What is the importance of dreams in Of Mice and Men ? What role do they play in peoples lives? How do people use dreams, and how do various characters dreams affect them?

2. Discrimination: Look at the various examples of discrimination in Of Mice and Men . How does
discrimination affect different characters? How do characters respond to discrimination, and how
does it affect their lives, and the outcome of the story?
3. Friendship. How does Steinbeck portray friendship in Of Mice and Men ? How does its presence or
absence affect different characters, in their actions and in their relationships? What does it require
of people, and what does it offer them in return?
4. Power. Think about different characters in Of Mice and Men , and the power that they have. What
different kinds of power do different characters have? Where does it come from? What do they do
with it? How does it help them, or hurt them? Also, think about those who have little or no power at
all.
7N
This essay is going to analyze the American dream during the Great Depression via the interpretation of Of Mice
and Men.
5. Foreshadowing. Consider the many examples of foreshadowing in Of Mice and Men . What
important actions and plot points are foreshadowed? How do these important events differ from
the events that foreshadow them? How does foreshadowing help us understand the important
turning points in the novella?
6. Irony: Consider the many examples of irony in Of Mice and Men . Where is irony used and how is it
used? What important actions and plot points are foreshadowed? How does irony help us
understand the important turning points in the novella?
7. An in-depth character analysis of ONE major character from the novella. Including, but not limited
to, Physical description, characters thoughts/opinions about life around them (evolution of those
thoughts).
How the character interacts and INFLUENCES other characters. Your final thoughts about what type of
person your character is. Your conclusion should answer a so what? type of question.
8. A topic of your choice (approved by Mrs. Andrade).

Compose texts that integrate your stance with appropriate sources using strategies such as summary, critical analysis, interpretation, synthesis, and argumentation.

The Portfolio and Self-Assessment
The Portfolio and Self-Assessment Essay are in many ways the most important documents that youll create for this class. Assembling the Portfolio will help you to see your progress as a writer over the course of the semester, and the Self-Assessment Essay will give you the chance to evaluate that work based on your own criteria as well as the course learning objectives.
The Portfolio
The Portfolio should include, at a minimum, the Informative Review Essay, Position Essay, Research Proposal, Research Paper, and Self-Assessment Essay. Please submit edited versions of your work. Meaning, you should review all corrections and feedback you received from me on your papers before including them in your portfolio. You should also include any additional documents (or portions of documents) you composed over the semester that help you demonstrate the extent to which youve met the course learning objectives and developed your understanding in the sciences.
For instance, in addition to providing polished versions of your essays, you might want to include drafts of essays, examples from homework, peer reviews, etc. Or, you may want to include copies of your annotations of course texts or copies of the notes you took while reading to demonstrate that you have developed strategies for critical reading. To demonstrate that your drafting process has changed, you might want to include a draft from an early and a late assignment that illustrate changes in your drafting process. In order to better orient readers of your Portfolio, youll also need to compose introductions to (or abstracts for) each of the documents you showcase, including your major essays. Use this same approach for all of the Course Learning Objectives. (Be mindful that the documents you choose to include in your Portfolio should be referenced in your Self-Assessment Essay, which is further explained below. You will describe the documents, and their significance, in your essay. Thus, youll need to be very choosy in selecting which documents best represent your learning and development as a writer and be ready to refer to and analyze them in the Self-Assessment Essay.)
The portfolio will be housed on CUNY Academic Commons https://commons.gc.cuny.edu/, which uses a WordPress platform. Your portfolio will be secure in a non-commercial space under a CUNY domain. The portfolio will be read by me, some members of the class, and other CCNY faculty and administrators. While the arrangement of the Portfolio is up to you, it should be easy to navigate. As with any Web site, you want to be able to find what youre looking for without any interference. This might mean scanning handwritten notes, taking screenshots of annotated Web sites, and turning your essays into .PDFs or Web texts.
The Self-Assessment Essay

The Self-Assessment Essay
The Self-Assessment Essay is a kind of research paper. Your development as a writer is the subject and the writing itself is your evidence. As you write your Self-Assessment Essay, youll be referring to the works youve included in your Portfolio. This essay answers two questions: To what extent have I achieved the course learning objectives? In what ways have my perceptions on what writing is and does evolved this semester? This essay will thus provide you with an opportunity to demonstrate how youve developed as a writer this semester and will serve as an introduction to your Portfolio.
Here are the Course Learning Objectives: Over the course of the semester, you will:
Explore and analyze, in writing and reading, a variety of genres and rhetorical situations.
Develop strategies for reading, drafting, collaborating, revising, and editing.
Negotiate your own writing goals and audience expectations regarding conventions of genre,
medium, and rhetorical situation
Engage in the collaborative and social aspects of writing processes.
Understand and use print and digital technologies to address a range of audiences.
Locate research sources (including academic journal articles, magazine and newspaper articles) in the librarys databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias.

Strengthen your source use practices (including evaluating, integrating, quoting, paraphrasing, summarizing, synthesizing, analyzing, and citing sources)
The Self-Assessment Essay and Portfolio will not be evaluated on whether or not you have achieved the goals, but on how well you demonstrate your understanding of the goals that you have achieved and your thoughts about the goals that you have not achieved. It will be up to you how to incorporate your response to how your perceptions have evolved regarding the question, What is writing? You might want to devote a section of your Self-Assessment Essay to this subject alone, or you might want to weave this discussion into other parts.
Grading Rubric
While you wont be asked to assess your own Self-Assessment Essay, you should be aware of the criteria that Ill use when I assess it.
1. Have you addressed all of the course learning objectives, even those that you feel you did not spend enough time working on? (10 pts)
2. Have you articulated explicitly the ways in which your perceptions of writing have evolved? (20 pts)
3. Have you provided evidence, in the form of your own writing and specific learning moments, that you have developed as a writer? Are you able to identify areas in which you have not progressed, either because you didnt spend enough time with them or you feel that you had a strong start in those areas? (20 pts)
4. Have you effectively revised and edited your four major essays? (30 pts)
5. Is your portfolio design effective and appropriate for digital audiences? (20 pts)
Is your portfolio design simple and easy to navigate?
Have you maintained consistency from one page to the next?
Have you used color and contrast to make things simple for your reader? Have you considered font and page
Also,
Writing for the Sciences Fall 2018
COURSE LEARNING OUTCOMES:
COURSE WORK
1. Explore and analyze, in writing and reading, a variety of genres and rhetorical situations
Science genres (essays): Informative, Position, Research Proposal, Critical Research Paper.
2. Develop strategies for reading, drafting, collaborating, revising, and editing.
Planning, reading, organizing, and brainstorming that went into writing in each science genre.
3. Negotiate your own writing goals and audience expectations regarding conventions of genre, medium, and rhetorical situation
Relationship between primary and secondary audiences, science genres, and science writers. How did they negotiate their writing style for these two audiences and genres, and why?
4. Engage in the collaborative and social aspects of writing processes
What did you gain from peer-reviews, blackboard posts, and class group work?
5. Understand and use print and digital technologies to address a range of audiences
What is the purpose of using visual imagery in science writing? Why did you select the visual imagery that you did for your essays?
6. Locate research sources (including academic journal articles, magazine and newspaper articles) in the librarys databases or archives and on the Internet and evaluate them for credibility, accuracy, timeliness, and bias
Where did you find science sources for their papers? Did they provide the name of the CUNY database(s) used. Discuss the credibility of science articles, such as what we learned from the articles on Fracking.
7. Compose texts that integrate your stance with appropriate sources using strategies such as summary, critical analysis, interpretation, synthesis, and argumentation
How did you integrated your position with your sources? Look for areas where you used concessions (informative review) and counter- arguments (position and research). Describe how you objectively integrated your ideas with your sources.
8. Strengthen your source use practices (including evaluating, integrating, quoting, paraphrasing, summarizing, synthesizing, analyzing, and citing sources)
Discuss techniques for deciphering difficult sources? You can use the Morales article and assignments as an example. Also consider how you used Morales article to find sources for the Position Paper.

Use at least two established sources of secondary research, for example from an established newspaper or market report to highlight any trends in the wearable technology market going forward.

Following on from this, assess these sources in terms of their validity & reliability as regards the information they provide using appropriate theory.Use quality resources and check – are they up-to-date? Reputable? etc.- again utilise an appropriate text here to ensure the balance of theory to practice – how does the text suggest you measure validity & reliability?

Explain Singers argument in the article that youve chosen. What, in his view, is the correct position to have on the applied ethics issue you chose?

What are the reasons that he gives in support of his view? THE CITATION IS BELLOW IN THE READINGPart II
Present a potential problem for Singers view in the article that you read. After presenting a potential objection to Singers view, explain whether you think that Singers view is stronger than the criticism that you presented by doing one of the following
If you agree with Singers view, explain why the objection is not a problem for his view (i.e. give a response to that objection on behalf of Singer).
or
If you disagree with Singers view, explain, further, how the objection is problematic for his position.RUBRIC****INTRODUCTION: Introduction explains the topic discussed in the paperand includes a clear thesis statement. In this paper, your thesis should be a clear statement of your position on Singers argument in the paper that you choose **(e.g. Singer believes that x, but I will show that Singers position on Y is flawed).****Part I: Accurately represents and clearly explains Singers argument.
**Part II: Presents a relevant objection to Singers argument, explains it well and clearly states your position on the topic.
**Conclusion: Succinctly and clearly summarizes the topics discussed and restates the thesis.
**Overall Readability and Mechanics: Free of spelling and grammatical errors. Natural and appropriate word choice.
**Overall Structure and Organization: Discussion of different topics clearly indicated in text. Smooth transitions between sections, easy for reader to follow throughout.
**Originality of thought: Paper demonstrates original and creative critical thinking.
REQUIRED READING
Why you should give away most of your money Singer, Peter (Judge)
Medical Economics. 76.21 (Nov. 8, 1999): p275. Copyright: COPYRIGHT 1999 UBM LLC http://www.ubm.com/home
Full Text:
Our Financial Guide tells you how to husband your wealth. Now a philosopher takes a different slant.
The Australian philosopher Peter Singer, who teaches at Princeton University, is perhaps the world’s most controversial ethicist. Many readers of his book Animal Liberation were moved to embrace vegetarianism, while others recoiled at Singer’s attempt to place humans and animals on an even moral plane. Similarly, his argument that severely disabled infants should, in some cases, receive euthanasia has been praised as courageous by some and denounced by others, including antiabortion activists, who have protested Singer’s Princeton appointment.
Singer’s penchant for provocation extends to more mundane matters, like everyday charity. A recent article about Singer in The New York Times revealed that the philosopher gives one-fifth of his income to famine relief agencies. “From when I first saw pictures in the newspapers of people starving, from when people asked you to donate some of your pocket money for collections at school, he mused, I always thought, why that much- -why not more?”
Is it possible to quantify our charitable burden? In the following essay Singer offers some unconventional thoughts about the ordinary American’s obligations to the world’s poor and suggests that even his own one-fifth standard may not be enough.
In the Brazilian film Central Station, Dora is a retired schoolteacher who makes ends meet by sitting at the station writing letters for illiterate people. Suddenly she has an opportunity to pocket $1,000. All she has to do is persuade a 9-year-old homeless boy to follow her to an address she has been given. (She is told he will be adopted by wealthy foreigners.) She delivers the boy, gets the money, spends some of it on a television set, and settles down to enjoy her new acquisition. Her neighbor spoils the fun, however, by telling her that the boy was too old to be adopted–he will be killed and his organs sold for transplantation. Perhaps Dora knew this all along, but after her neighbor’s plain speaking, she spends a troubled night. In the morning Dora resolves to take the boy back.
Suppose Dora had told her neighbor that it is a tough world, other people have nice new TVs too, and if selling the kid is the only way she can get one, well, he was only a street kid. She would then have become, in the eyes of the audience, a monster. She redeems herself only by being prepared to bear considerable risks to save the boy.
At the end of the movie, in cinemas in the affluent nations of the world, people who would have been quick to condemn Dora if she had not rescued the boy go home to places far more comfortable than her apartment. In fact, the average family in the United States spends almost one- third of its income on things that are no more necessary to them than Dora’s new TV was to her. Going out to nice restaurants, buying new clothes because the old ones are no longer stylish, vacationing at beach resorts–so much of our income is spent on things not essential to the preservation of our lives and health. Donated to a number of charitable agencies, that money could mean the difference between life and death for children in need.
All of which raises a question: In the end, what’s the ethical distinction between a Brazilian who sells a homeless child to organ peddlers and an American who already has a TV and upgrades to a better one–knowing that the money could be donated to an organization that would use it to save the lives of children in need?
Of course, there are several differences between the two situations that could support different moral judgments about them. For one thing, to be able to consign a child to death when he is standing right in front of you takes a chilling kind of heartlessness; it is much easier to ignore an appeal for money to help children you will never meet. Yet for a utilitarian philosopher like myself–that is, one who judges whether acts are right or wrong by their consequences–if the upshot of the American’s failure to donate the money is that one more kid dies on the streets of a Brazilian city, then it is, in some sense, just as bad as selling the kid to the organ peddlers. But one doesn’t need to embrace my utilitarian ethic to see that, at the very least, there is a troubling incongruity in being so quick to condemn Dora for taking the child to the organ peddlers while, at the same time, not regarding the American consumer’s behavior as raising a serious moral issue.
In his 1996 book, Living High and Letting Die, the New York University philosopher Peter Unger presented an ingenious series of imaginary examples designed to probe our intuitions about whether it is wrong to live well without giving substantial amounts of money to help people who are hungry, malnourished, or dying from easily treatable illnesses like diarrhea. Here’s my paraphrase of one of these examples:

Bob is close to retirement. He has invested most of his savings in a very rare and valuable old car, a Bugatti, which he has not been able to insure. The Bugatti is his pride and joy. In addition to the pleasure he gets from driving and caring for his car, Bob knows that its rising market value means that he will always be able to sell it and live comfortably after retirement. One day when Bob is out for a drive, he parks the Bugatti near the end of a railway siding and goes for a walk up the track. As he does so, he sees that a runaway train, with no one aboard, is running down the railway track. Looking farther down the track, he sees the small figure of a child very likely to be killed by the runaway train. He can’t stop the train and the child is too far away to warn of the danger, but he can throw a switch that will divert the train down the siding where his Bugatti is parked. Then nobody will be killed–but the train will destroy his Bugatti. Thinking of his joy in owning the car and the financial secu rity it represents, Bob decides not to throw the switch. The child is killed. For many years to come, Bob enjoys owning his Bugatti and the financial security it represents.
Bob’s conduct, most of us will immediately respond, was gravely wrong. Unger agrees. But then he reminds us that we, too, have opportunities to save the lives of children. We can give to organizations like Unicef and Oxfam America. How much would we have to give to one of these organizations to have a high probability of saving the life of a child threatened by an easily preventable disease? (I do not believe that children are more worth saving than adults, but since no one can argue that children have brought their poverty on themselves, focusing on them simplifies the issues.) Unger called up some experts and used the information they provided to offer some plausible estimates that included the cost of raising money, administrative expenses, and the cost of delivering aid where it is most needed. By his calculation, $200 in donations would help a sickly 2-year-old transform into a healthy 6-yearold–offering safe passage through childhood’s most dangerous years. To show how practical philosophical argument can be, Unger even tells his readers that they can easily donate funds by calling one of these toll-free numbers: 800-367-5437 for Unicef; 800-693-2687 for Oxfam America.
Now you, too, have the information you need to save a child’s life. How should you judge yourself if you don’t do it? Think again about Bob and his Bugatti. Unlike Dora, Bob did not have to look into the eyes of the child he was sacrificing for his own material comfort. The child was a complete stranger to him and too far away to relate to in an intimate, personal way Unlike Dora, too, he did not mislead the child or initiate the chain of events imperiling him. In all these respects, Bob’s situation resembles that of people able but unwilling to donate to overseas aid and differs from Dora’s situation.
If you still think that it was very wrong of Bob not to throw the switch that would have diverted the train and saved the child’s life, then it is hard to see how you could deny that it is also very wrong not to send money to one of the organizations listed above. Unless, that is, there is some morally important difference between the two situations that I have overlooked.
Is it the practical uncertainties about whether aid will really reach the people who need it? Nobody who knows the world of overseas aid can doubt that such uncertainties exist. But Unger’s figure of $200 needed to save a child’s life was reached after he had made conservative assumptions about the proportion of the money donated that will actually reach its target.
One genuine difference between Bob and those who can afford to donate to overseas aid organizations but don’t is that only Bob can save the child on the tracks, whereas there are hundreds of millions of people who can give $200 to overseas aid organizations. The problem is that most of them aren’t doing it. Does this mean that it is all right for you not to do it?
Suppose that there were more owners of priceless vintage cars–Carol, Dave, Emma, Fred, and so on, down to Ziggy–all in exactly the same situation as Bob, with their own siding and their own switch, all sacrificing the child in order to preserve their own precious car. Would that make it all right for Bob to do the same? To answer this question affirmatively is to endorse follow-the-crowd ethics–the kind of ethics that led many Germans to look away when Nazi atrocities were being committed. We do not excuse them because others were behaving no better.
We seem to lack a sound basis for drawing a clear moral line between Bob’s situation and that of any reader of this article with $200 to spare who does not donate it to an overseas aid agency. These readers seem to be acting at least as badly as Bob was acting when he chose to let the runaway train hurtle toward the unsuspecting child. In the light of this conclusion, I trust that many readers will reach for the phone and donate the $200. Perhaps you should do it before reading further.
Now that you have distinguished yourself morally from people who put their vintage cars ahead of a child’s life, how about treating yourself and your partner to dinner at a favorite restaurant? But wait. The money you will spend at the restaurant could also help save the lives of children overseas! True, you weren’t planning to blow $200 tonight, but if you were to give up dining out for just one month, you would easily save that amount. And what is one month’s dining out, compared to a child’s life? There’s the rub. Since there are a lot of desperately needy children in the world, there will always be another child whose life you could save for another $200. Are you therefore obliged to keep giving until you have nothing left? At what point can you stop?
Hypothetical examples can easily become farcical. Consider Bob. How far past losing the Bugatti should he go? Imagine that Bob had got his foot stuck in the track of the siding, and if he diverted the train, then before it rammed the car it would also amputate his big toe. Should he still throw the switch? What if it would amputate his foot? His entire leg?
As absurd as the Bugatti scenario gets when pushed to extremes, the point it raises is a serious one: Only when the sacrifices become very significant indeed would most people be prepared to say that Bob does nothing wrong when he decides not to throw the switch. Of course, most people could be wrong; we can’t decide moral issues by taking opinion polls. But consider for yourself the level of sacrifice that you would demand of Bob, and then think about how much money you would have to give away in order to make a sacrifice that is roughly equal to that. It’s almost certainly much, much more than $200. For most middle-class Americans, it could easily be more like $200,000.
Isn’t it counterproductive to ask people to do so much? Don’t we run the risk that many will shrug their shoulders and say that morality, so conceived, is fine for saints but not for them? I accept that we are unlikely to see, in the near or even medium-term fixture, a world in which it is normal for wealthy Americans to give the bulk of their wealth to strangers. When it comes to praising or blaming people for what they do, we tend to use a standard that is relative to some conception of normal behavior. Comfortably off Americans who give, say, 10 percent of their income to
overseas aid organizations are so far ahead of most of their equally comfortable fellow citizens that I wouldn’t go out of my way to chastise them for not doing more. Nevertheless, they should be doing much more, and they are in no position to criticize Bob for failing to make the much greater sacrifice of his Bugatti.
At this point various objections may crop up. Someone may say: If every citizen living in the affluent nations contributed his or her share I wouldn’t have to make such a drastic sacrifice, because long before such levels were reached, the resources would have been there to save the lives of all those children dying from lack of food or medical care. So why should I give more than my fair share? Another, related objection is that the government ought to increase its overseas aid allocations, since that would spread the burden more equitably across all taxpayers.
Yet the question of how much we should give is a matter to be decided in the real world-and that, sadly, is a world in which we know that most people do not, and in the immediate future will not, give substantial amounts to overseas aid agencies. We know, too, that at least in the next year, the United States government is not going to meet even the very modest United Nations-recommended target of 0.7 percent of gross national product; at the moment, it lags far below that, at 0.09 percent, not even half of Japan’s 0.22 percent or a tenth of Denmark’s 0.97 percent. Thus, we know that the money we can give beyond that theoretical “fair share” is still going to save lives that would otherwise be lost. While the idea that no one need do more than his or her fair share is a powerful one, should it prevail if we know that others are not doing their fair share and that children will die preventable deaths unless we do more than our fair share? That would be taking fairness too far.
Thus, this ground for limiting how much we ought to give also fails. In the world as it is now, I can see no escape from the conclusion that each one of us with wealth surplus to his or her essential needs should be giving most of it to help people suffering from poverty so dire as to be life- threatening. That’s right: I’m saying that you shouldn’t buy that new car, take that cruise, redecorate the house, or get that pricey new suit. After all, a $1,000 suit could save five children’s lives.
So how does my philosophy break down in dollars and cents? An American household with an income of $50,000 spends around $30,000 annually on necessities, according to the Conference Board, a nonprofit economic research organization. Therefore, for a household bringing in $50,000 a year, donations to help the world’s poor should come as close as possible to $20,000. The $30,000 required for necessities holds for higher incomes as well. So a household making $100,000 could cut a yearly check for $70,000. Again, the formula is simple: Whatever money you’re spending on luxuries, not necessities, should be given away.
Now, evolutionary psychologists tell us that human nature just isn’t sufficiently altruistic to make it plausible that many people will sacrifice so much for strangers. On the facts of human nature, they might be right, but they would be wrong to draw a moral conclusion from those facts. If it is the case that we ought to do things that, predictably, most of us won’t do, then let’s face that fact head-on. Then, if we value the life of a child more than going to fancy restaurants, the next time we dine out we will know that we could have done something better with our money. If that makes living a morally decent life extremely arduous, well, then that is the way things are. If we don’t do it, then we should at least know that we are failing to live a morally decent life-not because it is good to wallow in guilt but because knowing where we should be going is the first step toward heading in that direction.
When Bob first grasped the dilemma that faced him as he stood by that railway switch, he must have thought how extraordinarily unlucky he was to be placed in a situation in which he must choose between the life of an innocent child and the sacrifice of most of his savings. But he was not unlucky at all. We are all in that situation.
Source Citation (MLA 8th Edition)
Singer, Peter (Judge). “Why you should give away most of your money.” Medical Economics, 8 Nov. 1999, p. 275. General Reference Center
GOLD, http://link.galegroup.com/apps/doc/A59330923/GRGM?u=lincclin_bwcc&sid=GRGM&xid=701d7ae1. Accessed 4 Dec. 2018. Gale Document Number: GALE|A59330923

Local level engagement of public policy issues is one way to demonstrate your political interests. In many instances, the public has only THREE MINUTES to present individual concerns to local, state, and federal politicians/officials (ex. at a city council meeting) this presentation must be concise and direct to be effective.

Your final work of the course is to choose any one of the main three topics (Black Panthers/Black Power Movement, AB 953, BLM) of policy that you worked on this semester and communicate its importance to your public. This is all I will say on the content you should be at a point where you recognize your own power to communicate about important things! You will need to submit an outline (brief) sketching out your 3-minute presentation on the day of your presentation.- use the writing below for the speech In todays world, offenders are one of the most stigmatized groups in society. Inmates face many hardships once they are released into the community and being stigmatized as an ex-offender is often implicated as a major barrier to successful community reintegration. In the narrative of Flores Forbes Invisible Men: A Contemporary Slave Narrative in the Era of Mass Incarceration, Forbes, a former leader in the Black Panther Party, talks about his journey to becoming a successful urban planner while overpowering the stigma of being formerly incarcerated and how he and many black men must hide in plain sight until they can remove the stigma of being previously incarcerated. An important policy that Forbes reiterates in this narrative about himself is the re-entry process into society for former incarcerated individuals who are trying to obtain that second chance. While reading this book he reminiscences back to where he was applying for a job after graduating. During his job search, he was at a point in his life where he had obtained enough experience on paper to get interviews but while being interviewed he would truthfully disclose his past of being incarcerated and the hiring process would end right there. This would then close the door on his face and demoralized that his understanding in a second chance in society was fading away. This experiences Forbes went through happens to many other ex-offenders in society today. During this process he explains that being truthful in the hiring process is getting him disqualified so he results to lying on the job application or ultimately becoming job smart and investigating jobs that dont require background checks. This shows today that ex-offenders who apply for jobs when they get out must disclose this information about there past to the employer on the date and the type of offense. Flores Forbes keys a term in the first chapter, the box. This term is defined by him on how its used-on employment applications to filter the individuals who have served time or have any prior convictions. In todays society we use this mechanism to weave individuals like Forbes out of process instead giving them the opportunity for that second chance. Society can view this mechanism as a self- incriminating way towards individuals that are just re-entering into society. A resolution that ex-offenders should keep in mind is when they are struck by this obstacle the best way is to build a Social network as Forbes puts it and try to obtain peers that can help them get into the work force or can vouch for them. It seems like today there is no support for these ex-offenders that are coming back into society. There needs to be some support or some reentry program for these people. Resources need to be funded so these individuals can come into society with the mindset of pursuing this second chance that they want. A good area to start aiming towards is when these people are just about to get out into society. Educate these individuals and have motivators that will motivate these ex-offenders into finding a career they like to pursue so this stigma that the everyone has on these people will change. Another way is when these people are out there needs to be an on-going support of close peers that will drive these individuals away from re-offending. In the United States, ex-offenders are released with significant ongoing economic and societal obstacles that often prevent them from thriving in life, thus indirectly pushing them back to crime, and back into the prison system. Many employers refuse to hire ex-cons, and systemic collateral consequences restrict thousands of ex-offenders legal rights, which essentially extends their punishment and hinders their ability to function in todays society. While there are many establishments working to remove these obstacles, policy reform must occur before ex-offenders can have real opportunities that promote success and ultimately help to reduce recidivism in the United States.