The writer states that we are without a doubt, living in a brutal economy and that it seems that colleges are getting rich off of their students. To further back up his logos, he states that Tuition covers only 60% of what it costs to give a student education, and that the remainder of funds comes from what colleges receive in endowments, grants, and gifts. The cost of basically everything has spiked up resulting in higher costs of living. Just the thought of this debt that the kids will have to pay after college is thought to cause stress. It may appear that throughout the essay, Zinsser views the students lives in a completely negative way.
During the 20th century, also known as “The Roaring Twenties,” the United States was experiencing an era of wild youth, Jazz, and bogus prosperity. For instance, from 1920 to 1933, there was a movement called Prohibition that banned the production, transportation, and sale of alcoholic beverages. Disregarding the ordinance, there was still a heavy distribution of illegal alcohol. Being that “The Prodigal Son” was published in the midst of this chaos, it is believed that Johnson was influenced to create his works of art in discomfort of his surroundings. Within his poem, Johnson describes a young man that was eager to branch off from his family’s fortune.
F. Scott Fitzgerald The nineteen-twenties was a turbulent and fascinating decade in American history. The new socioeconomic ideology of consumerism brought unprecedented new luxuries to many homes and also transformed the social and artistic atmosphere of city life, especially in New York City. This city, more than most, is generally considered by academics to have best epitomized the new cultural dynamic of the roaring twenties. New York had earned a reputation of vanity and glamour, mostly due to the explosive combination of new money and new works of art in all its forms. In this capacity, New York was seen as a symbol of extravagance and excess around the world.
“No society can surely be flourishing and happy, of which the far greater part of the members of the upper class are poor and miserable”(Adam Smith). In “The Great Gatsby, Fitzgerald portrayed relentless themes that contributed a strong connection to the roaring twenties. One of which is the stratification of social classes that he purposely distinct to convey a strong message, that in the end each class faces their own obstacle. The author relates this theme through vivid visuals among the characteristics traits of the roaring twenties age, and how the social classes were evolved around arrogance, hate, love and selfishness. In the novel, Fitzgerald illustrated the separation of social classes among three ideologies that were known as; no money, new money, and old money.
There are many potential benefits and pitfalls of these social and biological changes that are occurring in the second decade of the twenty-first century. Many examples come from the essays, “The Limits of Friendship”, “What Is It about 20-Somethings?”, and “Attention Deficit: The Brain Syndrome of Our Era.” All three authors describe these social and biological changes in different ways. In some ways, Restak, Henig, and Konnikova have similarities in their essays. Richard Restak examines the way the human brain responds to modern technology, claiming that “[t]his technologically driven change in the brain is the biggest modification in the last 200,000 years (when the brain volume of Homo sapiens reached the modern level)” (373). Restak says our brains responds to all sorts of technology around us like laptops, tablets, phones, and email.
The 19th century was the era of the Gilded Age, where the economy was booming, bringing great changes that affected the lives of workers and entrepreneurs. During this period, there was a large influx of immigrants that were coming to America to look for job opportunities. The migration of immigrants proved useful as a source for cheap labor, allowing an even higher rise in the U.S. economy. While American industrialization may have benefited the upper class of the American society, the effects were opposite to the workers of the lower classes. This problem was especially worse for immigrant workers as their belief in the so-called American dream has been worn down due to the misery they had to endure.
“I have a dream that one day on the red hills of Georgia, sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood ” (King, M. L., 1963) The 1960’s were one of the most creative periods among other period. Known as the decade of revolution in politics, music and society, the 1960’s pop culture began in the United States and the United Kingdom before it spread to mainland Europe and different parts of the world. After years of nightmare when World War II has finally ended, it was a period of readjustment and remaking especially in Europe. This made the youngsters on the 60’s bewildered and they began to question their values about life. A period of purity and trust soon changed into a period of hate and savagery.
In The Great Gatsby, social status is a significant element in the book as it separates the haves from the have nots. However more importantly, social status portrays the personalities of people belonging to different classes. In the end, you are stuck in the class you are born into, and attempting to change classes only leads to tragedy and heartbreak. In The Great Gatsby, there are three main social classes portrayed. These are old money, new money, and no money.
Great Expectations by Charles Dickens, deals with the issue of social injustice in a class driven society during the Victorian Era. Our protagonist, Pip, strives to break the barrier and escape his social class. He strives to become a “gentleman”, despite lacking the wealth, education and birth right associated with one of this time. But following his eventual attainment of these things, he discovers perhaps his climb of the social ladder, wasn’t really worth it in the end. Robert G. Strange suggests Pip’s lower class circumstance has repressed him in an established society (Strange).
In particular, high population growth has resulted in higher levels of unemployment. The education system produces skills that are not valued by employers, while raising the expectations of those who acquire them. Consequently, the unemployed do not take up existing job vacancies, and employers are unwilling to hire available candidates (Njonjo, 2010). The mismatch is more marked for school leavers and graduates who have just finished school, partly providing an explanation for the high unemployment rate among youth and new entrants into the job market. The suggested remedy is to reform the education system and increase focus on technical education and vocational training, matching them to the needs of the job market (Coenjaerts et al.
This serves as keeping McCourt down, and blatantly showing the intolerance the higher classes have of the lower classes. How this affected young McCourt is evident when he expressed that, “I’d like to be a Jesuit some day...who stick out their little fingers when they pick up their teacups.”(245) The class distinction pretty much demolishes McCourt’s hope of ever becoming something within that social ranking; from an early age he learns that no matter how hard he works, he will not be able to take that path in life. Another example is, “My mother is a beggar now and if...Jap.” (250) This is a prime example of how much society and its social classes affected the development of McCourt. Every example all had a part to play in the development of McCourt’s thoughts towards his own social standing, and the person he was forming into. Society and class were huge teachers when it came to educating Frank, they taught him to aspire for a better life, that America is where he could gain the opportunity to escape the lower class, and gave him motivation to succeed.
2 It is essential to go back to the fifties to be able to understand the sixties historically and sociologically. The fifties brought relief since the Depression and war were over, and now “science was mobilized by industry, and capital was channeled by government as never before.” 3 This new affluence gave the United States the ability to create suburbia and conform to moving in. This affected the sixties because conformity resulted in people rebelling. Songs like “Sweet Little Sixteen” and “School Days” by Chuck Berry exemplified the rebellious attitude of the sixties. The lyrics were about girls going against the dress code and how school was a drag.
The American Dream is almost purely run by structural forces, in her perspective, that are constantly attempting to impede the middle class’ ability for upward mobility. Those who are impoverished are there because of their surroundings, the institutions that shape their lives and therefore, they simply cannot find any way out of the poverty trap in which they have found themselves. While Ehrenreich was conducting her case study, she attempted to determine if the American Dream was by attempting to immerse herself in the culture of the poor. She only did so partially due to several stipulations that she set for the experiment as she stated that she would not live in a shelter (Shepard did), that she would not get rid of her vehicle and rely on public transportation (Shepard also did this); however, she did note that even for her, being partially immersed as she was, still found there to be not much difference between herself and those that worked around. She believed, from her experiences, that the social structure of the employment opportunities, was a systematic way to dehumanize the workers.
At the bottom of the poster, it said, “Which can you do without?” The government issued the same number of coupons for children and adult clothing, but the children 's clothing cost fewer coupons because children grow fast and treat their clothes to rough wear. The war disrupted people’s lives from their daily routines, the food they prepared, and to the clothes they wore. It was hard enough for the poor and middle class to make do, but it was twice as hard for the wealthy or well to do people who not used to doing without or making do. Therefore, in many ways, the war was an equalizer, and the government and most civilians expected others to pull their weight by working for the war effort in some way or at least abiding by the rules. Everywhere people looked there were advertisements on billboards, diaper bags, bread wrappers, buses, and anything especially women used.