Day: January 30, 2024

Introduction: Is Walmart Good for America?

The question “Is Walmart Good for America?” is a complex one, given the apparent economic benefits it brings to the US. Walmart’s owners present their hyperstore as a positive addition to the US economy, citing job creation without discrimination. However, behind this façade, there are allegations of exploitation targeting vulnerable communities and other job seekers. Walmart achieves this through intricate machinations that involve cutting working hours compensation and engaging in discriminatory practices against women and African Americans.

While Walmart claims to provide jobs for over 600,000 men and women, paying them billions (Greenwald), numerous former employees have come forward with reports of widespread abuses. The company faces lawsuits in more than 31 US states, coupled with millions of dollars in compensation settlements in three major states (Greenwald). Some former employees have disclosed instances of being outright “fired” when confronting or resisting, contributing to what Greenwald terms a “culture of fear” within the workplace (Greenwald). In essence, Walmart is accused of workplace exploitation within vulnerable communities, and its practices end up costing taxpayers billions in subsidies it receives from the government (Greenwald).

This analysis strongly suggests that Walmart’s operations are not focused on improving the conditions of the poor and job seekers. Instead, it appears to be systematically enhancing its corporate wealth, raising doubts about its positive impact on Americans and, ultimately, America. The allegations of worker exploitation, cost-cutting in medical insurance, and reliance on subsidies contribute to the conclusion that Walmart may not be beneficial for the broader community it serves.

Is Walmart Good for America?: Real Situation

Walmart stands accused of mistreating and exploiting its workforce, particularly individuals from vulnerable groups, including women, African Americans, and others, as highlighted in the documentary by Greenwald. According to Greenwald, some workers have expressed their concerns about the company’s practices.

Greenwald contends that Walmart actively discourages workers from forming unions, promoting disorganization among its workforce. Bill Fletcher Jr., in his essay “How to Fight Walmart,” suggests that addressing these issues requires a concentrated effort from multiple unions, forming a united front like “OUR Walmart” (Organization United for Respect at Walmart) to seek justice for workers, similar to unions in other industries (Fletcher). However, Fletcher notes with disappointment that this effort has not received support from various quarters. He emphasizes that for these initiatives to succeed, workers need to feel part of a broader movement and consistently unite on a single front. Without such unity, he predicts that efforts to challenge the exploitation by the company will falter, allowing Walmart to persist in its practices (Fletcher).

In essence, the continued exploitation of workers based on gender, race, or color is anticipated as long as the corporation prioritizes profit over economic growth or providing better job conditions for its workforce. Fletcher also highlights another form of exploitation by Walmart—failing to provide proper medical insurance to its employees. This multifaceted approach to exploitation underscores the challenges faced by workers seeking fair treatment and justice within the company.

Is Walmart Good for America?: What Documentary Says

In his documentary, “Walmart: The High Cost of Low Price,” Greenwald accuses Walmart of deceiving workers regarding their medical or health coverage package. According to Greenwald, most workers end up relying on Medicaid or private health coverage, incurring millions in medical costs (Greenwald). In the report “Wal-Mart and Health Care Condition: Critical,” David L. West argues that the company’s claims of providing healthcare insurance to its workers are misleading. As of 2003 and 2004, only “40% of its total employees were covered,” a significantly low percentage compared to other companies (West 03). West further notes that Walmart has reduced healthcare coverage for its employees, leading many to “apply for Medicaid,” despite the company being “subsidized by taxpayers” (West 04). This suggests that Walmart’s actions are not contributing positively to the US economy; instead, they are placing a burden on it, with taxpayers subsidizing the company while it falls short in providing adequate healthcare coverage to its workers. Despite Walmart’s claims of job creation and offering medical coverage, the reality is that not all workers receive healthcare benefits, and the company is saving millions at the expense of US taxpayers through subsidies. These subsidies are not insignificant; they amount to a substantial sum.

Is Walmart Good for America?: Question of Subsidies

The US government extends various subsidies to the giant Walmart with the intention of creating jobs for Americans and increasing tax revenue to bolster the economy. However, according to Greenwald in his documentary, these subsidies, funded by the hard-earned money of taxpayers, are being utilized for the expansion of the hyperstore, rather than benefiting consumers or workers (Greenwald). An article from Multination Monitor titled “Wal-Mart’s Subsidy Shopping” outlines the ten largest subsidy deals involving Walmart, emphasizing that these billion-dollar deals span over more than 35 states in the United States (“Wal-Mart’s Subsidy Shopping”).

The article sheds light on the problems posed to Americans and American taxpayers. It cites a 1998 decision by the California Supreme Court, where the court struck down a $1.9 million subsidy, reasoning that such subsidies primarily contribute to store development rather than serving the public’s welfare. This underscores the notion that Walmart might be misleading the government and taking advantage of government subsidy programs.

Conclusion: Is Walmart Good for America?

In short, it can be asserted that the Walmart corporation does not prove beneficial for America and the American public due to its exploitative strategies targeting vulnerable sections of society. The company saves on working hours, medical coverage, and compels employees to work extended hours. It also cuts costs on healthcare, pressuring workers to opt for private healthcare or Medicaid. The significant loss to Americans lies in the utilization of subsidies for the corporation’s own development. Therefore, it becomes evident that while Walmart may benefit its owners in terms of profit, its impact on Americans and the American economy is not positive.

Works Cited: Is Walmart Good for America?

1. Fletcher Jr., Bill. “How to Fight Walmart.” Progressive, vol. 77, no. 8, Aug. 2013, pp. 14-16. EBSCOhost, libaccess.texsu.edu:443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=89531272&site=ehost-live&scope=site. Access 29 Jan. 2023.
2. Walmart: The High Cost of Low Price. Dir. Robert Greenwald. Top Documentary Films. 2005. https://topdocumentaryfilms.com/wal-mart-the-high-cost-of-low-price/ Accessed 29 Jan. 2018.
3. “Wal-Mart’s Subsidy Shopping.” Multinational Monitor, vol. 25, no. 5/6, May/Jun2004, pp. 7-8. EBSCOhost, libaccess.tesu.edu:443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=13901938&site=ehost-live&scope=site. Access 29 Jan. 2023.
4. West, David L. “Wal-Mart and Health Care Condition: Critical.” Center for Changing Workforce, Jan. 2006. http://www.cfcw.org/wal-martreport-january2006.pdf. Accessed 29 Jan. 2023.

Relevant Questions about Is Walmart Good for America?

1. How does Walmart’s employment practices, as highlighted in various reports and documentaries under the question “Is Walmart Good for America?,” impact the well-being and economic conditions of its workers, particularly in terms of issues such as working hours, discrimination, and access to healthcare?
2. What are the broader economic implications of Walmart’s reliance on subsidies for its expansion, as discussed in articles and documentaries exploring the question “Is Walmart Good for America?,” and how does this impact the public and the overall economy?
3. In what ways does Walmart’s influence on the retail industry, including its impact on local businesses and communities, contribute to or hinder the economic health and vitality of America, considering the overarching question “Is Walmart Good for America?”

Introduction Virtual Reality of Video Games

The virtual reality of video games transports players into immersive digital realms, offering an unprecedented level of engagement where individuals can interact with dynamic environments and characters, blurring the line between fiction and reality. Published in The Atlantic, the article “Can Video Games Teach Us How to Succeed in the Real World?” by Lane Wallace explores the impact of video games on individuals’ careers. In the opening of the article, Lane Wallace notes that video game sales double during holidays, leading to increased engagement from more people. He underscores the growing number of individuals dedicating extended periods to playing games, exemplifying this with the case of teenagers. Wallace mentions a 20-year-old man who has accumulated “an average of 10,000 hours playing video games” (Wallace) – a concerning statistic.

Wallace raises questions about the potential role of video games in capturing attention, energy focus, and fostering addiction, particularly among young men. Quoting John Tierney, he emphasizes the appeal of video games lies in instant feedback and constant encouragement. Adding insights from Dr. Paul, Wallace suggests that children’s addiction may be linked to the rewards they receive. He draws parallels between game playing and rats, where unpredictable rewards make them more addictive, suggesting a resemblance in behavior between humans and rodents.

Citing an article from The New York Times Magazine, Wallace highlights a school where video games are incorporated into teaching various educational skills. However, he contends that this approach may not be logical in real-life experiences due to certain differences. Wallace argues that while games operate on a single level, life is multidimensional, multitasking, and immensely complex. He notes that video games are linear, offering several chances to fail and then succeed, whereas life does not always follow this pattern. In the context of jobs, Wallace asserts that the “trying again” approach seen in video games is not realistic. Additionally, he posits that real-life rewards hold greater significance than virtual rewards earned through video games.

Position about Virtual Reality of Video Games

Regarding my stance on the matter, I concur with Mr. Wallace’s position articulated in his article on video games. His use of credible sources adds weight to his arguments, and the evidence presented is hard to dispute. The assertion that video games hold appeal due to instant feedback is accurate, especially considering how even adults can be drawn in by this aspect. The acknowledgment of virtual rewards and motivation in these games is also valid, despite their proven efficacy in teaching language and math skills.

However, I align with Wallace’s perspective that, while video games may have educational benefits, they fall short in preparing individuals for real-life situations. The distinction between the virtual and real world, as skillfully outlined by Wallace, is more significant than we might perceive. In the virtual realm of games, multiple trial-and-error options exist, allowing for failures to transform into successes almost instantly. This abundance of “try-try-again” opportunities contrasts sharply with the real world, where some situations offer no second chances, and failure is irrevocable. Wallace aptly emphasizes that this distinction extends beyond mere enjoyment; it also reflects a fundamental disparity in the linear and realistic aspects of the virtual and real world.

First Argument about Virtual Reality of Video Games

In his initial argument, Wallace concludes that the world of video games is characterized by sheer enjoyment, devoid of the dull, unpleasant, and monotonous tasks found in the real world. To illustrate this point, he contrasts the potential enjoyment of toilet cleaning in video games with the decidedly unpleasurable reality of the task. This argument aligns with Christian de Looper’s perspective, as presented in her article “Why Video Games May Play Big Role in Education,” published on Tech Times. Quoting Dr. Sandra, Looper emphasizes the educational benefits of video games, which, as Wallace previously pointed out, promote focused energy, concentration, and attention (Looper). These qualities are often lacking in other areas of life where such enjoyable experiences are not readily available. Therefore, Wallace’s assertion that the world of video game fun stands in stark contrast to the dull and drab reality is well-founded, and his statement that “Life is not always fun” (Wallace) is indeed accurate.

Second Argument about Virtual Reality of Video Games

His second supporting point emphasizes the linearity of video games. Wallace argues that, despite the potential difficulty of some games, they are played in a straightforward manner. In other words, players move from one task to the next, completing each one before progressing to the subsequent challenge. In contrast, life does not operate in such a linear fashion. Wallace contends that life is “multi-dimensional, multi-task, and, in most cases, hugely complex” (Wallace). While video games present problems in a segmented fashion, real-life problems are inherently complex and lack the structured nature of video game tasks.

The virtual world’s problems, as Wallace asserts, do not carry the weight of real-life complexities, fostering a sense of detachment and reduced worry. However, the problems encountered in real life are intricate and do not offer the luxury of immediate feedback or the possibility of a do-over. Unlike the linear world of video games, where failure is commonplace and part of the learning process, the real world sometimes provides no room for failure.

Third Argument in about Virtual Reality of Video Games

His third argument, asserting the dominance of the world of reality, carries substantial weight. The distinction lies in the fact that the world of games is entirely separate from the world of reality; it constitutes a virtual reality. In the real world where we live and sustain ourselves, we encounter genuine dangers, risks, and hazards, prompting us to take measures for our safety. In contrast, the realm of virtual reality lacks these real-life challenges, offering rewards without corresponding risks or dangers. Wallace contends that “no virtual reward is as well as those that come from real experience” (Wallace).

While video games may be utilized for motivation and other purposes, their success within the virtual world doesn’t necessarily validate their effectiveness in real-life scenarios. The world of games significantly differs from the tangible reality surrounding us, and simply engaging with tunes and screens does not expedite or simplify the learning process. Such motivational tactics are often short-lived and may not prove to be enduring or effective. Wallace’s underlying message is that real-life tasks should be approached with the seriousness they deserve, as treating them like games can lead to misplaced motivation, an observation echoed by Life Coach Russell Hemmings (Hemmings). The use of video games, according to Hemmings, is exacerbating this widening difference between the virtual and real world.

Conclusion: First Argument about Virtual Reality of Video Games

In short, Wallace articulates the argument that while video games have given rise to a new realm of virtual reality, they fall short in imparting essential life skills or enhancing survival capabilities in the challenging real-world landscape of competition. The fundamental distinction between the virtual and real worlds lies in the fact that reality is not always enjoyable, lacks a singular dimension or direction, and offers no easy solutions, nor does it present a “try-try-again” scenario. The real world is complex, fast-paced, narrow, and often offers single-option paths. Unlike video games, where success can be achieved through trial and error, such success is not readily available in the real world.

While some video games designed for educational purposes have demonstrated utility and benefits, it’s primarily due to the engaging and enjoyable aspects of their usage. However, the real world presents serious challenges that cannot be approached with mere fun and frolic. Thus, Wallace’s assertion regarding the limitations of video games and their virtual reality in equipping individuals for success in the real world carries considerable merit.

Works Cited: Virtual Reality of Video Games

1. Christian de Looper. “Why Video Games May Play Big Role in Education.” Tech Times. Tech Times. 22 Dec. 2014. Web. 23 Feb. 2023.
2. Hemmings, Russel. “Real vs virtual world.” Gulf News. Gulf News. 15 Feb. 2014. Web. 22 Feb. 2023.
3. Wallace, Lane. “Can Video Games Teach Us How to Succeed in the Real World?” The Atlantic. The Atlantic. 15 Dec. 2010. 23 Feb. 2023.

Relevant Questions about Virtual Reality of Video Games

1. How does the immersion provided by the Virtual Reality of Video Games impact the player’s perception of reality, and what psychological effects might this have on individuals?
2. In what ways can the Virtual Reality of Video Games contribute to both positive and negative aspects of social interaction, considering factors such as social isolation, community building, and the potential for immersive collaborative experiences?
3. How does the ethical dimension of the Virtual Reality of Video Games come into play, particularly in terms of content creation, representation, and the potential desensitization to certain actions or behaviors?

Introduction: Tocqueville’s Understanding of Tyranny

Tocqueville’s understanding of tyranny illuminates the subtle erosion of individual liberties within the framework of democratic societies, as he astutely observes the potential dangers of majority rule and the emergence of a “soft despotism.” The challenge inherent in any democratic system lies in the potential for the majority, once in power, to wield absolute authority. This circumstance often presents the temptation for the majority to dominate when governing, potentially leading to tyrannical rule. To counteract this tendency, certain measures must be in place to curb the potential tyranny of the majority. During Alexis de Tocqueville’s visit to the United States, he identified two crucial phenomena that, while having both merits and demerits for American democracy, played significant roles. In his influential work, “Democracy in America,” Tocqueville explores the various strengths and weaknesses of the U.S. democratic system, particularly focusing on the impact of the majority and religion in safeguarding liberty and individual freedom.

Tocqueville’s Understanding of Tyranny

Tocqueville posits that, concerning the tyranny of the majority, justice should be grounded in the collective perspective of humanity rather than exclusive to one nation. In a democratic system, the ascendancy of the majority signifies the unrestrained exercise of power without adequate checks and balances. All three branches of government—legislature, executive, and judiciary—may fall under the sway of the majority, resulting in unchecked power that can lead to the suppression of freedom and free expression, breeding tyranny.

However, Tocqueville suggests that if the judiciary maintains independence from the other two branches, a well-functioning democratic government can be established without the peril of tyranny (Tocqueville, 2). In essence, he argues that an independent judiciary mitigates the risk of tyranny, as it possesses the authority to intervene and prevent its occurrence.

Tocqueville’s Understanding of Tyranny:  Checks

While the tyranny of the majority in America is somewhat constrained, Tocqueville contends that it remains unchecked in the realms of individual freedom and freedom of expression. This lack of restraint is particularly evident as individuals hesitate to go against societal norms and conventions dictated by the majority. In the United States, any bold dissenting individual risks facing ostracism by the majority.

Furthermore, Tocqueville highlights how this environment stifles both freedom of expression in speeches and writing. He quotes an individual who observes that a free thinker may have the freedom to live but is likely to feel like “a stranger among your people” (4). Tocqueville argues that this societal response is a contributing factor to the absence of great writers emerging in America, as few can endure such treatment by society.

Tocqueville’s Understanding of Tyranny:  Checks of Religion

Religion plays a pivotal role in curbing the tyranny of the majority in two significant ways. Firstly, it has been deliberately separated from political life and governmental associations, limiting its influence to clergy and women. As Christian morality is consistent worldwide and is practiced both in America and globally, it is natural for people to adhere to Christian principles. By keeping clergy at a distance from political affairs, they garner respect within society, and women, as custodians of Christian morals, play a crucial role in preserving these values.

The separation of religion from politics allows individuals to find solace at home amidst the tumult of political upheavals and work life. Consequently, a balanced individual emerges the next day. Tocqueville argues that religion serves as a restraint, as individuals learn moral values at home and apply them in their political lives. This, he asserts, facilitates the utilization of “freedom” and acts as a check against the tyranny of the majority on the minority, with clergy abstaining from political involvement and avoiding entanglements in political disputes.

Conclusion: Tocqueville’s Understanding of Tyranny

In essence, Tocqueville’s perspective on the majority and its potential for tyranny suggests that the United States has not produced great free thinkers comparable to Europe during his time. However, the separation of church and state in America has played a crucial role in preserving both religion and freedom. Tocqueville contends that the church’s involvement in temporal power alongside the state would attract animosity from the public and politicians, as indicated by the political fervor it generates (10).

In contrast, the clergy’s decision to distance themselves from politics earns them respect in society. Consequently, the influence of religion in the United States contributes to the promotion of peace and hope. These sentiments act as powerful restraints, dissuading individuals from engaging in tyrannical behavior towards their fellow human beings. This, according to Tocqueville, is how the passion for peace and hope serves as a check on the potential tyranny of the majority in America.

Reference: Tocqueville’s Understanding of Tyranny

1. Tocqueville, A. de. (1835). Democracy in America (H. C. Mansfield & D. Winthrop, Eds. and Trans.). University of Chicago Press. Retrieved from https://press.uchicago.edu/Misc/Chicago/805328.html

Relevant Questions about Tocqueville’s Understanding of Tyranny

1. How does Tocqueville perceive the potential for tyranny in democratic societies, particularly in the context of the majority’s rule?
2. In what ways does Tocqueville argue that the separation of church and state in the United States serves as a check on the tyranny of the majority?
3. How does Tocqueville’s observations on individual freedom and expression in the United States contribute to his broader understanding of the dangers associated with the tyranny of the majority?

Introduction: The Prophet Is God’s Emissary on the Earth

Generally, a prophet is someone who foretells the future of a person, but in scriptural meanings, a prophet is God’s emissary who not only brings messages from God, directly or indirectly, but also conveys warnings of rewards, blessings, and admonitions from God to His people. Throughout history, prophets have carried out their roles at the behest of God, filling the narratives of almost all religious scriptures, be it the Bible, the Torah, or the Quran. The same holds for the Prophet Nathan in the book of Samuel. Here, Nathan serves as a prophet of God, while David has been appointed as the king of Israel by God, accompanied by a clear divine blessing, although he is considered a prophet in Islamic scriptures. Nathan successfully fulfills the role of a prophet by not only ensuring justice for David but also warning him of potential punishment, emphasizing the need for people to await the blessings of God and face consequences for their transgressions. In essence, in the narratives, the role of the prophet is not only to instill a sense of justice among rulers but also to caution them about the consequences of sinful acts and bring blessings from the Lord in the form of news of victories and happiness.

Tasks: The Prophet Is God’s Emissary

As for the task of the prophet to impart evaluation and assessment to the king or ruler, it is clear that individuals of God have the responsibility to spread the message of God rather than directly teaching kings. However, they can assess or evaluate a king based on their actions and behaviors, providing guidance accordingly. In this context, Nathan conveys a parable to David involving a poor man and a rich man. The rich man, possessing a whole flock, unjustly takes the only ewe lamb of the poor man, who had cared for it as his own child. When a guest arrives, the rich man opts to slaughter the poor man’s lamb instead of using one from his own herd. In response, David pronounces that the rich man deserves death for stealing the poor man’s lamb. Nathan commends David for this judgment, stating, “You are the man” (Osiek 518). This commendation indicates that Nathan was evaluating whether David had the discernment to distinguish between right and wrong, a crucial quality for a king. In other words, a prophet contributes to laying the foundation of a moral society.

Role of The Prophet Is God’s Emissary

Another role of the prophet is to warn the people of the punishment of God or convey the message of the Lord to the people. In this context, Nathan plays an important role when he cautions David about how the Lord had favored him with rule on the earth and how he had committed a sinful act, resulting in the loss of God’s favor (518). In essence, the prophet’s task is to convey to the individual that they have transgressed the boundaries set by the Lord and to outline the impending punishment.

Nathan serves as a messenger when he communicates the message of God to David, stating that God has said, “I will bring evil upon you out of your own house” and that “I will take your wives before your own house.” When David repents before Nathan, acknowledging that he has done a great wrong, Nathan conveys the divine message that the “child born to you will surely die,” a prophecy that unfolds as foretold (518). Despite David’s profound mourning, wailing, and cries, he loses his son as Prophet Nathan had warned of the consequences of his sin.

The Prophet Is God’s Emissary

As the Lord does not come to the earth Himself, it is the job of the Prophet to convey His wrath or happiness to His people who show transgression from His command or deviate from His path. When Nathan informs David of how the Lord is angry with him and takes his son away as a punishment, David accepts it with a resigned heart and starts a new chapter in life. The Lord becomes pleased with him, and then “The Lord loved him and sent the prophet Nathan to name him Jedidiah on behalf of our Lord” (519). This is clearly the news of happiness that Nathan brings to David, indicating that the Lord has not only forgiven him for his repentance and punishment but has also bestowed upon him the honor of having his generations become kings. Jedidiah is the name of King Solomon when he was an infant, as named by the Prophet Nathan.

The Prophet Is God’s Emissary: David

Although Nathan has not explicitly given the good news of victory to David, he attains a high divine status afterward, and God blesses him with victories. However, it is clear that David has been conveyed a message by the Lord Himself: “By David my servant, I will save my people from the power of the Philistines and from the power of all their enemies” (501). This is a clear reference to the role of the prophet, indicating that the prophet should ensure that God’s chosen people are on the right path, and if they come under danger, the Lord makes arrangements to save them from any sort of enemies. In other words, by saving, the Lord means that He will bless them with victories. That is why it is directly conveyed to David that the Lord will bless them with victories.

Goodness and The Prophet Is God’s Emissary

In this connection, it is also fair to say that as the messenger of God and herald of goodness, it is the duty of the prophet to bring peace. David has exemplified this on several occasions. First is the moment when he absolves himself of the murder of Abner, mourning his death and declaring his innocence. Second is the revenge that he exacts from the killers, in fulfillment of the covenants he has made to God.

In the first case, upon hearing of the murder of Abner, David makes it clear, “Before the Lord I and my kingdom are forever innocent” (511). He mourns Abner’s death, uttering elegiac verses and eliciting mourning from those around him. As people come to console him, David swears, “May God do thus to me, and more, if before the sun goes down I eat bread or anything else” (511).

The second instance occurs when Ishbaal is killed, and his head is brought to David. He makes it clear that the men who brought him the news of the death of the prophet Saul were rewarded immediately. In other words, David disapproves of the killing of Ishbaal and orders his men to execute those responsible to halt further bloodshed. This illustrates that the role of the prophet is to bring peace to the land through actions deemed just.

Blessings: The Prophet Is God’s Emissary

God then blesses His messengers and prophets with victories and blessings. In the case of David, God establishes him as king with the good news that his progenies would rule Israel. It is clear from the very inception of his reign, as God said, “You shall shepherd my people Israel; you shall be ruler over Israel” (512). In other words, the prophet becomes an emissary of God and takes up the responsibility of the chosen people of God. The ascent of David as the king of Israel clearly illustrates this divine responsibility bestowed upon a prophet, in this case, Nathan.

Soon after David’s kingship begins, he experiences victories not only in Zion but also in Jerusalem. He also achieves triumphs against the formidable force of the Philistines. The Lord Himself communicates with him, instructing him to attack, promising, “I will surely deliver the Philistines into your power” (512). The Lord continues to bless David with victories until he reunites with the daughter of Saul, Michal, and then generously rewards the people with a loaf of bread and meat for their enjoyment.

Furthermore, the prophet not only attains blessings and rewards from God, but his near and dear ones also reap the benefits. For example, David explicitly declares, “There is none like you” to the people about God, conveying the message that God is all-powerful (514). This underscores the role of the prophet, as God does not descend to directly communicate with the people.

Conclusion: The Prophet Is God’s Emissary

In short, it is apt to state that the prophet serves as an emissary of the Lord on Earth, conveying His messages to the people of God. The prophet not only warns them of the consequences of transgressions or sins but also acts as a mediator to shield them from the wrath of God. This is evident when Nathan narrates a parable to David, forewarning him of God’s wrath for his transgressions. Similarly, in the case of David, God bestows victories upon His chosen people and showers blessings through the prophet. The prophet serves as the conduit through which the messages of God reach the people, whether directly or indirectly, as exemplified in the case of David.

Works Cited: The Prophet Is God’s Emissary

Osiek, Carolyn. Anselm Academic Study Bible. Winona MN. Anselm Academic. 2008.

Relevant Questions about The Prophet Is God’s Emissary

1. How do different religious traditions interpret and understand the role of “The Prophet as God’s Emissary”?
2. In what ways do historical and cultural contexts shape the perception and significance of “The Prophet as God’s Emissary” across different religions?
3. How do the teachings and messages of “The Prophet as God’s Emissary” influence the beliefs and practices of their followers in various religious traditions?

Introduction: Future Status of English

“Is the future status of English as the global language assured, given its widespread use in international communication, business, and technology?” It is being said that it is losing its former luster. However, there are opposing arguments too. Sometimes, even leading linguists have dubbed English as the lingua franca of the world due to its dominance over media, technology, and every other field. However, at other times, Noam Chomsky and others of his ilk go against it, arguing that bilingual people learn more easily or that local languages must be preserved. Despite these arguments, the fact remains that English has taken hold of the lives of the majority of people. This is attributed to the British Empire, where it became the official language of half the world, and because every field of knowledge has been translated into English. Additionally, the recent advent of interactive media has given a boost to English. Therefore, the debate has become fiercer than ever. However, it is also true that English is gaining the upper hand because it is not only the official language of the majority of major countries but also the language of interactive media, businesses, and the academic world.

Opponents of Future Status of English

The opponents argue that English cannot dominate the world, citing instances where it has lost its status as an official language and is viewed as an obsolete language of former dominating empires, especially in several Middle Eastern countries and South Asian states. However, the reality is quite different. Even in the case of India, efforts to abolish it altogether were unsuccessful. Despite being used in elite circles, English has retained its status as the official language, a decision that was supposed to end in 1965 in the southern part, but “it did not happen; southern India said no,” and English remains the official language of the entire country (“The World Language”). This is why most Indians have to learn English, as it serves as the medium of communication in offices and educational institutions.

Moreover, following the fall of the British Empire, the United States has emerged as a dominant global force, particularly financially. The U.S. introduced the first “interactive medium, the internet” (“The World Language”), further favoring English. Hence, the argument that the declining official language status of English would lead to its overall decline is not correct.

Argument of Future Status of English

Its opponents put forward another argument that English will decline, stating that in countries where English is not the lingua franca, most people prefer media broadcasting news and entertainment programs in local languages rather than English. They argue that business is conducted in local languages. However, the reality is quite different because for a business to thrive on the international level, it must have managers who are well-versed in the English language. This is because, as “business spreads across frontiers, the company…encourages the use of English” (“The World Language”), allowing executives to communicate with a broader audience. Hence, there is a visible urge to learn English.

As for the media, English is the language of the most interactive medium, the internet. This is evident in the fact that many websites are created in English, using apparatuses, and “American operating systems [give] English a nudge ahead” (“The World Language”), providing strong evidence in favor of its dominance. Even in cinema, where movies are often dubbed in local languages, the “language spoken on screen is [almost always] English” (“The World Language”).

Bilingual Theory and Future Status of English

The opponents put forward another argument, perhaps under the influence of bilingual theory or mother tongue support, claiming that learning English as a second language hampers students and institutional growth in the academic world. They argue that schools are now abolishing English as a medium. However, ground realities defy this argument as well. The number of learners is increasing each year, with new pupils entering schools who choose English as their medium of instruction (“The World Language”). Moreover, a significant amount of wider research is conducted in English, and it has “long dominated learned journals” (“The World Language”). Additionally, if one aims to reach a wider audience, “English is the language of choice” (“The World Language”).

Conclusion: Future Status of English

Therefore, it is fair to say that, owing to its official status in major countries and its prevalence in the media and corporate world, English seems to have retained the status of a global lingua franca. This position is further strengthened by the academic world’s swift adoption of English as a language to reach a wider audience. Even though local varieties may influence small regions, English maintains its place as the language of the internet, cinema, and the international business world. Consequently, it is evident that English has gained the status of a global language, and despite the presence of local languages on the web, “the bigger winner will be English” (“The World Language”). This is because the audience would mostly need to translate these sites back into English. Therefore, there is no doubt that the status of English as the global language is assured.

Works Cited: Future Status of English

“The World Language.” The Economist, Millennium Issue. 31 Dec. 1999. Newspaper Source. Web. 17 July 2023.

Relevant Questions: Future Status of English

1. How might the ongoing evolution of the internet and digital communication impact the future status of English as a global language?
2. In what ways do emerging economic powers and their linguistic preferences contribute to or challenge the continued dominance of English on the global stage?
3. How do educational trends, particularly the adoption of English as a medium of instruction in various countries, influence the future trajectory of English as a global language?

Introduction: iPads and Tablets Are Facilitating Children’s Learning

iPads and Tablets Are Facilitating Children’s Learning by providing interactive and engaging educational experiences that cater to diverse learning styles and preferences. The problem with technology is that it not only creeps into our lives but also into the lives of our children, compelling us to adopt new ways to cope with the situation, such as teaching them to use these ever-emerging devices with sagacity and care. Just take the example of new smartphones; before the elders are aware of their effects on children, these devices have taken over every aspect of our lives. The world was just beginning to contemplate how to restrict their use when they were followed by their elder brothers and cousins, iPads and tablets. Before we could fully understand these gadgets and their impacts, they had taken over the lives of our children and become an integral part of the learning process. These are just a few examples among hundreds of other devices, and now it seems that life would have been almost incomplete without them. The history of these smartphone-touch-screen gadgets goes back to Apple Inc. and its founding father, Steve Jobs, whose concept of making things easier for the public and the layman compelled him to bring the first Apple computer to the market, followed by the iPhone, and soon after, the iPad joined this race.

Statement of Facts: iPads and Tablets Are Facilitating Children’s Learning

When Google launched its competitor Android operating system, tablets from every other company flooded the market, and soon our children had these devices in their hands before we were aware of them. These devices are not only cheaper but also true to Jobs’ philosophy of being easy to operate. The result of using these devices is that our next generation is smarter, wiser, and cleverer. With iPads and Tablets, children are not only learning easily but also quickly, as these devices provide them with easy-to-operate options, interactive content and material, and a fun learning environment.

Proof: iPads and Tablets Are Facilitating Children’s Learning

IPads and tablets have facilitated our children because they are easy to operate, featuring touch screens with clear guidance, icons, and logos on how to operate and run them. Despite having different operating systems manufactured by various companies, both iPads and tablets share common features, with touch-and-do functions being chief among them. The screens function as buttons, making operation easy for children. This ease of use is evident in the fact that this generation using tablets and iPads has been named “iTods” (Sanghani). More than 61% of three-year-old toddlers in the United Kingdom find it easier to operate iPads, while this percentage is 38% among two-year-olds. Young kids at this age find it quite easy to operate any tablet or iPad, engaging with videos, audios, or games effortlessly.

Additionally, iPads and tablets provide interactive content and material for children. These devices offer smart games designed for kids of all ages, incorporating poems, rhymes, and lessons on various subjects. The interactive presentation of this content makes it easy for children to understand, and they often enjoy the engaging format. In an experiment conducted in Kuwait, it was observed that children remained focused on their iPads and tablets, attracted to the interactive material presented. The study concluded that the tablets’ ability to provide interactive content enhances children’s creativity and imagination (Al-Mutairi). In the same article, Al-Mutairi mentioned a mother’s perspective, noting that these devices create opportunities for parents and children to share, engage, and interact, contributing to their learning and emotional development. Therefore, the interactive feature of presenting content to kids proves highly beneficial.

Furthermore, tablets and iPads have proven to create a fun environment that is beneficial for learning. These devices encompass everything required to make material, content, or lessons enjoyable. They feature a full sound system, the ability to present content in video format, interactive elements, vibrant colors, and musical components. When connected to the internet, they can have installed apps that aid children in learning. Kit Eaton, an article writer for the New York Times, highlights this by stating, “Using animations and spoken guidance, the app leads children to sound letters that appear on the screen and shows how letters make words” (Eaton). Eaton discusses several applications that have made learning enjoyable for kids, enabling them to learn how to read through these engaging applications. Additionally, these devices are almost like “virtual kinesthetic” tools, as mentioned by Sally, facilitating easy learning for children.

Refutation: iPads and Tablets Are Facilitating Children’s Learning

However, there is always another side to the coin, and alongside several benefits, there are also harms associated with these devices. For instance, some parents have expressed concerns that children become obsessed with playing games and neglect their studies (Al-Mutairi). While this concern is valid, it is essential for parents to take responsibility and guide the correct use of the device, considering that children are still in their formative years. Complaints of insomnia due to excessive usage have also been raised. In both cases, the answer remains the same – parents need to recognize and fulfill their responsibilities. It is the duty of parents to guide and monitor the use of these devices, ensuring that their children are not overwhelmed by them. Therefore, tablets and iPads are proving to be great facilitators in helping children learn and understand easily.

Epilogue: iPads and Tablets Are Facilitating Children’s Learning

In a nutshell, technical devices are not inherently bad; it is their use that determines whether they are beneficial or detrimental. Tablets and iPads, in this context, offer great benefits. They are not only easy for children to operate, but they also present information in an interactive manner. Children often learn more effectively through visuals, making these devices particularly advantageous. Additionally, they create a fun environment for learning. However, the guidance and monitoring of parents are crucial, as without proper oversight, these devices may prove harmful instead of beneficial. Nevertheless, the advantages of their use outweigh the potential drawbacks when used responsibly.

Works Cited: iPads and Tablets Are Facilitating Children’s Learning

1. Al-Mutairi, Nora. “Tablets could be useful to kids’ development, if right balance found.” Kuwait News Agency, 28 October 2013, http://www.kuna.net.kw/ArticleDetails.aspx?id=2340971&language=en. Accessed 05 December 2023.
2. Eaton, Kit. “Learning to Read, With the Help of a Tablet.” The New York Times, 21 August 2013, http://www.nytimes.com/2013/08/22/technology/personaltech/learning-to-read-with-the-help-of-a-tablet.html?_r=0. Accessed 05 December 2023.
3. Sally. “How using tablet computers can help engage learners in primary education.” Webanywhere, 05 September 2012, http://www.webanywhere.co.uk/blog/2012/09/virtual-kinesthetics-electronic-tablets-engage-learners-primary-schools/. Accessed 05 December 2023.
4. Sanghani, Radhika. “‘iTods’ on the rise as 50 per cent of UK toddlers use tablets.” The Telegraph, 15 October 2013, http://www.telegraph.co.uk/technology/10381025/iTods-on-the-rise-as-50-per-cent-of-UK-toddlers-use-tablets.html. Accessed 05 December 2023.

Relevant Questions: iPads and Tablets Are Facilitating Children’s Learning

1. To what extent do iPads and tablets enhance children’s learning experiences, and what specific educational benefits do they offer in comparison to traditional methods in the context of “iPads and Tablets Are Facilitating Children’s Learning”?
2. What challenges and concerns are associated with the use of iPads and tablets in children’s education, and how can these challenges be addressed to ensure a balanced and effective learning environment with the influence of “iPads and Tablets Are Facilitating Children’s Learning”?
3. How do educators and parents perceive the long-term impact of incorporating iPads and tablets into children’s learning, and what strategies are being implemented to maximize the positive effects while mitigating potential drawbacks related to “iPads and Tablets Are Facilitating Children’s Learning”?

Introduction: Success of the New Deal

The Great Depression of the 1930s took the world by storm, especially in the United States, where people panicked over the sudden collapse of Wall Street, revealing the perceived success of the New Deal. The phenomena of overproduction and low consumption spread like wildfire. The Great Depression started with the market crash in the summer of 1929 and extended to other aspects of the economy. Investors fled Wall Street, leading to bankruptcies within a day, forcing foreclosures and repossessions. This resulted in more than 4 million people becoming jobless in the United States alone, and adherence to the gold standard for currency exchange further exacerbated the crisis in Europe.

Incumbent President Herbert Hoover attempted to boost public confidence with assurances, but all efforts ended in smoke. Industries came to a halt, and farmers found themselves amidst falling prices and rotting crops in the fields. Despite having money, people had nothing to eat. Banks were forced to liquidate loans to supplement the cash that people were withdrawing en masse (Berten 2001). The administration in Washington tried to support the banks, but this strategy also failed.

The three addresses of Roosevelt show that he tried to address the banking system first to win public confidence. The documentary “The River” demonstrates that 20 years of cultivation made the land infertile in the valley, leading to widespread loss of fertile land. Additionally, “In Dubious Battle” by Steinbeck shows some support for the strategies adopted by the Roosevelt administration in Washington, pointing to the desperate struggle waged against the Great Depression. John Steinbeck does not clearly support the strikers despite low wages and the repressive tactics of the growers.

These documents show that the New Deal, comprising relief, recovery, and reform, won support not only from John Steinbeck but also from Pare Lorenz, indicating that the steps taken by the administration were shown to have succeeded to some extent.

First Step of Success of the New Deal

The first step taken by the administration was relief, designed for the jobless and the poor who suffered the most during the Great Depression. This was because they lacked money and had no jobs to support their families. President Roosevelt highlighted this need in his second address on May 7, 1937, stating, “Our next step in seeking immediate relief is a grant of half a billion dollars to help the states, counties, and municipalities in their duty to care for those who need direct and immediate relief,” emphasizing his strategy of providing relief (Roosevelt).

This initiative led to the introduction of the legislation known as “The Farm Relief Bill.” According to the president, “measures will … be proposed which will attempt to give to the industrial workers of the country a fair wage system,” aimed at providing a fair system for the poor and needy to earn a livelihood. In “The River,” Pare Lorenzo described the situation of the poor as “Aimless, footloose, and impoverished, / Unable to eat even from the land because their cash crop is their only livelihood,” which lost its value due to a sudden downturn in prices (Lorenz).

Although John Steinbeck did not explicitly state in the novel that he supported the New Deal, some of his words and descriptions suggest his opposition to the actions of the apple pickers. Critic Michael Szalay, in his book “New Deal Modernism: American Literature and the Invention of the Welfare State,” asserts that “Steinbeck was every bit the government man, meeting twice with Roosevelt in the thirties” (71). Szalay also notes that Steinbeck and Pare Lorenz, a cultural official of the New Deal, used to meet, indicating their shared support for relief efforts. Therefore, both of them were likely to support relief, even if not completely endorsing upheaval. When Jim asks about wages, Mac tells him, “Raising wages isn’t all we’re after” (65), and their eventual defeat suggests that Steinbeck does not endorse this upheaval. Therefore, it is evident that he is inclined to support relief for the poor, even if it falls short of complete upheaval.

Recovery, and Success of the New Deal

Regarding recovery, after Herbert Hoover’s departure, Roosevelt initiated the establishment of the National Recovery Administration (NRA). This move aimed to increase government spending and provide relief to the public by ending deflation and suspending the gold standard to eliminate “cut-throat competition” (Roosevelt). In his third address on July 24, 1933, President Roosevelt outlined the “fundamentals of this planning for national recovery,” elaborating on the Industrial Recovery Act. He emphasized that “reasonable wages — and require the same hours — reasonable hours” were at the heart of this act, intended to revive the industry after a four-year downturn (Roosevelt).

Lorenz expressed similar support for this aspect of recovery in the New Deal. He explicitly stated that the Farm Security Administration had come to the rescue of the agricultural community, emphasizing that “you cannot plan for water and land unless you plan for people.” Lorenz further noted that the FSA had “lent thousands of dollars to farmers / in the Valley” who were affected by the depression and had lost everything (Lorenz). This demonstrates his clear endorsement of the New Deal’s efforts.

Even John Steinbeck, as Michael Szalay pointed out, stated in a letter, “I don’t like communists,” after the publication of the novel “In Dubious Battle” (71). This suggests that Steinbeck supported the New Deal, including its recovery aspects and assistance for landowners. This support is evident in the novel, where Anderson is compelled to evict the strikers to avoid facing consequences. This implies that the recovery part of the New Deal was successful.

It is possible that the strike at farms served as a means of cutting production, allowing farmers to pursue recovery through increased prices. This strategy could ultimately contribute to raising the standard of living.

Reforms, and Success of the New Deal

The third aspect of the New Deal involved reforms in various sectors, encompassing banking, industry, and agriculture. In his first address on March 12, 1933, President Roosevelt acknowledged that “some of our bankers had shown themselves either incompetent or dishonest,” prompting the legal authorization to “develop a program of rehabilitation of our banking facilities.” In his second address, he emphasized the need for reforms across all sectors, including agriculture and industry. This reform agenda also extended to the employment market, leading to the launch of the Civilian Conservation Corps program. The Farm Relief Bill and Railroad Bill aimed at achieving similar goals, involving “a general reduction of armaments,” cutting trade barriers, stabilizing currency, and establishing good relations (Roosevelt).

The implementation of these reforms is evident in “The River,” where Lorenz describes the construction of a great dam as a “barrier to hold water” during flood times and to provide water when needed. This illustrates the practical application of reforms in the agricultural sector, with additional barriers constructed on the river (Lorenz).

While it is not explicitly mentioned in “In Dubious Battle,” the final scene, where the sheriff arrives to disperse the mob at the orchard, reinforces Steinbeck’s support for the reforming authority. When the sheriff addresses the crowd, stating, “If there’s anyone in authority I want to see him,” and no one comes forward, Steinbeck appears to distance himself from supporting the mob and the strikers. Instead, he advocates for peaceful strikes and urges avoiding making a mess of things (Steinbeck 258). This suggests that Steinbeck supports the idea of reform through established authorities, such as the sheriff and the administration.

Conclusion: Success of the New Deal

In short, all three documents strongly support the New Deal actions and legislative acts that facilitated the recovery of economic sectors. The measures undertaken included relief, recovery, and reform acts, which in turn led to various other measures, acts, and legal actions. President Roosevelt’s addresses make it evident that he initially prioritized relief, followed by the recovery and reforms of the banking sector, involving government intervention. Subsequently, attention was directed towards transportation, agriculture, and railways.

Government intervention was not confined to relief and recovery operations but extended to direct involvement through various legal acts legislated by Congress and enforced by the administration. The president emphasized in his first address the enforcement of regulations to allow banks to “continue their functions to take care of the distribution of food,” highlighting the correction of the banking sector as a primary focus of the New Deal. Relief work is emphasized in the second and third addresses, where the president called for raising a quarter of a million to engage in forestry and flood prevention work. This is also evident in “The River,” where dams and barriers were constructed on the river. The New Deal persisted until 1934, at which point the economy showed signs of recovery. This marked the conclusion of that era, after which the administration introduced the second New Deal to further stimulate growth. Consequently, these documents illustrate the success of the New Deal in implementing relief, recovery, and reform programs, laws, and regulations.

Works Cited: Success of the New Deal

1. Berten, Pierre. The Great Depression: 1929-1939. Doubleday Canada, Limited. 2001. Print.
2. Lorentz, Pare. “The River 1937.”YouTube. YouTube, LLC. 20 July 2008. Web. 26 March 20123.
3. Michael Szalay. New Deal Modernism: American Literature and the Invention of the Welfare State. Duke University Press. 2000. Print. 71-151.
4. Roosevelt, Franklin D. “On the Bank Crisis.” Fireside Chat by Franklin D. Roosevelt. n. d. Web. 25 March 2023.
5. ————————–. “Outlining the New Deal Program.” Fireside Chat by Franklin D. Roosevelt. n. d. Web. 25 March 2023.
6. ————————–. ” On the Purposes and Foundations of the Recovery Program.” Fireside Chat by Franklin D. Roosevelt. n. d. Web. 25 March 2023.
7. Steinbeck, John. In Dubious Battle. Penguin Classics. New York. 2001. Print.

Relevant Questions About Success of the New Deal

1. To what extent did the successes of the New Deal effectively address the economic challenges of the Great Depression?
2. How did the successes of the New Deal contribute to long-term structural changes in the U.S. economy?
3. What criticisms and controversies surround the successes of the New Deal’s effectiveness, and how do historians evaluate its success in hindsight?