Point 1, "using technology," is supported with the simple but relevant notion that technology allows us access to information and abilities to which we would not normally have access. Similarly, point 2, the "golden age," is supported by the basic description of our technologically saturated social condition. Though the overall development and organization of the essay does suffer from an occasional misdirection (see paragraph 3's abrupt progression from coffee pots to the benefits of technology to cars), the essay as a whole flows smoothly and logically from one idea to the next.
Teachers or counselors can reinforce taught concepts in spontaneously arising situations (Knaus, 1974, 1977a, 1977b, 2004; Knaus & Haberstroh 1993). For example, asking a student to use a coping skill in a problem situation, when the student does not know the skill, is generally impractical. On the other hand, once the student has learned and practiced an REE concept, promptinga student to use a tested coping strategy, can prove productive. This application prompting method shows students that they truly do have choices in how they respond to problem situations, and can experience a sense of reward from applying a new REE taught skill.
I have a tampon story. I write about how it’s impossible to go buy tampons as a known person because people are like, "Oh, super plus, huh? Heavy flow?” They want to know those intimate details, and what is more intimate than something that literally goes inside my vagina? Whenever I go into a drugstore—flop sweat! Much less, if I have an itch and I need to buy Monistat. When me and D were dating and I was getting my birth control, the pharmacist was like, "When are you guys gonna have kids?" I was like, "No time soon," waving the packet.