Skinner maintained that we can understand behavior and what others call personality only by applying the operant conditioning principle to understanding what a person does.

Rejecting the belief that humans possess free will, Skinner argued that we learn to be a particular kind of person in the same way that we learn anything else in life—through positive or negative reinforcement and punishment or, in his terms, reinforcement history.

External circumstances and consequences, not some inner-self, ultimately define personality. In effect, we could predict a persons behavior if we knew which of this person’s actions had been rewarded by society and which ones had been punished.

B. F. Skinner

American psychologist B. F. Skinner became famous for his pioneering research on learning and behavior. During his 60-year career, Skinner discovered important principles of operant conditioning, a type of learning that involves reinforcement and punishment. A strict behaviorist, Skinner believed that operant conditioning could explain even the most complex of human behaviors

By Joseph Eulo

Union County College has changed my life; the experience has changed my thinking, and given me hope. You see, all through my elementary, middle, and high school years I did very poorly. I had a learning disability and because of it, I had a hard time concentrating. At six, I despised school, mainly because I was the forgotten kid in the class, a ghost at a desk. No one, not even the teacher spoke to me. The loneliness I felt was overwhelming. I became so frustrated I threw a chair at the teacher just to let her know that I was real. As you would expect, I got her attention and a seven-day suspension that I cleverly hid from my mother. Yet, most of the time no one cared if I was there or not, and for that reason, when my suspension was over, I chose not to go back.

My classroom became the streets of Ocean City, New Jersey where I was the center of attention. Ocean City, a narrow seven-and-a-half-mile-long barrier island with a long sandy beachfront on the east and marshlands facing the bay on the west was my domain and I knew every inch of it. I knew where the cracks in the sidewalks were, where each grain of sand laid, the names of the streets, which planks on the boardwalk were loose, the names of the boarding houses, restaurants, and churches. I knew which beaches were best for flying kites, where the seagulls kept their nests, and which bridges were best for fishing. I knew Ocean City like the back of my hand from north to south, bay to beach; and the island was my best friend. I roamed about the island alone during school hours and caught the attention of concerned citizens. Eventually, the truant officer tracked me down and sent me back to school. Placed in a special school for children with emotional problems, I felt alone and depressed. My negative academic experience continued as I lost interest, started to act out in class, and thus, held back in 4th and 7th grades. Placed in special education classes for most of my school days, it seemed that no one noticed or cared if I was there. Ignored by my classmates, misunderstood by my teachers, I became lost, frustrated, and hopeless.

Believing that I did not have much of a future, I dropped out of high school Joe in the Army, 1991 at 19 with a tenth grade education. I never really learned how to read, write, or divide and multiply numbers. With my future looking grim, I took a job as a bus boy earning minimum wage at a restaurant in Atlantic City: the only job, which I was qualified. Lost and Confused, I tried to join the US Army, but they required enlistees to have a High School Diploma and because of this, they turned me down. The Recruiter sent me off to the National Guard Armory two blocks away. The National Guard waived the Diploma requirement and I signed up and shipped out for Basic Training at Fort Knox, Kentucky a month later, eight weeks after that I arrived at Fort Belvoir, Virginia for Advance Individual Training (AIT). After completing training, I returned to civilian life disappointed. There was an empty space in me that I could not fill. I felt alone, miserable, and hopeless. Haunted by a troubled past, I fell into a dark period in my life plagued with depression, misery, and self-destruction. I attempted suicide several times, each time temporarily being treated and then released.

I did not realize until a much later the importance of an education and the reality that I urgently needed one. By then, I had made several bad decisions that led me to further isolation from my family, depression, and imprisonment. Fortunately, for me, while locked up, I took advantage of the time to better myself. I learned how to read, write, and understand and apply mathematics. After months of hard work and frustration, I earned my General Education Diploma. It was a defining moment in my life, one that would open doors for me; yet, it took me a little more time for me to see those doors.

In the winter of 2006, while in prison, I earned the privilege to participate in the Halfway House Program in Elizabeth NJ. It was at this moment I realized I needed to make better decisions and seen it was essential to learn a new way of thinking. I realized my old thinking kept leading me to despair, heartache, and trouble. I wanted to overcome my past and terrible habit of letting down my family. The only way to do this was to go back to school.

In May of 2006, I applied to Union County College and enrolled into the EOF Summer program. I felt accepted and welcomed by the EOF counselors. They saw my potential, encouraged me, and helped me achieve a level of academic confidence that I never thought was possible. Placed into two developmental courses, English Writing (ENG099) and Intro to Algebra (MAT022), I struggled in the beginning, but with encouragement from my professors and guidance from ALC and EOF tutors, I began to improve. It was the longest summer that I ever known and I witnessed a profound change in myself. I learned to write, think logically and critically, and finally see my potential to succeed. It was the first time in my life that I received an “A”, or a “B” in anything.

In the Fall semester, I enrolled in five classes, earned a “B+” in English (ENG102), and “As” in Algebra (MAT119), Help-desk (CIS140), First Year Seminar (UCC101), and General Psychology (PSY101). I learn a great deal more about myself that semester much more than previously. In Psychology class, I found answers to question about myself that I never knew existed. It was another turning point for me. When I my report card came in mail, I looked at it in shock. My first regular semester of college and I earned a 3.89 GPA. The following semester, Union County College’s Honors Society, Phi Theta Kappa (PTK), inducted me into their ranks. I had found my way out of a life full of bad choices and pessimism.

The next semester, spring 2007, invited to participate in the Honors Program; I enrolled into English Honors with Dr. Russell (ENGH102). In addition, I registered in four more classes: SPA101, MAT143, CIS207, and BUS105. Furthermore, I worked at the Academic Learning Center as a tutor and as the Student-at-Large for the Student Government Association (SGA). I earned “As” in beginning Spanish with Dr. Hawley, in Business Management with Dr. Singer and English Honors with Dr. Russell. It was the most life changing time of my life. My mother tells me that it is the best thing I ever done, going to UCC.

On May 7 2007, I was removed from the halfway house, for reasons beyond my control, and sent back to prison to finish my sentence. The twelve months that followed were difficult, but I managed to keep my spirits up, mind sharp, and focus on the future. I read many books and set a goal to return to Union County College to finish my degree. I found comfort in knowing that I finally broke the chains of recidivism and this was my last time in prison. I kept visualizing my success in college, it was this hope that I held on to tightly for the entire 12 months. I planned for it, made list of things to do: survive the day, read books, study math, fill out financial aid application, speak to professors, submit application for admission, change major, etc. I went over my list every day for a year waiting for my release.

Finally, on May 6 2008 I was released from prison. My goal of returning to college firmly fixed in my mind. I started to put my plan into action; and to date completed most of my checklist: financial aid is secured for the fall; classes are picked out, professors contacted, and job on campus is secured. The only outstanding item on my list is to find a place to live. Surprisingly this has been most difficult part of my goal. I have been temporarily living with friends and family since my release, bouncing from couch to couch. So far, I have taken three trips to Elizabeth, 2 buses and 4 trains each way, to seek out a room close to campus. I have seen several rooms that demanded the first month rent up front and a hefty security deposit. I do not have the money to pay for a room, and it is hard to find work these days especially with my record. The thing that I thought was going to be the easiest turned out to be the hardest: finding a place to live. However, I am optimistic, I have to be, I no longer dwell on negative thoughts. I will reach my goal achieve the academic and personal success that has eluded me.

Customer Support Websites Reviewed

In this essay I will discuss the similarities and differences of two popular customer support websites: support.microsoft.com and support.gateway.com. I will provide a review of Microsoft’s and Gateway’s support Web sites based on content, format, organization, mechanics, and ease of use. I will point out key elements and provide you with my pick of the best for ease of use.

Microsoft’s support website, http://support.microsoft.com, exhibits a very appealing look and feel. The blue theme Microsoft chose invites the user to explore and provides a sense of tranquility. Microsoft’s support content is up-to-date, robust, and informative once you’re able to find it. Its content is written more for the experienced professional, non technical-savvy end-users may have trouble understanding the techno-jargon Microsoft employs. The format of the site which includes the FAQ knowledge base, and support contact information are simplistic and easy to find.

The website navigational controls shift from the left side of window to the right, depending on the link that you clicked, this could confuse or frustrate site visitors. The navigational links are context sensitive and change according to the type of support page that you are viewing. Clicking on the Windows XP link displays a webpage with Windows XP’s Latest News and Solution Center articles that are placed in the main content area of the webpage. The organization of Microsoft’s support website pages are somewhat awkward and are presented with a vast amount of information, a significant amount of scrolling is necessary to view all of the material. It is easy to get lost or distracted when surfing the site.

The consistent element throughout Microsoft’s website is the navigational banner at the top of each web page. It is the only element that never changes, and it is home to the Microsoft’s website search engine. The search engine allows users to search Microsoft’s content more quickly. A link to Microsoft’s site map, support, and home page are also in this area. Microsoft’s support site is very informative; but it contains some confusing navigational controls. I found no spelling or grammar mistakes anywhere. Microsoft’s support site is definitely tailored towards power-user and computer professionals and leaves the average end user scratching their heads. Microsoft’s web site has the potential to be a better support site than it is, all it needs are few usability tweaks and content adjustments.

Gateway’s support site, http://support.gateway.com, boasts a brilliantly designed user interface. The home page is appealing to the eye and welcomes the user to explore the website. The first element that you see when the website loads is the navigational aids at the top of the webpage. This gives the user a sense of control and direction. Like Microsoft, Gateway also displays a search engine at the top of every web page.

Gateway’s content is easy to follow and understand than Microsoft’s support website. The unique design of the user interface provides ease of use and quick access to content, downloads and technical support. Gateway also includes a help link that displays an FAQ and the website requirements and procedures. Quick links back to the home page and site map round off the top navigational element. Gateway also provides the user the opportunity to provide feedback. It is obvious that Gateway put a lot of time and effort into the design and implementation of their end user support web site. Gateway’s support site features well formatted easy page views with very little scrolling. Users are able to find content in a matter of seconds. The step by step layout ensures that users find the right support needed quickly.

I like Microsoft’s and Gateways look and appearance, they are both very eye appealing. Equally both support websites display a consistent navigational and search engine element at the top of each webpage. However, that is where the similarities end. Gateway support website is easier to navigate and provides the user quick and easy access to needed information, driver downloads, and technical support. Gateway also put text-only navigational links at the bottom of each page with little or no scrolling. The ease of use, the layout and the content are concise and to the point, that’s why I prefer Gateway’s support website over Microsoft’s.

Language is affected by race, identity, culture, and reality. It is a key component to one’s identity. It reveals the characteristics of the speaker. Without language, one would be unable to express feelings, thoughts, or ideas to others; one would experience loneliness, isolation –“death.” In James Baldwin’s If Black English Isn’t a Language, Then Tell me, What Is? Baldwin reveals the way language shapes and is formed by life’s circumstances. In Ilan Stavans’ essay Spanglish: The Making of a New American Language, Stavans reveals the influence culture has on language. Through culture and life circumstances people adapt language to keep from being submerged in situations where they cannot articulate.

Culture affects how language is used, it allows one to identify with or separate from a different culture. Baldwin reveals this when he writes, “Language…is the most vivid and crucial key to identity, it reveals the private identity, and connects one with, or divorces one from, the larger, public, or communal identity” (Baldwin 93). Baldwin reveals how important a language either sets people apart or brings a people together. If a southern person comes to the north, they are automatically “divorced” from the public identity. They eventually try to adapt their language to fit in with the larger community. In Baldwin’s essay blacks adapted English to communicate with each other, this is just one example of how culture affects language.

People mend their native language with English to bring what they understand together with what they do not understand, in doing this they maintain their native culture and meld it to their new one. Stavans speaks about this when he writes, “As an immigrant, my road to full participation in American life was—as it has been and continues to be for any immigrant, regardless the origin—through English” (Stavans 100). Some Immigrants speak through a relative or friend in order to communicate. Slowly they began to understand and use English; until they were able to speak on their own. In Stavans’ essay, Spanglish serves as the connection to the American way of life for the people who spoke limited English.

Baldwin describes the purpose of language and how it used to control reality. “People evolve a language in order to describe, and thus control their circumstances, or in order not to be submerged by a situation that they cannot articulate” (Baldwin 92). Baldwin explains that language evolves so people can understand and communicate with each other. Thus, allowing people to participate in something greater than themselves and give people a sense of belonging that every human being craves. For example, when an immigrant comes to America and cannot speak English, they are immersed in situations where they cannot communicate with others, without some kind of interpretation, they are lost—“submerged.” Baldwin give details about a moment in time when a family member spoke to him in a language, Black English, that a white man couldn’t understand, in order to warn him about a danger he was in. Therefore, people adapt to their circumstances, they meld what they understand with what they do not.

Circumstances may present situations where to use a language is unsafe. Baldwin speaks about this when he writes, “There have been, and are, times and places, when to speak a certain language could be dangerous, even fatal” (Baldwin 93). For example, In Iraq it is very dangerous to speak English because it reveals that one is from a western culture. Speaking English in a region of Iraq where insurgents are known to occupy exposes one to hostility, torture, mutilation, and death if taken hostage by insurgents. In the news this past year an American Iraqi teenager took a journey to Iraq, while shopping at a market in Baghdad he did not speak the Iraqi language, Arabic, he spoke English, immediately he stood out, the people around him knew that he was not from the same culture as they were, even though he looked like them, he did not speak like them. After realizing his mistake he found safety. This is just one example of how circumstances can present a situation where the use of a language is dangerous.

Stavans talks about how culture and circumstance affected one of his students, Lisa Martinez. Lisa, an East Los Angeles native and ex gang member, felt disconnected from her true self. Lisa, “nostalgic for la casa” felt out of place in Amherst, Massachusetts. Stavans reveals to the reader the personal conflict that Lisa was going through while attending college. “..Lisa felt disoriented…anxious to finish and return home. She also expressed her ambivalence at being an affirmative action student, enticed to the place by a fellowship, but often looked at suspiciously by her Anglo counterparts because her skin color…and her ethnic idiosyncrasy” (Stavans 101) Lisa dealt with her circumstances by adapting her language even thought she did not like doing so, she conformed. She spoke the language of the academic culture in which she was a part. The culture shock that she experienced made her feel out of place; she craved to be around people who accepted her. She yearned for home. Cultural differences can affect how one feels about adapting language.

People use language to express thoughts, ideas, and feelings with others. Without language or the ability to express one self, one would be isolated; left out, submerged, According to Baldwin they would experience “death”. Baldwin reveals this to the reader when he writes, “What joins all language, and all men, is the necessity to confront life, in order, not inconceivably, to outwit death” (Baldwin 93). All human beings have the need to interact with other human beings, without this capability they would experience separation, isolation—“death”. Through out life, people experience situations where they adapted their language in order to fit in to a different culture than their own.

Through culture and life’s circumstances people adapt their language to keep from being drowned in situations where they cannot express themselves. Language is affected by culture and reality. Without language, one would be unable to express their thoughts, ideas, and emotions with others. Baldwin makes known the struggles Africans face when they were brought to America, and the way they melded their language together to create Black English. In Stavans’ essay he reveals the influence; specifically Spanish culture has on language. Both Baldwin and Stavans prove that through culture and life circumstances that people must adapt in order to remain articulate.

By Joseph Eulo

My chest swelled with pride as I watched my daughter perform on stage at the Richard Stockton State College Performing Arts Center. It was her hip-hop dance recital. My eyes filled with tears of Joy and regret. Joy, for seeing her doing what she loved to do and regret for missing moments in her life that a father should never miss: her first footsteps, first words, first Christmas, her first day of school…. I have been selfish, chasing my father’s shadow, looking for my lost identity, when all along it was in right there in front of me, growing, breathing, and loving.

In the pursuit of my father’s shadow, and essentially my own identity, I made bad choices and decisions that led me to isolation, depression, and incarceration. Those choices took me away from my own flesh and blood. For the twelve years of her life, I have been absent for eight of those years and irresponsible for the other four. I never learned how to be father from mine, and for a long time tried not to become him, but it seems that I had.

I see the errors in my thinking. I realize and feel all of those lost moments with my daughter. I will never get them back. I am ashamed of myself, to a point where I want to feel Blue, but I don’t, I turn it into a motivation to be a better father to her now. She makes me want to be a better father and through her I’ve learned that I can also be a better son to my mother, brother to my sister, and uncle to my nieces and nephews.