Examples of Reinforcement in Daily LivesASSIGNMENT:Please read the instructor notes and the two handouts completely (attached). Sometimes the material can be technical. Let’s try to apply some of the information learned to our everyday lives and the lives of our clients. From what you learned so far, list some everyday examples of how REINFORCEMENT is used in the following 3 environments:1. Home2. School3. WorkBe sure to list examples in all 3 areas! (minimum of 150 words)Please also respond to the following two students regarding the same topic (100 word minimum EACH)Student one: 1. Home: When a child completes task at home they are rewarded with money, treats, or toys. This is a positive reinforcement. I use this in my house with my son. When he is good in school the whole week, I reward him with V bucks to purchase things on his PlayStation 5. When he is not good, I take his game away and put him on punishment also as a reinforcement for his bad behavior.2. School: Reinforcement in school also happens. When I was younger if our behavior was on green for the whole week at the end of the week will be able to pick from the treasure chest. There were many nice toys in our teacher’s treasure chest so that made everyone want to have good behavior to pick from it. Another reinforcement for bad behavior would be referrals, in school suspension and even sometimes being expelled.3. Work: Positive reinforcement at work is used when someone is awarded employee of the month or when given a raise for excelling in your position. Many people have goals to be promoted so that makes them go above and beyond to prove to the boss that they are the top pick for the job. A not so good reinforcement happens when you are not doing what needs to be done at the job and you get suspended and in worse cases fired.Student two: HomeWhen I first got my puppy Luna, she was not yet house trained. We tried different ways of going about it, but I ended up doing something very much in line with Pavlov’s experiment. I strung a few bells on a long string and looped that around the door knob leading outside. Every time we would take her out I would take her paw and hit it on our way out. She got the hang of it a lot quicker than I expected, and within 2 weeks she was completely trained and hitting the bell herself when she needed to go. The positive reinforcement for her was getting to go outside, as well as loud and over-excited praise from myself. Another example of positive reinforcement in the home was when I set up a chart for my 4 and 6 year old stepkids for completing their chores unasked. At the end of each week they got to choose a treat from the store. I also got a whole bunch of stickers so at the end of each day they got to pick out which one they wanted to use. It honestly made me remember how cool things like choosing your own sticker used to be.SchoolI am sure that I’m not just speaking for myself when I say that I recall both positive and negative reinforcement when looking back at my time in school. When I was thinking about this example, I thought of a kid I grew up with. He would act out, the teacher would yell at him in front of the class after repeated attempts to ignore him, he would make some sort of smart comment back, which would get the kids laughing. Not only did the teacher use negative reinforcement, thus lessening the chance of getting her desired result, but it backfired because he received the positive reinforcement of the other kids laughing at his behavior with him. I think a better way of handling him would have been to excuse him and herself from class and talk privately so he wouldn’t get that further backup from the other kids as encouragement. WorkRight now, and for the last few years I have been serving for work, and in order to get any group of servers to do what you want as a manager, you have to bribe us. Yelling really doesn’t have quite an impact in the serving world. If a menu item needs to be sold before it goes bad, a manager may run a contest to reward the server who sells the most of that dish for the night, whether through free food, no sidework, a night off, etc. They know just telling us to try and sell that item, especially if it is a lower cost, we won’t do it, or even just forget to do it. I also recall at one of my serving jobs where you had to sell a certain amount of retail per month, and if you didn’t, you would lose shifts. The incentive is that one wouldn’t want to lose money, so while we did it, I would not necessarily say that was positive reinforcement.

The task you are asked to complete here is part of that assessment and has two components. The first addresses your writing, in particular your ability to find information in a text, evaluate that information, and convey your ideas about that information clearly and with skill. The second component deals with significant questions related to the humanities, in this case your ability to discuss the below text as a “Coming of Age” story, in which the main character develops a worldview that changes with experience and is influenced by others.Please read “The Ethnographer,” a short story by Jorge Luis Borges (translated by Andrew Hurley and printed below) and write an essay based on the questions at the end.The EthnographerI was told about the case in Texas, but it had happened in another state. It has a single protagonist (though in every story there are thousands of protagonists, visible and invisible, alive and dead). The man’s name, I believe, was Fred Murdock. He was tall, as Americans are; his hair was neither blond nor dark, his features were sharp, and he spoke very little. There was nothing singular about him, not even that feigned singularity that young men affect. He was naturally respectful, and he distrusted neither books nor the men and women who write them. He was at that age when a man doesn’t yet know who he is, and so is ready to throw himself into whatever chance puts in his way — Persian mysticism or the unknown origins of Hungarian, the hazards of war or algebra, Puritanism or orgy. At the university, an adviser had interested him in Amerindian languages. Certain esoteric rites still survived in certain tribes out West; one of his professors, an older man, suggested that he go live on a reservation, observe the rites, and discover the secret revealed by the medicine men to the initiates. When he came back, he would have his dissertation, and the university authorities would see that it was published. Murdock leaped at the suggestion. One of his ancestors had died in the frontier wars; that bygone conflict of his race was now a link. He must have foreseen the difficulties that lay ahead for him; he would have to convince the red men to accept him as one of their own. He set out upon the long adventure. He lived for more than two years on the prairie, sometimes sheltered by adobe walls and sometimes in the open. He rose before dawn, went to bed at sundown, and came to dream in a language that was not that of his fathers. He conditioned his palate to harsh flavors, he covered himself with strange clothing, he forgot his friends and the city, he came to think in a fashion that the logic of his mind rejected. During the first few months of his new education he secretly took notes; later, he tore the notes up — perhaps to avoid drawing suspicion upon himself, perhaps because he no longer needed them. After a period of time (determined upon in advance by certain practices, both spiritual and physical), the priest instructed Murdock to start remembering his dreams, and to recount them to him at daybreak each morning. The young man found that on nights of the full moon he dreamed of buffalo. He reported these recurrent dreams to his teacher; the teacher at last revealed to him the tribe’s secret doctrine. One morning, without saying a word to anyone, Murdock left.In the city, he was homesick for those first evenings on the prairie when, long ago, he had been homesick for the city. He made his way to his professor’s office and told him that he knew the secret, but had resolved not to reveal it.”Are you bound by your oath?” the professor asked.”That’s not the reason,” Murdock replied. “I learned something out there that I can’t express.””The English language may not be able to communicate it,” the professor suggested.”That’s not it, sir. Now that I possess the secret, I could tell it in a hundred different and even contradictory ways. I don’t know how to tell you this, but the secret is beautiful, and science, our science, seems mere frivolity to me now.”After a pause he added: “And anyway, the secret is not as important as the paths that led me to it. Each person has to walk those paths himself.”The professor spoke coldly: “I will inform the committee of your decision. Are you planning to live among the Indians?””No,” Murdock answered. “I may not even go back to the prairie. What the men of the prairie taught me is good anywhere and for any circumstances.”That was the essence of their conversation.Fred married, divorced, and is now one of the librarians at Yale.

Help me study for my Writing class. I’m stuck and don’t understand.

“What accounted for the resurgence of East-West tension after 1975?“

Useful Readings:
• Best, et. al., International History of the Twentieth Century and Beyond, pp. 357-363 and chapter 11.
• Kissinger, Diplomacy, chs. 28 & 29.
• Frank Dikötter, “Looking back on the Great Leap Forward,” History Today, vol 66, no 8
(August 2016), http://www.historytoday.com/frank-dik%C3%B6tter/looking-back-great-
leap-forward
• Robert G. Kaiser, “U.S.-Soviet Relations: Goodbye to Détente,” Foreign Affairs vo. 59, no. 3 (1980)
• Jeanne Kirkpatrick, “Dictatorships and Double Standards,” Commentary (1979). Theory reading:
• Bruce Bueno de Mesquita and Alastair Smith, “Domestic Explanations of International Relations,” Annual Review of Political Science 15 (2012): 161-181.
Extra Readings that may be usuful:
• Evelyn Goh, “Nixon, Kissinger, and the ‘Soviet Card’ in the U.S. Opening to China, 1971–1974,” Diplomatic History, Vol. 29, No. 3 (June 2005).
• Sarah B. Snyder, “Through the Looking Glass: The Helsinki Final Act and the 1976 Election for President,” Diplomacy and Statecraft 21:1 (March 2010): 87-106.
• Sarah B. Snyder, “Americans” Human Rights Activism in the Long 1960s,” European Journal of Human Rights 2 (2016) 221-33.
• Sarah B. Snyder, From Selma to Moscow: How Human Rights Activists Transformed U.S. Foreign Policy (Columbia University Press, 2018).
• Sarah B. Snyder, Human Rights Activism and the End of the Cold War: A Transnational History of the Helsinki Network (Cambridge University Press, 2011).
• Raymond Garthoff, Detente and Confrontation: American-Soviet Relations from Nixon to Reagan (1982), https://www.ucis.pitt.edu/nceeer/pre1998/1982-625-…

• Odd Arne Westad, “The Great Transformation: China in the 1970s,” in Niall Ferguson,
et. al, eds., The Shock of the Global (Belknap, 2010).
• M.Y. Prozumenschikov, “The Sino-Indian Conflict, the Cuban Missile Crisis, and the Sino-
Soviet Split, October 1962: New Evidence from the Russian Archives,” Cold War International History Project Bulletin, http://www.claudearpi.net/maintenance/uploaded_pic… df
• Daniel J. Sargent, A Superpower Transformed (Oxford: Oxford University Press, 2014).
• Hal Brands, “Progress Unseen: U.S. Arms Control Policy and the Origins of Détente, 1963–
1968,” Diplomatic History 30, no. 2 (2006): 253–85.
• Hedley Bull, “Kissinger: The Primacy of Geopolitics”, International Affairs (1980).
• Robert Dallek, Nixon and Kissinger: Partners in Power (2007).
• Dong Wang, “The Quarrelling Brothers: New Chinese Archives and a Reappraisal of the
Sino-Soviet Split, 1959-1962,” CWIHP Working Paper No. 49,
https://www.wilsoncenter.org/sites/default/files/W…
• Yang Kuisong, “The Sino-Soviet Border Clash of 1969,” Cold War History, vol. 1, no. 1 (August 2000), pp. 21-52.
• W. Burr, “Sino-American Relations, 1969: The Sino-Soviet Border War and Steps Towards Rapprochement,” Cold War History, vol. 1, no. 3 (2001).
• Amardeep Athwal, “The United States and the Sino-Soviet Split,” The Journal of Slavic Military Studies vol. 17, no. 2 (2004).
• M. E. Sarotte, Dealing with the Devil: East Germany, Détente, and Ostpolitik, 1969-1973 (Chapel Hill: University of North Carolina Press, 2001).
• John L. Gaddis, Strategies of Containment (1982), chs. 9 and 10.
• John L. Gaddis, “The Rise, Fall and Future of Détente” Foreign Affairs (Winter 1983/84).
• Jonathan Haslam, Russia’s Cold War: From the October Revolution to the Fall of the Wall
(2011), ch. 8-10.
• Beatrice Heuser, “Warsaw Pact Military Doctrines in the 1970s and 1980s: Findings in the East German Archives,” Comparative Strategy vol. 12, no. 4 (1993), pp. 437-457.
• Noam Kochavi, “Insights Abandoned, Flexibility Lost: Kissinger, Soviet Jewish Emigration, and the Demise of Détente,” Diplomatic History vol. 29, no. 3 (2005), pp. 503-530.
• Melvyn P. Leffler, For the Soul of Mankind. The United States, the Soviet Union, and the Cold War (2007), ch. IV.
• Richard W. Stevenson, The Rise and Fall of Détente (1985).
• Steve Weber, “Realism, Detente, and Nuclear Weapons,” International Organization, Vol.
44, No. 1 (Winter, 1990), pp. 55-82.
• Odd Arne Westad, ed., The Fall of Détente: Soviet-American Relations During the Carter
Years (1997).
• Vladislav Zubok, “The Soviet Union and détente of the 1970s,” Cold War History Vol. 8, Iss.
4 (2008). 

Links to help you out with answering the questions- Section 2- https://www.marxists.org/reference/archive/stalin/works/1931/02/04.htmSection 3- https://www.marxists.org/reference/archive/stalin/works/1933/01/07.htmSection 4- https://sourcebooks.fordham.edu/mod/1956khrushchev-secret1.aspSection 5- https://www.thenation.com/article/gorbachev-1989/Section I – Identify in several sentences five of the individuals or terms below from chapters 10 and 14 of Edward Berenson’s Europe in the Modern World, Volume II. (2 points each)Bloody Sunday of 1905 The Socialist ReolutionariesAlexander Kerensky The Kornilov AffairTreaty of Brest-Litovsk of 1918 The ChekaThe New Economic Policy The Great PurgeSolidarity Trade Union Movement PerestroikaThe Velvet Revolution Boris YelsinCommonwealth of Independent StatesSection II – Answer each of the five questions below in a paragraph based on Joseph Stalin’s Speech on The Tasks of Business Executives of 1931 found at https://www.marxists.org/reference/archive/stalin/works/1931/02/04.htm (5 points each)1. What are the “objective conditions” for rapid industrial development in the Soviet Union that Stalin identifies in “the Tasks of Economic Executives?”2. How does Stalin compare the economic conditions of the Soviet Union with those of the major capitalist countries during this same period in the early 1930s?3. Identify one of the major problems Stalin claims is under-mining effective management of new industrial enterprises in the Soviet Union.4.Why does Stalin reject the idea of slowing down or “slacking” the pace of industrial growth his economic plan is creating in the Soviet Union?5. Stalin claimed in this speech that “we are 50 to 100 years behind the advanced countries. We must make good this distance in 10 years or we will go under,” and that “those who fall behind get beaten.” Is there any truth for this view or was it in your view or merely Stalin’s way of justifying his imposing his policy of rapid industrialization on the Soviet Union?Section III – Answer each of the questions below based on Parts I, II and III of Stalin’s Results of the First Five Year Plan of 1933 found at https://www.marxists.org/reference/archive/stalin/works/1933/01/07.htm (5 points each)6. Identify some of the initial reasons in the Western press that Stalin points to when the First Five Year Plan was introduced in the Soviet Union.7. Identify some to the goals of the Five Year Plan as described by Stalin in Part II of his 1933 speech on the subject. 8. Stalin used extremely repressive measures to force most agricultural producers to surrender their small farms and work on large state-owned farms. What was his justification for this policy?9. Stalin pointed out that industrialization in other countries depended on either “big loan, or by plundering other countries, or by both methods simultaneously.” How did he think the Soviet Union could industrialize?10. What does Stalin claim were the successes of the Five Year Plan by 1933 and how does he say this compared with other countries by that year?11. In Part III of this speech Stalin acknowledges that the Soviet Union was not producing sufficient consumer goods for its people. How does he justify this failure?12. Identify some to the goals Stalin sets out for the Second Five Year Plan that was about to be launched.Section IV – Answer both of the questions below based on Nikita Khrushchev speech of 1956 outlining Stalin’s abuse of power and repression found at https://sourcebooks.fordham.edu/mod/1956khrushchev-secret1.asp (5 points each)13. In 1956 the new Soviet leader Nikita Khrushchev claimed that Stalin had several “character defects” that contributed to his repressive policies. What were some of these “defects?”14. Khrushchev also pointed out that Stalin accused many people of being so-called “enemies of the people.” What according to Khrushchev were the consequences of this labeling of individuals?Section V – Answer both of the questions below based on Soviet leader Mikhail Gorbachev’s 2009 interview about the end of European Communism found athttps://www.thenation.com/article/gorbachev-1989/ (5 points)15. Some observers have claimed that outside pressure or events explain the collapse of the Soviet Union. What was former Soviet leader Mikhail Gorbachev’s response to this view in his 2009 interview on the fall of the Soviet Union?16. Why according to Gorbachev did the economic problems of Russia become so severe after the collapse of the Soviet Union in 1991?

Section 1 (600 words): Select two characters from the texts who have experienced or been impacted by globalization. By comparing and contrasting each character’s experiences as they relate to globalization, endeavor to decide if the authors we’ve read this semester have a positive or negative view on the impact of globalization on our world. Use this video to help define globalization: https://world101.cfr.org/global-era-issues/globali…You can discuss this by answering or thinking about the following: How has globalization affected their ability to earn a living, develop relationships, travel (or not), select a path for their lives, express their identity, etc.?Have the characters been affected differently by globalization? Why do you think that is?Has globalization provided opportunities and/or caused challenges? Describe them. How is globalization the cause of what you’re describing?Overall, has globalization has a positive or negative effect on their lives? Why? How would the impact of globalization been different if the characters were born somewhere else? What about if they’d been born with a different identity? (Gender, religion, ethnicity, etc.) The purpose of this essay is not to get you to answer all of these questions. Rather, I would like you to consider how our authors have meditated on the impact of globalization on their characters’ lives. Do the author’s express appreciation for the outcomes of globalization? Or do they express animus? What comment is being made about globalization through the portrayal of our characters’ experiences?The essay should use examples from the texts and analysis of those examples.Section 2Select 3 of the quotes below and write a short response (150-200 words TOTAL FOR EACH) in which you: Identify the text from which the quote is derived.Briefly contextualize the quote in relation to the plot of the text. What is happening during the scene in which the quote is found?Explain the significance of the quote in relation to the themes and/or topics we’ve discussed in class or class readings. Remember our definitions of globalization when responding. YOU MAY ONLY SELECT ONE QUOTE FROM EACH TEXT“…she felt she was a small plant in a small patch of soil held between the rocks of a dry wand windy place…”“Makina spoke all three, and knew how to keep quiet in all three, too..”“It is impossible to talk about the single story without talking about power. There is a word, an Igbo word, that I think about whenever I think about the power structures of the world, and it is “nkali.” It’s a noun that loosely translates to “to be greater than another.” Like our economic and political worlds, stories too are defined by the principle of nkali: How they are told, who tells them, when they’re told, how many stories are told, are really dependent on power.”“I did Rosetta Stone on the plane but it hasn’t kicked in yet…”“She ran all the way down to the train station and jumped on a train and disappeared into the city, determined to sleep in public restrooms and rely on the kindness of prostitutes until she could make her own way in the world…”“Arranged marriages are a headache these days.”“…but that is the way of things, for when we migrate, we murder from our lives those we leave behind…””At other times, on the fourteenth floor of a derelict apartment building covered in snow—in which a village lives vertically—the two men will squeeze onto a family’s sofa, in front of their television, and watch the new government’s broadcast, the new government they have just established by coup, and the two men will laugh at their new leader, marching up and down the parade ground in that stupid hat, and as they laugh they will hold the oldest girl watching television by her shoulder, in a supposedly comradely manner but a little too tightly, while she weeps. (“Aren’t we friends?” the tall, dim man will ask her. “Aren’t we all friends here?”)” “We could hear Jennifer Lopez playing from speakers in the neighbor’s house. My sister was singing along, quietly because she did not want the neighbor to hear her enjoying it and turn it off .”“A string of hotels facing the river was doing well off the mass exodus…”“It’s easy to be judgmental about crime when you live in a world wealthy enough to be removed from it. But the hood taught me that everyone has different notions of right and wrong, different definitions of what constitutes crime, and what level of crime they’re willing to participate in.”