The American dream was used as an advertisement for the new America. It was used to build a large piece of empty land into a country. It was an idealistic dream that had no real control on how the environment would take to it. Both The Disuniting of America and The Other America show history repeating itself or foretelling the future. So we mustn’t have boundaries as to how far back it dictates. We must critique the past from the Mesozoic era. Nature is the final word to the progress made in time. The common consideration that both of these arguments hold is that they both follow the path of evolution.
Most species that have been researched show habits to motivate in packs. Each pack with a leader. This leader first had to prove himself through determination and motivation in order to gain this rank. These groups consisted of a family within a species. Unheard of was a zebra with a pack of tigers. Other strays were always pushed away, and the weak, old, and uneducated were always susceptible to be killed. An example of these groups with leaders would be Lions or Bees. A king in one group and a queen in another. Each leader teaching its ways in almost a centric mannerism.
“ The new ethic gospel rejects the unifying vision of individuals from all nations melted into a new race. Its underlying philosophy is that America is not a nation of individuals at all but a nation of groups, that ethnicity is the defining experience for Americans” (Schlesinger 20). The past shows that animals had to adapt in order to avoid extinction. By adapting they learn from others, other groups and other species. In a similar case as we did to co-exist with them and vice-versa.
Life goes as far as you take it, as far as your determination, and motivation allows you to take it. No one’s future is limited by constraints, unless they allow themselves to be limited.
But then, there are those whom have an easy answer, who can tell a man how to avoid becoming poor. Their advice is summed up in a single word: Move! Here again, however, a familiar irony is at work. The poor generally are those who cannot help themselves. And those most hurt by class unemployment are precisely the ones who can’t move (Harrington 33).
Sectionalism and the Breakup of the U.S. Throughout the early 1800's the country was split in many areas over many issues. Some of the more severe clashes between differing groups resulting from such issues as slavery, expansion, and internal improvement. With all of these controversial topics to worry about along with the vast diversity in the nation, causing separation and tensions throughout the country. The most prominent of the previous topics was slavery.
Marx begins explaining the inevitable fall of the bourgeoisie by claiming that once the peasants overthrow the feudalist society and transform into a capitalist society they [the bourgeoisie] will create a ruthless industry in which the proletariat are treated as slaves. Marx describes this industry as one of “the epidemic of overproduction,” (Marx). This overproduction of the proletariat will allow for the success of the capitalist society bourgeoisie. By creating a capitalist industry, the bourgeoisie ultimately brought about their own downfall, “...created their own grave-diggers” (Marx). As the market quickly grows in size and wealth, the bourgeois becomes insensitive and unable to adapt to the increase of wealth they’ve created, “too narrow to comprise the wealth created by them,” (Marx). This will result in a period of disorganization and chaos. This period will be the period in which the proletariat will be able to revolt against the bourgeoisie, overthrow the capitalist system. Once the capitalist system is overthrown. They will eventually transition it to a communist system through socialism. Once a communist system is established, all the social classes will fall and become one equal class. The once troubled industry which brought the fall of the bourgeoisie will become a communist industry which will distribute its profit equally among its workers as long as they work and private property will not be
It is common in monkeys, apes and humans that behavior and social organization aren’t necessarily programmed into the genes. There have been several cases where an entire troop has learned from the experiences of just a few. In a group of Japanese macaques, for example, a three-year-old female female developed the habit of washing dirt of of sweet potatoes before she ate them. First her mother, and then peers and then the entire troop started washing their potatoes too. Another macaque troop has a similar experience when a group of dominant males learned to eat wheat. Within an hour, the practice had spread throughout the entire group. Changes in learned behavior seem to spread more quickly from the top down than from the bottom up.
Does it matter if a person was born into a poor or rich household? Believe or not the rich and poor share similar similarities than many people choose to accept. Weather a person falls underneath the umbrella of wealth or poverty-stricken umbrella dreams, goals, and aspirations bind with every single living human and no man is promised anything without handwork. Hatch by Fugusta L. Neal The lll is a direct & dramatic anthology series telling stories regarding individuals from varying backgrounds, and the financial spectrum that are on the brink of success, but has not quite landed on the plateau of success yet. However, these individuals persistence and aspiration propel them toward their goal, but right before the triumph usually bring about one of
Rereading America: Cultural Contexts for Critical Thinking and Writing written by; Gary Colombo, Robert Cullen, and Bonnie Lisle, Eighth Edition, published April, 2007 by Bedford/St. Martin’s, is a textbook about writing and critical thinking. In the first chapter of Rereading America: Cultural Contexts for Critical Thinking and Writing, “Thinking Critically, Challenging Cultural Myths”, the Authors begin by setting a relatable scene of what it’s like for a college student. How a new found independence can be overwhelming, especially with regards to critical thinking, showing that what we have learned, needs to be re-evaluated and that an open mind in essential. "What Is Critical Thinking" In this section of the chapter the editors explain what it means to be a critical thinker. They explain that critical thinking is not just studying dates and facts, but rather taking those facts and examining them. The editors then proceed by explaining how having an open mind, and taking others' perspectives into account when formulating our own opinions on what the author is trying to say to us is important. A critical thinker takes all aspects into account and reflects on personal experience as well. The editors also point out that different cultural experiences bring different opinions. They suggest that we need to become active learners, continuously questioning the meaning behind everything, testing not only the theories of others but also our own experiences and analyzing the text rather than going for the obvious. They show that thinking outside the box is the epitome of critical thinking. Basically, we need to step outside our comfort zones and what we have always been taught. The editors also suggest that we need to re-evaluate our per...
Life is not about where it will cease, but how you made your way through, and what you experienced along your journey. Willa Cather’s quote “The end is nothing; the road is all” is every bit sincere. We go through life, focusing on the future and where it leads, yet when we look back the end isn’t what matters, it’s the journey of our lives that do. The day to day reminiscing of all the treasured moments we ponder over. We look back on our lives remembering friends and family, and the mischievous chatter that we had in school. The moments that seemed minuscule, the ones we thought we’d forget.
Barbara Ehrenreich comments on the increasing prevalence of downward mobility that “…once you fall into the low-wage, survival-job trap, there 's a good chance that you will remain there” (2006, p. 210).
Dayen, D. (2016, March 18). Why the Poor Get Trapped in Depressed Areas. Retrieved April 11, 2018, from https://newrepublic.com/article/131743/poor-get-trapped-depressed-areas
In a social stratification system, the Elite class is at the apex of it. Families and individual belonging to social status, power, or wealth deemed unusual makes up this small group.
The first conversation with someone you know. The first person I talked to was my son Joseph. Our conversation lasted about thirty to thirty-five minutes. In opening the conversation I asked him if he was ready for bed not knowing that the conversation would move into a more sensitive topic in which it was about his Asperger. Joe’s Asperger is a very sensitive topic and he doesn’t like to talk about so I was surprised that he was willing bring up the conversation on his own. I wasn’t going to pass up on this conversation, so I began with a question to keep the conversation going and then give feedback when needed. I would say that this conversation was 50/50. We both took turns with saying how we felt, what we could do to solve any problems, and etc. I listened, and gave him the best feedback in a supportive and loving way. There were some points when Joe had a hard time completing sentences in a smoot and accrete way, he sometimes has to rephrase, but I know this, am patient, wait for him to gather his thought, and say what he means. Nonverbal communication with Joe is a little hard at times because he can go on about something and not let the other person take a turn, but he has gotten a lot better at this.
I relate to the Reinforcement Theory a lot. In addition to noticing these theories in the work place, I also notice them with parenting. Positive reinforcement involves making sure that behavior is met with positive consequences. (Carpenter, Taylor, & Erdogan, 2009) Negative reinforcement involves removal of unpleasant outcomes once desired behavior is demonstrated. (Carpenter, Taylor, & Erdogan, 2009) Extinction occurs when a behavior ceases as a result of receiving no reinforcement. (Carpenter, Taylor, & Erdogan, 2009) Punishment involves presenting negative consequences following unwanted behaviors. (Carpenter, Taylor, & Erdogan, 2009) Positive reinforcement works well with children; in some cases too good. Through my experience, most children
The Distressed Communities Index of 2017 suggests that distressed communities are often “alienated from the benefits of the modern economy (Fikri & Lettieri, 2017, 4).” Consequently, many of the poor in question may lack the resources to relocate. This is especially likely when one considers that the average American has less than $1,000 in savings and that for many people, poverty is a matter of deprivation (Dayen, 2017). In other words, the poor lack “the material benefits considered to be basic necessities in a society (Oxford Dictionary, n.d.).” Many households live below the poverty line and the rates of unemployment are much higher than the national average. Most adults in distressed communities are not educated beyond high
This decides the frequency of the intended behaviour. Positive reinforcement strengthens the desired behaviour by rewarding something to encourage the behaviour again. Whereas negative reinforcement is the removal of the reward to strengthened the desired behaviour. Positive punishment is to discourage the behaviour by adding onto something unpleasant. Whereas negative punishment is to discourage the behaviour too but by removing something pleasant (Rodriguez, 2013). An example of positive reinforcement that proves to help parents in accomplishing the child’s task is by rewarding the child with a small sum of money when the child did his or her homework. An example of negative reinforcement would be when the child cleans up the toys after playing it to avoid from the parents nagging. An example of positive punishment would be somewhat the opposite and similar to negative punishment which the parents would scold the child when he or she does not clean up the toys after playing it. An example of negative punishment would be when the parents take the child’s toys away and would not let the child play the toys again tomorrow as the child did not clean up after playing with the
First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.
.... I feel that in most cases, once a student has been punished through negative reinforcement for doing wrong, the student will attempt to correct such behavior in the future to avoid punishment. In addition, positive reinforcement should be given for those students who are the majority and behave, as well as for the students who are occasional troublemakers because positive reinforcement helps show what is correct behavior in response to bad behavior.