specified that wherever 5 percent of the voting-age citizens of a
political subdivision were mem-
bers of a "single language minority," and where the illiteracy
rate of this language minority
group was higher than the national average, election materials
were to be provided in the
group's language until August, 1985.4 Congress set forth its
reasoning on this point in the text
of the law, finding that voting discrimination against language
minority citizens is pervasive
and national in scope, that such minorities have been denied
equal educational opportunities
by state and local governments, resulting in severe disabilities
in English, and that the practice
of conducting elections only in English therefore excludes
language minority citizens from par-
ticipating in the electoral process (U.S. Public Law 94-73,
Section 4[f][1]).
In 1976, the Bureau of the Census released its identification of
counties subject to the new
requirement. Of a total 495,099 voting-age citizens in San
Francisco, 5.1 percent were
Chinese, of whom 15.7 percent were considered illiterate, and
8.9 percent were of Spanish
heritage, of whom 6.7 percent were illiterate. Trilingual
election materials-registration forms,
ballots, and Voter Information Pamphlets-were thus mandated
for San Francisco at least until
1985.5 Charges of noncompliance filed in 1978 led to a consent
decree monitored by the Fed-
eral District Court, under which multilingual elections were
fully implemented.
12. The expressed purpose of the ballot initiative that came to be
labeled Proposition O was to
urge the abolition of the federally mandated multilingual
elections. The petition drive for the
initiative was begun in July, 1983, by city supervisor Quentin
Kopp, a conservative Democrat
with a constituency in the white, upper middle-class areas of
the city. The recently established
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West Coast branch of "U.S. English" quickly joined forces with
Kopp. Working primarily at
shopping centers in white, middle-class areas, the organization
garnered 14,400 signatures in
less than a month. The Registrar of Voters certified the validity
of 12,400 of these signatures,
well above the 9679 needed to place the measure on the ballot.
The Committee for Ballots in English, which orchestrated the
Prop O campaign, and the co-
alition of minority and civil liberties organizations that
opposed it each had budgets under
$30,000-small by usual campaign standards. Although both
sides used direct mailings and
phone banks targeted at areas of likely support, the limited
budgets led them to rely primarily
on the free media and on public meetings to get their messages
13. across.
Only 45.9 percent of registered voters went to the polls.
Although the mayor was up for
reelection, there were no serious challengers, and other offices
were not hotly contested. Prop-
osition O and an antismoking initiative drew the most
attention; 92 percent of those attending
the polls cast votes on Prop 0, and the measure was approved
by 62 percent of the voters.
It was not surprising to local commentators that O carried the
city's high income areas and
particularly the "West of Twin Peaks" section that constitutes
Kopp's territory. Proposition O
was rejected in the Chinese neighborhoods and the Latino area
of the Mission District, although
by a remarkably narrow margin.6 In only one other identifiable
neighborhood, Haight-Ashbury,
still the home of many new-left radicals, was there a clear
rejection of Prop O (61 percent).
Several neighborhoods typically considered liberal and
progressive, such as Eureka Valley
and Potrero Hill, did not oppose the measure.7 Election
analysts calculated that predominantly
gay as well as black areas of the city failed to take a stance
against O, with 51 percent of those
voters supporting the measure (Binder 1983). These same
neighborhoods had passed another
proposition, N, expressing disapproval of Reagan's policy
toward El Salvador, with margins
ranging from 60 to 76 percent, so it is not simply the case that
14. the progressive voter did not turn
out for this election.
These results in traditionally liberal areas were particularly
noteworthy because the anti-O
campaign has relied heavily on the endorsements of well-
known politicians, many of them
considered liberal. Among the public opponents of Proposition
O were Mayor Dianne Fein-
stein, almost of all of the City Supervisors other than Kopp, the
Democratic County Central
Committee, all the Democratic clubs including the gay and
black organizations, and the pow-
erful speaker of the California Assembly, black politician
Willie Brown. Feinstein was reelected
with ease, but she and other leaders neither reflected nor
shaped their constituents' perception
of the language issue. Binder (1983:2) reports that "the same
areas that gave the Mayor the
most votes contributed substantially to the margin of O's
victory."
A puzzling question, then, is the meaning of Proposition O's
success, given San Francisco's
reputation as a liberal and culturally plural city. Although we
cannot divine how individual
voters construed the language issue, we can see how it was
constructed publicly in the cam-
paign. By closely examining the rhetoric of printed texts that
carried primary messages of the
debate, we may arrive at a plausible interpretation that
reconciles the surprising aspects of the
election results.
15. the themes of Proposition 0
A first step in the analysis of the campaign materials is to
extract from the corpus of texts
(campaign flyers, editorials, news reports, voter information
pamphlet) propositions or themes
that recur with frequency (Agar 1983).8 Because they recur, we
can view these themes as cen-
tral to the cultural construction of the issue. The goal is to
identify semantic units that are basic
to the overall campaign discourse, rather than to locate
effective but possibly idiosyncratic as-
pects of persuasive style. Surface syntactic features such as
nominalization or passive verbs
(Fowler et al. 1979), or creative tropes such as those identified
by Lloyd-Jones (1981) in the
oratory of the British demagogue Enoch Powell, are not the
principal topic of inquiry here.9
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Several themes recur in the pro-Proposition 0, anti-bilingual
material. Each appeared in at
least several texts but is given here in just a single brief
example.
Waste: "Bilingual ballots waste scarce tax dollars" (Voter
Information Pamphlet, p. 72).10
Logic: "Knowledge of English is already required for
16. citizenship, which is a prerequisite to vote" (V.I.P.,
p. 73).
Unfairness: "Immigrants in the past felt it a duty and a
privilege to learn English" (V.I.P., p. 73).
National Unity: "A common language is the basis of American
nationhood" (S. F. Chronicle 11/1/83).
Hinder English Acquisition: "The provisions prolong English
illiteracy" (V.I.P., p. 71).
Full Life: "The individual who fails to learn English is
condemned to semi-citizenship, condemned to
low pay, condemned to remain in the ghetto" (Guy Wright, S.
F. Examiner and Chronicle 11/6/83).
Uninformed Voter: "It is questionable whether a non-English
speaking voter can form an opinion and
cast an intelligent vote" (Bay Area Reporter 11/3/83).
Bossism: "multi-lingual ballots encourage political bossism"
(Sun Reporter 11/2/83).
These themes, particularly the first five, sometimes appeared in
list fashion, in a graphic il-
lustration of the fact that voters might have different reasons
for arriving at the same conclusion.
However, a complex argument structure tied the Uninformed
Voter and Bossism themes (and
sometimes Full Life) to each other and to the stated goal of
Proposition 0, the abolition of mul-
tilingual elections. Example 1, from an editorial in the San
Francisco Chronicle, the major daily
morning newspaper, represents this argument in the most
dispassionate tone of all the texts:
(1) Non-American born citizens should, thus, be able to
comprehend a ballot printed in English. If they
cannot, they go to the polls unable to even understand what
17. candidates have been saying, a poor basis
on which to exercise electoral judgment.
This situation, it seems to us, presents a potential danger which
far exceeds the mere irritation of the
multilingual ballot. In close elections, a candidate might
prevail only because he has assembled the
largest number of poorly-informed and incompetent voters IS.
F. Chronicle 11/1/83].
Several unstated premises enable the inferential chain that links
language proficiency to
Bossism: (1) that English is the language of political
information, and specifically; (2) that can-
didates themselves campaign in English; (3) that print is the
medium of such information, or,
alternatively; (4) that lack of literate proficiency in English
entails lack of aural proficiency.
The last two assumptions are noteworthy because of their
questionable validity: the dispro-
portionate influence of television is a much-remarked fear in
contemporary politics, and there
is no natural link of language ability to literacy.11 The first
two underlying assumptions are even
more significant, because they are also the goal of Proposition
O. In the transforming logic of
modern myths, the starting point is the endpoint as well, in
Barthes' structuralist view (Barthes
1972). That which is to be (re)produced through rhetoric as a
form of political action is that
which is assumed. The goal of Prop O is to bar languages other
than English from electoral
uses, but the argument justifying this action departs from the
18. assumption that only English is
used in electoral politics. The discourse re-presents the
assumed state as natural, correct, and
morally just. Such moral justification is necessary because,
with government sanction of mi-
nority languages in the 1970s, it no longer goes without saying
that the language of politics in
America is English. This is the straightening of opinion that
Bourdieu (1977:164) notes in or-
thodoxy, aimed at restoring a primal state of innocence,
English-language political discourse.
On the basis of this set of assumptions, the Chronicle reasons
that citizens who need to use
non-English ballots are particularly easy prey for unscrupulous
candidates capable of "assem-
bling voters," quite as if, in the image of the familiar machine
metaphor of politics, assembling
meant fabricating them.2 The ease with which the argument is
put forward may derive from a
more deeply and generally held tenet of linguistic chauvinism:
that English is a vehicle of in-
formation, while other languages are obfuscating cloaks,
vehicles of manipulation (Claudia
Strauss, personal communication). "Truth" is more likely to
come in transparent English, free
of the seductive packaging of foreign languages.13
The warrant for believing that a monolingual ballot would end
the perceived danger of Boss-
ism, an especially crucial link in the argument, is unstated.
Opponents of Prop O were infuri-
ated by what they saw as an inconsistent argument and
unwarranted conclusion. One attempt
to point it out is given in example 2:
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(2) Opponents of the use of bilingual voting materials claim
non-English speakers can't vote intelligently
because they can't understand election debates in the mass
media. No better rationale exists for the
bilingual voter pamphlet. It provides full information on both
sides of the issues-much of which is
absent even in the English-language press [J. Avila, Sunday
Examiner and Chronicle, 10/16/83].
As understood by Avila and his sympathizers, abolishing
bilingual election materials would
eliminate a major source of unbiased information and thus
contribute to rather than diminish
the perils of uninformed voting. In their view, the conclusion
of the Uninformed Voter-Bossism
argument rests on two further unstated propositions: (1) that
uninformed voters should not be
allowed to vote, regardless of their citizenship, and (2) that
restoring the monolingual ballot
will effectively bar that participation. It would be difficult to
find convincing backing for the
proposition that "unqualified" voters, effectively organized by
bosses, would be prevented
from voting by monolingual English ballots. However, the
opposition was not free to attack this
weak link since a similar proposition is central to its own
20. argument for bilingual ballots. This
implicit agenda of restricting the right to vote was attributed to
Proposition O by opponents
(example 3) and denied by supporters (example 4):
(3) We must not let Proposition O deny taxpaying, law abiding
Latino and Asian American citizens their
right to vote IV.I.P., p. 75].
(4) Private assistance has been traditionally afforded by family
members, friends, political parties and
various associations. .... would NOT prevent citizens from
exercising the right to vote [V.I.P., p. 73].
Opponents' insistence that the O position was either illogical or
a violation of civil rights fell
on deaf ears. From the anti-O viewpoint, it appears either that
62 percent of the usually fairly
progressive voters of San Francisco advocated depriving some
citizens of their right to vote, or
that they were unable to spot gaping holes in the English-only
argument even when these were
pointed out to them. However, other features of the discourse
allow an alternative explanation
of the appeal of Prop O and the failure of the anti-O campaign
to get its message across.
The themes of Uninformed Voter and Bossism are linked to
bilingual ballots in these cam-
paign texts through figurative relations of metonymy and
metaphor, rather than syllogistic rea-
soning. These tropes depict the proposed political action not as
21. the revocation of citizens'
rights, but as an act of liberation.
Metonym is the trope most essential to arguments such as the
Chronicle's. Non-English lan-
guages are associated with Uninformed Voters and with
Bossism, and the focus of concern
shifts from language to Bossism. The foreign languages then
function as a metonym, substituting
for the ensemble of themes. Metonymically, an assault on
Bossism can be carried out through
an assault on language. The rhetorical figure is convincing
because, derived from association,
it seems natural:
what allows the reader to consume myth innocently is that he
does not see it as a semiological system
but as an inductive one. Where there is only an equivalence, he
sees a kind of causal process: the sig-
nifier and the signified have, in his eyes, a natural relationship
[Barthes 1972:131].
With Bossism rather than the threat to English as a primary
target of Proposition 0, the ini-
tiative was likely to find wide support. Bellah et al. (1986)
point out in their recent study of
American political culture that one conviction that unites
ordinary Americans-liberal, con-
servative, progressive-is the negative evaluation of political
brokers and special interest pol-
itics. To the extent that Americans think of politics as what
Bellah et al. call "the politics of
interest," they see it as "not entirely legitimate morally"
(1986:200).
22. This metonymic structuring of the ballot issue was sometimes
taken to the extreme of asso-
ciating foreign languages with illegal aliens and fraudulent
balloting, thus giving the languages
even greater symbolic freight. Equally powerful is a recurring
metaphor of imprisonment in the
presentation of Bossism and its relation to language. The
metonym, the metaphor, and the log-
ical gap that they bridge are all displayed in example 5, an
excerpt from a taped interview I had
with the head of the Committee for Ballots in English
(7/25/84):
(5) KAW: "And you see them [multilingual election materials]
primarily as disincentives to learning En-
glish?"
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R: "There are two things: disincentives to learning English and
... certain Hispanic leadership who
strongly support bilingual ballots in Spanish. They want the
core constituency, for their own political
ambition, Spanish speaking. There're a number of them who're
very happy to have the Hispanics stay
in the barrio, keep them there, their only language is Spanish.
'We will tell you how to vote.' Now this
23. can and is becoming an increasingly serious problem in
California. And we have enormous numbers of
the Hispanics, in the millions, we don't even know, if we count
the illegals. Here's another thing we're
very much afraid of, and I may get into this, at least officially,
telling the U.S. Attorney and telling the
Attorney General, this is unconfirmed, I can't verify this, but
the city of Oxnard, until the last election,
50 percent of that vote were illegals, undocumented-50
percent."
KAW: "How would that have happened?"
R: "Uh, this is really pretty simple, you get the leader, there
are many who are in and around on the
farms, they're Hispanic, so the Hispanic leader, he gets them all
in the house or in the barn and he says,
'I'm going to pass out some pieces of paper, you sign them and
put your address in, and I'll put them in
for you.' These are absentee ballots, then they go to the
registrars or the county clerks of whatever county
they are in, and the ballots come back in time of election to
whomever these people are, get them back
in the same barn or the same room in the house and mark all
their ballots, send them back in. Easy. (uh
hmmm) Nothing to it, in California. (hmm) First to get, first to
get an absentee ballot, and you make it
out."
KAW: "If that is a problem ... do you think that the fact that
the materials are bilingual makes any
difference to that process? In other words could you stop that
process or make a dent in it by having
monolingual ballots?"
R: "Probably not. . ."
24. Discussion of the Spanish language here conjures up images of
illegal aliens, and the restric-
tion of Spanish is metonymically a means of controlling those
aliens. The metaphor of impris-
onment also contributes to this striking exposition. Hispanics
are "kept in the barrio" by the
leaders. The imprisonment image becomes quite literal in the
hypothetical sequence with il-
legal aliens: in order to politically exploit workers, leaders
corral them physically, "get them
all in the house or in the barn" and then "get them back in the
same barn . . ." again.
The imprisonment metaphor, one of the most consistently
exploited rhetorical figures in the
campaign, is fully explicit in example 6, taken from a statement
that appeared under the name
of Quentin Kopp, the Supervisor who introduced the initiative:
(6) Without an impetus to learn English, it is far too easy to
become sequestered in a language prison, a
prison that many politicians attempt to perpetuate, manipulate
and control.
Without the ability to speak our language, an individual is
forced to follow the tenets of self-appointed
leaders of that minority. There is no choice. Information from
other sources cannot penetrate the lan-
guage barrier [Bay Area Reporter, Political Supplement,
11/3/831.
A final example of this important image occurs in conjunction
25. with the Full Life theme men-
tioned earlier:
(7) the individual who fails to learn English is condemned to
semi-citizenship, condemned to low pay,
condemned to remain in the ghetto [G. Wright, S. F. Examiner
and Chronicle, 11/6/83].
In this rhetoric, minority group members are presented not as
active agents but as acted-upon
prisoners. A relation of exclusion and opposition between
ethnic minorities and ethnic leaders
is set up. We find "politicians," "self-appointed leaders,"
"ward-type manipulators," and "po-
litical scoundrels" "commanding," "manipulating,"
"imprisoning" the "ethnic groups," "mi-
norities," "inarticulate voters," and "citizens" (all terms taken
from actual texts).
Proposition O becomes, then, not an attack on minority rights,
but a crusade to liberate mi-
norities and protect their real rights and interests. Language is
the prison, or the bars on the
prison, and minority leaders the jailers. To release the
imprisoned, the language must be re-
moved. Without prison walls to guard, the jailers will be out of
a job. Symbolically, removing
the offending languages from the ballot is an act toward freeing
the minority-language citizens.
This discourse does not simply redefine minority interests, but
actually reassigns minority
identity itself by rejecting the minority status of community
leaders, and denying their authority
26. to speak for the ethnic group. This is not a mere euphemism, or
a reversal of valences, as when
one's "terrorists" are the other's "freedom fighters," but a
reordering of the minority/majority
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opposition into a three-part struggle. The majority thereby
assumes the right to absorb the mi-
nority, now separated from their leaders, in a new, transformed
dichotomy.
In its initial design in 1975, the bilingual ballot was established
to give a political voice to
so-called language minorities. The rhetoric of the Proposition
O campaign reconstructs the idea
of the bilingual ballot as a means of robbing minority members
of their voice; those who use
bilingual ballots have become "inarticulate voters" in the words
of a black newspaper:
(8) multi-lingual ballots encourage political bossism, which
means bloc voting, and there are many po-
litical scoundrels who are seeking large blocs of inarticulate
voters who will vote just as the scoundrels
command them to vote [Sun Reporter 11/2/83].
In these texts, the pro-O forces appropriate the voice of the
27. minority and speak for their in-
terests. Ironically, the Sun Reporter editorial appears directly
under the masthead, "We Wish
To Plead Our Own Cause. Too Long Have Others Spoken For
Us."14
It is possible, then, that the usually progressive voters who
supported Proposition O did not
intend to strip people who "need" bilingual ballots of the right
to vote. Regulating access to
the ballot for voters may not have been the heart of the issue
for some supporters; from the
evidence of the discourse, regulating access to the ballot for
candidates and political brokers
was.
This structuring of Proposition O proved to be very effective. It
gave the initiative a meaning
that was not only acceptable in polite public talk but was
laudable even by progressive and
pluralistic standards. Additionally, it framed the argument in
such a way that a response was
nearly impossible. Any leader who spoke in favor of bilingual
ballots was effectively discred-
ited, since the very act of speaking out for bilingual ballots
could be interpreted as providing
evidence of self-interest. Myth is extremely difficult to contend
with, for oppositional forces as
well as analysts, because "wine is objectively good, and at the
same time, the goodness of wine
is a myth" (Barthes 1972:158; emphasis in original).
conclusion
The support that Proposition O found among traditionally
28. liberal sectors of San Francisco
becomes explicable once rhetorical figures of metonym and
metaphor, and the opposition they
create between minority leaders and minority masses, have
been identified. The events of Prop-
osition O were ordered by recourse to existing structures of
significance provided by American
political culture. In 1975, Congress asserted that language
minorities have been barred from
full participation through devices manipulated by entrenched
powers. The discriminatory "de-
vice" then was the monolingual ballot, and the prescription for
redress was the bilingual ballot.
In 1983, a similar propositional schema was called into play,
asserting that minorities are
barred from full participation through devices manipulated by
entrenched power. Now the mi-
nority languages and the bilingual ballot were the
discriminatory "devices," the monolingual
ballot the liberating redress, and ethnic rather than white
political elites the abusers of power.
A standard schema used earlier by liberals had been
appropriated by new forces and given new
implications, in a still familiar program of paternalistic
compassion for the less competent.1
While ethnocentric notions about language and literacy
certainly underpin rationales for
Proposition 0, the initiative was successful not just because it
played on English speakers' xen-
ophobic insecurities about language and lifestyle. Rather, it
linked these fears to even more
widely shared American concerns about politics and public life,
29. recruiting a broader spectrum
of supporters. The concern with Bossism is a selective
invocation of an American political in-
dividualism at least as old as Tocqueville. Bellah et al. remind
us that Americans are genuinely
ambivalent about public life, and particularly uncomfortable
with interest group politics and
professional politicians (1986:200, 250). Prop O may have been
particularly appealing be-
cause it addresses this ambivalence by projecting the dark side
of political process onto out-
siders.
sentences in the language prison 275
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A basic anthropological insight is that ways of talking about
the "Other" are ways of talking
about ourselves. Many of the themes of the Proposition O
campaign at other times are raised
about contemporary American politics more generally:
politicians are self-interested and un-
scrupulous, voters are uninformed, politicians manipulate the
information media, media im-
ages manipulate voters, voters are apathetic, and the electoral
process is without significance.
The rhetoric of Proposition O addresses many of these
preoccupying possibilities, but makes
them Ethnic and Other. If the discourse depicts Them as
uninformed, misled and manipulated,
30. then the story it tells about Us is by implication the opposite:
well-informed through Our mas-
tery of English literacy, We rationally evaluate facts and
arguments available to Us in objective
printed media, and Our exercise of the cherished right to vote
results in the selection of the best
candidate or the correct policy. Self-doubts as much as external
threats form the background
to this manifestation of the English-only movement.
notes
Acknowledgments. The field research on which this paper is
based was made possible by a summer
fellowship from the National Endowment for the Humanities.
My thanks to Professor Joshua Fishman and
fellow members of the 1984 NEH seminar on ethnolinguistic
minorities at Stanford University for helpful
comments in early stages, and to Alan Hudson-Edwards for
generous advice. The opinions expressed here
are mine and do not reflect those of NEH. Julia Roberts
assisted in the thematic analysis of the texts. Earlier
versions of this paper were presented at the "Language and
Political Economy" session of the 1986 Amer-
ican Anthropological Association meetings in Philadelphia and
at the Center for Psychosocial Studies in
Chicago; this version has benefited from discussions in those
settings. My thanks to Susan Gal, Richard
Handler, Claudia Strauss, Selma Sonntag, Michael Silverstein,
several anonymous reviewers for American
Ethnologist, and Shirley Lindenbaum for careful reading and
suggestions, many of them extremely insight-
ful. Responsibility for failure to make the most of them is
31. mine. To the rhetoricians of the Prop O campaign
I owe the intertextuality of the title of this paper and the links
to Friedrich Nietzsche, Fredric Jameson, and
Bradd Shore.
'"English-only" is a short form of reference to some of the
political initiatives examined here that is used
by proponents themselves, and as such will be used throughout
this paper.
2The notion that status politics involves scapegoating is hardly
original; Hofstadter wrote about it in
relation to populism in 1955. However, Hofstadter's version of
the process is different from the one devel-
oped here, in that his scapegoat symbolizes a fundamentally
external threat.
31 am using the concept of "motivation" here in the sense that
C. W. Mills (1940) suggested, not as a
prior, private state of an individual, but as a "vocabulary" that
coordinates and makes sense of action.
4The neologistic "language minority groups" meant "Spanish
heritage," Asian (Japanese, Chinese, Fil-
ipino and Korean), American Indian, and Native Alaskan. In
other words, only groups already viewed as
(racial) minorities were considered "language minorities."
Illiteracy was defined as less than five years of
schooling, and by this criterion, the national illiteracy rate was
4.6 percent. Illiteracy in English was un-
doubtedly intended but never specified by Congress in the law,
an interesting sidelight on the linguistic
chauvinism discussed later in this article.
5The Voter Information Pamphlet is a free publication
distributed to all voters by the Registrar. It contains
32. not only sample ballots, voting instructions, and information
about candidates, but also extensive infor-
mation about the often numerous initiatives found on California
ballots. For each initiative there is a non-
partisan explanation, an evaluation of fiscal impact, and
statements prepared by representative supporters
and opponents. In addition, in San Francisco any partisan can
insert an argument for a fee, and the pam-
phlet can run to a great number of pages.
6According to accepted calculations, neighborhoods with a
least 30 percent Hispanic population re-
jected Prop 0, but not resoundingly (53 percent) and with an
abysmal voter turnout (36 percent) even lower
than the citywide rate (Binder 1983). There was considerable
debate over results in Asian areas. Although
Binder calculated a 60 percent approval rate for precincts with
at least 30 percent Asian population (Binder
1983), an advocacy organization, Chinese for Affirmative
Action, analyzed five core Chinatown precincts
and found the rate of rejection of 0 ranged from 62 percent to
79 percent, figures almost identical to the
proportion of Chinese surnames registered (Pettit 1984).
7To attempt a rigorous definition of "liberal" (or "progressive,"
which as used currently in San Francisco
generally means to the left of liberal) in American politics
would be to start on a task that might never permit
us to return to the question at hand. The rhetoric of the 1988
presidential campaign, which began well after
this essay was written, illustrates this difficulty. For the
purposes of this essay, I am accepting local com-
mentators' characterizations of certain neighborhoods and
politicians as liberal or progressive. The im-
portant characteristic of liberals for this discussion is that they
33. generally support government spending for
social welfare and protection of civil rights.
276 american ethnologist
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8The corpus on which the present analysis is based consists of
62 texts of varying lengths, including
reportage, editorials, columns, and letters to the editor
collected from 12 newspapers covering the period
of the campaign, from July to November 1983. This was a
nearly exhaustive survey of community news-
papers, mostly weekly, as well as the two major dailies.
Partisan publicity and campaign materials were
also analyzed, including those published in the Voter
Information Pamphlet by the city. The texts are sup-
plemented by interviews I conducted with the Registrar of
Voters and leaders of both the pro- and anti-O
campaigns in the summer of 1984.
9Such an analysis of surface structures could be undertaken,
and would lead to some interesting obser-
vations. For example, in one Kopp text, almost all sentences
that illustrate the pro-O position have human
beings as both semantic and syntactic subject, represented by
proper names and personal pronouns; active
verbs predominate. When the text moves to an attack on the
bilingual position, there are almost no human
subjects, and instead a high incidence of extraposition of "that
clauses" and infinitival clauses, with "it"
in subject position. Passive verbs are frequent. While these
34. may be effective rhetorical devices, I would
argue that the success of Prop O depended less on such surface
structures of particular texts and more on
shared propositions recurrent in them.
'0Although strictly speaking, multilingual ballots were at issue,
arguments often spoke of "bilingual bal-
lots." This may be because O leaders dismissed the Chinese
component as dwarfed by the demographic
weight of Spanish in California. But it is also undoubtedly
because "bilingualism" has peculiar associations
and highly charged meanings that "multilingualism" doesn't
carry in the United States.
"The fact that both sides of this debate have naturalized
literacy as a facet and index of language ability
reveals an aspect of language ideology in the United States. In
1975, Congress unreflectingly assumed that
native language literacy was unproblematic for minority
language citizens, even as it recognized that they
are educationally disadvantaged. Prop O discourse facilely
creates victims who don't understand English
from those who can't read it. It is a rare society in which such
an equation is thinkable.
12Little reference was made to the actual rate of utilization of
the bilingual ballots, and figures were never
cited. This is of special interest since the use rates appear to be
quite low. I was able to gauge utilization
from the number of voters who checked the box on their
registration forms requesting material in Chinese
or Spanish. The Registrar of Voters keeps only a running count
and was unable to provide statistics for 1983
at the time of my research. But by July, 1984, eight months
after Prop O passed, there were 3694 requests
for Chinese materials and 1907 requests for Spanish (this latter
35. figure representing a recent sudden increase,
according to the Registrar). Out of a total 375,799 registered
voters in San Francisco, these constituted only
0.9 percent and 0.5 percent of the voting population,
respectively. Prop O advocates, interested in pro-
moting images of hordes of incompetent voters, chose not to
stress the low use of bilingual ballots, even
though it contributed to another theme-"waste." Utilization
rates were not cited by the opposition, either,
since they do not readily support the contention that this is a
much-needed policy increasing informed
voter participation. In the heated debate over the social impact
of this measure, neither side wanted to
draw attention to what the impact actually had been.
3Michael Silverstein (1987:8) has identified a related
"Goldilocks" principle in popular American lan-
guage ideology, a belief that standard English makes not too
many distinctions, not too few, but gets it "ju
... st right," a perfect match to the reality "out there."
'4The Sun Reporter's wording reveals yet another glimpse of
the chauvinistic language ideology that
allows easy equations to be assumed rather than argued. In this
phrase, inability to speak English apparently
is equated to inability to speak, which appears to be closely
related to inability to think for oneself.
S5This appropriation and transformation of the benevolently
paternalistic schema was possible because
of an inherent paradox. That paradox can be found in other
instances, as in the ideological dichotomization
of the poor into the "worthy" and the "undeserving." The
worthy poor are those deserving of assistance
because they are trying hard on their own; they can be
recognized by their reluctance to seek assistance.
36. When they seek out assistance, they become by definition
unworthy and moves are made to restrict enti-
tlement to welfare services (Mark Stern, personal
communication). Similarly, the voice of minorities is so-
licited because they are marginal; when they speak and their
accents can be heard in the mainstream, they
are by definition not marginal, and attempts will be made to
restrict their special access.
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278 american ethnologist
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Contentsimage 1image 2image 3image 4image 5image 6image
7image 8image 9image 10image 11Issue Table of
ContentsAmerican Ethnologist, Vol. 16, No. 2, May, 1989Front
MatterSocialist Peddlers and Princes in a Chinese Market Town
[pp. 195 - 212]The Cracked Pot and the Missing Sheep [pp.
213 - 229]Contested Order: Gender and Society in the Southern
New Guinea Highlands [pp. 230 - 247]When Talk Isn't Cheap:
Language and Political Economy [pp. 248 - 267]Sentences in
the Language Prison: The Rhetorical Structuring of an American
Language Policy Debate [pp. 268 - 278]"If You Caint Get the
40. Boat, Take a Log": Cultural Reinterpretation in the Afro-Baptist
Ritual [pp. 279 - 293]Managing the Heart to Brighten Face and
Soul: Emotions in Balinese Morality and Health Care [pp. 294 -
312]Toward a Theory of Culture and Class: An Iberian Example
[pp. 313 - 334]Ethnic Conflict in the World Today [pp. 335 -
349]Review ArticlesCultural Hegemony and Class Experience:
A Critical Reading of Recent Ethnological-Historical
Approaches (Part Two) [pp. 350 - 365]Anthropologizing
America [pp. 366 - 374]Comments and ReflectionsNotes
toward a Biography of Meyer Fortes [pp. 375 - 385]Book
Reviewsuntitled [pp. 386 - 387]untitled [pp. 387 - 388]untitled
[pp. 388 - 389]untitled [pp. 389 - 390]untitled [pp. 390 -
391]untitled [pp. 391 - 392]untitled [pp. 392 - 393]untitled
[pp. 393 - 394]untitled [p. 394]untitled [pp. 394 - 395]untitled
[pp. 395 - 396]untitled [pp. 396 - 397]untitled [pp. 397 -
398]untitled [pp. 398 - 399]untitled [pp. 399 - 400]untitled
[pp. 400 - 401]untitled [pp. 401 - 402]untitled [pp. 402 -
403]untitled [pp. 403 - 405]untitled [pp. 405 - 406]untitled
[pp. 406 - 407]Back Matter [pp. 408 - 416]