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Essays on affluenza
Afffuenza in todays society
Afffuenza in todays society
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Affluenza: A Human Created Disease With Profound Consequences
Chances are that you haven't come across the disease known as affluenza, even if you have been an avid reader of newspapers and listener of news broadcasts. It is possibly the least discussed of the more debilitating diseases of our time. Strangeness characterizes this disease in many other ways too. Almost every one of us actively carries it. Its effects impact not only the immediate carrier but also society at large. Its symptoms are so commonplace that few people make a connection between the disease and the discomfort that it breeds. It infects rich and poor alike, and is beginning to imbed itself in younger and younger carriers. Oddly, those that do recognize the scourge that it sometimes brings are disparagingly referred to as hypocrites, elitists, party-poopers, or catastrophists. And most confusing, it is a disease that is socially acceptable among many of us. Wow, what a bizarre disease, huh? Yet, fortunately, known cures exist for this disorder but they require our dedication and perseverance to eradicate this pernicious malady.
Defined by authors of a book with the same title, Affluenza is "a painful, contagious, socially transmitted condition of overload, debt, anxiety, and waste resulting from the dogged pursuit of more" (de Graaf et al.). In simple terms, affluenza is a disease that many of us suffer because we are too fixated on buying and consuming more and more. Do you think you or others you know might have it? But how would you know if you have it? What are the signs of this disease?
According to some, affluenza is so encompassing in its effects on our psyches and our bodies that many symptoms of it do not appear different other more common disorders. Other symptoms are more easily distinguishable.
Rather than spell out each symptom one by one, let's determine the extent to which you might have this disease through a series of questions. Answer the following questions with yes or no answers:
1. When you find yourself in a depressed mood, do you often get an impulse to buy something to soothe yourself?;
2. Do you often pay close to the minimum payment on your credit cards because of lack of available funds?
3. Do you work a job (either a 2nd job or an additional job to your spouse's) in order to afford the "luxuries" in life?;
4. Do you spend holidays with family members in facilities designated for consuming products-e.
At the turn of the Twentieth Century America is one generation removed from the civil war. For African Americans times are supposed to be improving following the Reconstruction of the south and the ratification of the 15th amendment. Except, in actuality life is still extremely tough for the vast majority of African Americans. Simultaneously, the birthing of the industrial revolution is taking place in America and a clear social divide in daily livelihood and economic prosperity is forming across the country. This time is known as the Gilded Age because as the metaphor emphasizes, only a thin layer of wealth and prosperity of America’s elite robber barons is masking the immense amount of impoverished American laborers. Among the vast majority
Perkins, Geroge, and Barbara Perkins. The American Tradition in Literature. 12th ed. Vol. 2. New York: McGraw Hill, 2009. Print
In conclusion, Frankfurt’s argument against the Principle of Alternate Possibilities showed that people under coercion had moral responsibility for their own actions. Copp placed the value of moral responsibility to the ability of being able to do one’s will and Pereboom supports Frankfurt’s argument by placing the robustness condition on alternate possibilities. This shows that there is still a need to put more thought and brainstorming into who has the moral responsibility.
Baym, Nina, and Robert S. Levine. The Norton Anthology of American Literature. 7th ed. New York: W. W. Norton & Company, 2007. 348-350. Print.
...n American Literature. By Henry Louis. Gates and Nellie Y. McKay. 2nd ed. New York: W.W. Norton &, 2004. 387-452. Print.
He states, “A person may well be morally responsible for what he has done even though he could not have done otherwise”. Frankfurt defends the idea that one must be morally responsible in some sense rather than just blaming the past, in a rather pessimistic manner. He also suggests that you are not responsible if you could not have avoided the situation and decision that you made. In Harris’s case, Frankfurt would say that Harris could be held responsible for his actions even though there is a possibility that Harris could not have acted otherwise. In P.F. Strawson’s essay “Freedom and Resentment”, he states, “This is that the notions of moral guilt, of blame, of moral responsibility are inherently confused and that we can see this to be so if we consider the consequences either of the truth of determinism or of its falsity” (72). Whether or not you one has the ability to control their actions, they still have the freedom to express feelings and emotions subsequent to their determined actions. We experience consequences in regards to our actions and most would even say morally
Norton Anthology of American Literature. Ed. Nina Baym. 8th ed. Vol A. New York: W.
The Article “Perfection Anxiety” written by A.A Gill illustrates through his findings, that while the means to have everything you desire is by no means bad , neither is it the best. Throughout the article he talks about the phenomenon of “perfection anxiety”, a condition causing it’s host’s feelings of significant ennui, a circumstance found within the abhorrently wealthy portion of the world’s citizens. This psychological disorder is found to occur when the incomprehensibly rich have realized essentially, that they have run out of things to spend their money on, continuing to spend only to appease the ever imposing expectations and judgments of the wealthy.
Baym, Nina. “The Norton Anthology of American Literature.” Rev. 6 ed W.W. Norton & Company: New York, 2003.
Baym, Nina, and Robert S. Levine, eds. The Norton Anthology: American Literature. 8th ed. New York: W.W. Norton & Company, Inc., 2012. Print.
The United States has a long, brutal history of social inequality, including but not limited to: racism, sexism, and classism dating all the way back to the European colonizers. When we look at America’s past, we start to notice horrendous instances of injustice and the early formations of modern day social stratification. A way to describe social stratification is “the creation of layers of a population who possess an unequal share of scarce resources” (Loder 2015). Since the resources are not equally distributed, there are some people who have a copious amount of resources and others who barely have enough to survive. Thus rendering social stratification as problematic, because it allows little room for those who were assigned to a lower
Social stratification is seen everywhere within the United States and around the world. As discussed in lecture, there are two types of stratification systems, and both are prominent in the United States. The first type is achievement based, which depends on a person’s wealth and accomplishments (Wadsworth). In the film, “People Like Us,” this system is presented. A teenage boy is embarrassed of his mother and his family’s social status, so he hides is social class from his friends. The second system is ascription-based stratification which has to do with what an individual is born with. The school that was interviewed and observed in “People Like Us,” prove that the family you are born into plays a huge role in popularity, and the group of friends you choose to surround yourself with. Another example in this film was the WASP label. The man they interviewed, explained that you are
Perkins, George, ed. Benet’s Reader’s Encyclopedia of American Literature. New York: Harper Collins Publishers, 1991. Print.
At the beginning of the school year, the counselors had a scope and sequence they followed with the areas of; transitions, character and diversity, personal safety/wellness, and careers. The scope and sequence is modeled after the WCSCM’s Academic Standards for School Counseling covering the three domains of academic, personal/social, and career development. The standards help answer the question, “How are students different as a result of the school counseling program.” After each description of a lessons plans, was an explanation of each content standard which correlated with the lesson. While at my internships, I assisted with lesson planning and facilitating guidance lessons on careers, transitions or Positive Behavior Interventions and Supports (PBIS), as well as, groups on character development, new student groups, and diversity. The WCSCM is completely embedded in the counseling programs at both of the districts I worked