Virtual Reality of Video Games

The virtual reality of video games transports players into immersive digital realms, offering an unprecedented level of engagement.

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?

Tocqueville’s Understanding of Tyranny: American Democracy

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.”

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?

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 of for people.

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?

Future Status of English: Global Language

“Is the future status of English as the global language assured, given its widespread use in international communication, business, and technology?”

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?

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.

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”?

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.

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?

Unsanitary Conditions Affected Victorian Imagination

Setting aside the nuances of Carlyle and Engels concerning the poor conditions of the Irish and English, exploring how unsanitary conditions affected the Victorian Imagination poses a compelling question.

Introduction: Unsanitary Conditions Affected Victorian Imagination

Setting aside the nuances of Carlyle and Engels concerning the poor conditions of the Irish and English, exploring how unsanitary conditions affected the Victorian Imagination poses a compelling question. In her remarkable book, “The Idea of Poverty,” written during the Industrial Age, Gertrude Himmelfarb asserts that the living conditions of the poor working classes were deplorable not only in London but also in other industrially advancing cities like Manchester (371). This dispute between two influential figures of that era sheds light on the horrendous living conditions of the laboring class, who toiled long hours and dwelled in unsanitary surroundings.

While the Industrial Revolution was expected to usher in prosperity and a better economic future for the general public, it, in reality, brought a surge of impoverished workers to the capital and other cities. These workers labored in looms, factories, mines, and various industrial centers, enduring exploitative working hours, filthy conditions, and hazardous handling of materials, coupled with mistreatment from industrial managers. Harold Perkins, in his article “Age of Great Cities,” cites a French visitor and Frederic Engels commenting on the conditions of industrialism during that time. Leon Faucher, according to Perkins, contended that industrial centers were breeding grounds for corruption, a significant contributor to immorality and ill health. Engels, too, referred to Manchester as having “squalid slums of the working classes” (06).

Comments of Intellectuals: Unsanitary Conditions Affected Victorian Imagination

Although the sultry comments of the intellectuals of that time reflect the unsanitary conditions and unhealthy progress brought about by the Industrial Revolution in the United Kingdom, none depict the condition of the poor strata of life and other folks more than Henry Mayhem. In his four-volume mammoth tome, he has compiled almost all of his commentaries and articles published in the Chronicle at that time. In the description of different folks, he sheds light on the working conditions and ill impacts of the industrial conditions. For instance, a person tells him that he is “ill in health — poor in pocket” in “Of the Abodes, Tricks, Marriage, Character, and Characteristics of the Different Grades of Patterers” (134).

While he discusses almost all the folks working in London at that time, Gertrude Himmelfarb has summarized his major argument about the conditions prevalent in London in the fourteenth chapter of her book titled “London: A Special Case,” quoting Shelley that it was a “populous and smoky city” (307). However, the most harrowing comment comes from her, describing it as the “city of the poor,” and Rousseau’s comment about its own kind of “deadly breath” (309-310), which vividly portrays the atmosphere at that time.

If the conditions were indeed as dire as depicted, the ensuing health conditions have not been better summed up than in Anthony S. Wohl’s “Endangered Lives: Public Health in Victorian Britain,” an indictment of government failure on legislative and administrative levels. The workers were forced to work overtime, in dingy conditions, facing numerous diseases and toxicities amid the squalor and humdrum of the industries (257-258). These references reveal the situation of the entire society, which not only has been corrupted but also forced to endure the worst in terms of health and living conditions.

The culture of “occupation health” (259), as noted by historians according to Wohl, has been such that Chadwick’s report is quoted by him, likening the people of the working class to “the size of Lilliputians” in Swiftian terms (206). The depiction of such a culture in fiction, non-fiction, and other forms of arts must have changed the vocabulary and descriptive techniques.

Living and Unsanitary Conditions Affected Victorian Imagination

Regarding living arrangements, the prostitute’s interview conducted by Mayhem in his tome is an eye-opener. He stated that boys and girls, although not industrial workers, were living in deplorable conditions. To access treatment, they resorted to committing crimes to land in jails where treatment was available (209-211). Wohl also highlights the worst working conditions, quoting reports by Simon that emphasized the need for “good ventilation, cleanliness, control of dust and other impurities,” especially for women and children (263). It remains unclear whether the situation improved after this report.

Despite several governmental acts and their enforcement, it is evident that people suffered from diseases caused by these unsanitary conditions and exposure to hazardous materials like “lead, arsenic, and phosphorus,” resulting in anthrax and other illnesses (264). The question of whether these dingy conditions and their aftereffects on public health changed the culture is not difficult to answer. The proliferation of factories in major cities, increasing population, and unimproved, unhealthy working conditions undoubtedly provided writers and artists with the material to produce corresponding pieces of literature and paintings depicting the stark realities of that time.

English Literature and Unsanitary Conditions Affected Victorian Imagination

A brief review of the impacts of these transformations on English literature, particularly the Victorian depiction of that age by Dickens and paintings critiqued by Ruskin, provides a broader understanding of the illness and dingy living conditions and their effects on literature and arts.

Nidhi Malik, in her paper “Industrial Revolution: How it Affects Victorian Literature in a Progressive or Adverse Way,” succinctly explores the impact on Dickens’s fiction. According to her argument, Dickens’s work best illustrates the utilitarian and laissez-faire aspects of the Industrial Revolution and their effects on different characters (157). She contends that orphaned children, poor workers, and child labor were the norms of the day, and Dickens vividly depicted the “exploitation and repression of the poor” by officials and institutions, highlighting how this abuse became an institutionalized norm (157). Malik quotes Oliver Twist of Dickens regarding his observation of the treatment meted out to children in the schools of that time (157). In “The Idea of Poverty,” Himmelfarb points to the same fact, referring to Mayhem’s account of the cholera outbreak, stating that Bill Sikes’s death was a case of the same epidemic. Dickens likely read accounts of this disease in newspapers, and it is possible he visited the site and was inspired by it (314).

A more detailed study of “Hard Times” by Charles Dickens and Ruskin’s critique of painters of that time in his work “Modern Painters,” specifically in Chapter XI titled “Hesperid Aegle,” sheds detailed light on how the illnesses resulting from the aftereffects of the Industrial Revolution transformed literary and artistic expression.

Dickinson and Unsanitary Conditions Affected Victorian Imagination

Concerning Dickens’s portrayal of illnesses resulting from conditions produced by the Industrial Revolution, his novel “Hard Times” delves into great detail. The murky atmosphere of the novel vividly conveys the smelly and dingy conditions in which Stephen Blackpool was living. The evaluation of the impacts of these illnesses cannot be depicted better than the situation prevalent in the town of Coketown. In a paper by Stephen Spector, he eloquently presents the working class and their conditions with two epigraphs, one from Dickens and one from Locke, at the start, revealing the type of people living there (365).

Valentina Stinga’s opening statement in her article, “There has always been a close connection between real facts and their representation in literature,” is supported by Spector’s argument. He criticizes Dickens for not accurately portraying true working class conditions through Stephen and Rachael, who seem to embody “industry, honesty, self-denial, and deference” in their characters. Despite arguing that Coketown epitomizes the true industrial town and is a “model of a grimy factory town,” Spector suggests that Dickens may not have accurately captured the real living conditions of the working class or middle class. He contends that Dickens might have been an “observant professional” rather than someone with firsthand experience of the conditions. However, Spector acknowledges Dickens’s unmatched ability in describing conditions, offering a “verisimilitude of realism” for specific locations and societies (365-368).

In Deirdre David’s book, “Hard Times” is described as full of the actual hard times of that era, illustrating a “slump,” “scanty food,” and resulting “low wages.” This sheds light on the novel’s title, reflecting the overall situation due to the aftermath of the Industrial Revolution. David argues that the revolution transformed not only the landscape but also the lives of “men, women, and children” (11). These comments by different critics reveal the prevalent illnesses and their impacts on the Victorian imagination, particularly on Dickens.

Illnesses and Unsanitary Conditions Affected Victorian Imagination

When exploring the facts and realities resulting from living conditions and consequential illnesses in “Hard Times,” ample examples are found. In this context, facts and realities refer to information about the illnesses and living conditions of the working-class people, as well as how Dickens portrayed life in towns where factories were located.

Patrick Bartlinger, in his article “Dickens and the Factories,” begins by quoting Gissing and other critics in his critique of Dickens. He accuses Dickens of either being negligent or naïve in depicting the omission of the workers’ struggles in England, especially in the north. Bartlinger acknowledges Dickens’s portrayal of industrial scenes in several novels, including “Bleak House” and “Nicholas Nickleby.” However, when it comes to “Hard Times,” Bartlinger suggests a different approach and accuses Dickens of aligning with a party that supported Ruskin’s argument, praising British industry in his speeches. Bartlinger raises questions about Dickens’s presentation and views it as his unique vision of society as a dismal, unfathomable tangle, as seen in Coketown (270-271). Essentially, Dickens, according to Bartlinger, was well aware of the facts and realities of that time, which fueled his imagination in crafting “Hard Times.”

Building on this point, Joseph Butwin argues that “Hard Times” is a denigration of “hard facts” and an effort by Dickens to write self-consciously governed by facts. Even though it is a work of fiction presenting a town like Coketown, Butwin suggests that Dickens is writing with a conscious awareness of the facts (175). A closer analysis of the novel supports these arguments put forward by Bartlinger and Butwin regarding facts and realities and their depiction in “Hard Times.”

Hard Times and Unsanitary Conditions Affected Victorian Imagination

The first and most horrifying presentation of facts occurs in the opening chapter of the novel, where the education system and the way children are taught are laid bare. This reflects the impacts of the Industrial Revolution on the minds of writers, and Charles Dickens, too, could not remain immune to these unsanitary conditions. Above all, it is the harsh facts and realities that also constituted unhealthy activities. “Hard Times” reveals that children must only be acquainted with facts, echoing Gradgrind’s thunderous philosophy that suppresses the imaginative and creative powers of the children. The novel portrays Tom Gradgrind and Louisa Gradgrind, his children, as products of this utilitarian system imposed by Thomas Gradgrind. While this initial presentation of facts may not directly depict the illnesses and aftereffects of the working middle class, it is contrasted with the conditions of characters like Sissy Jupe and Rachel, who represent the working class. “Teach these boys and girls nothing but Facts” (Dickens 01) is the resounding proclamation of Thomas Gradgrind. However, the narrative prompts us to question the meaning of these facts for someone like Stephen, who works most of his time, leading to the destruction of his family life.

Sickness and Unsanitary Conditions Affected Victorian Imagination

The second impact is evident in the presentation of unhealthy and sickly conditions, particularly in Coketown. Despite the Stone Lodge presenting a picturesque landscape, it stands starkly against the filthy background of Coketown, illustrating the adverse effects of the Industrial Revolution’s unhealthy and appalling conditions.

The first aspect of this impact is the widespread filth described by Charles Dickens in various ways. Coketown is portrayed as a place with a sky that is “unnatural red and black like the painted face of a savage” (Dickens 34). Dickens likens the town to a place full of machinery resembling serpents, emitting smoke that spreads far before dissipating in the air. The water is polluted, giving off a foul odor due to factory waste, reflecting the artificial lives imposed on the working class and their working hours in the industrial town.

Stephen Specter argues that Dickens’ imagination was significantly influenced by the prevailing system at that time, and this is reflected in his novel. Specter asserts that Dickens vividly depicts a complete transformation of the natural landscape into an “unnatural red and black” (Dickens 34), resulting from the denaturalization and metamorphosis of nature into something resembling or truly savage. Dickens employs words like “savage,” “snake,” and “elephant,” describing a horrifying change from a city of human beings to a city of brutes or non-human machines. This defamiliarization and disorientation, according to Specter, represent the merging of human beings into the system, reducing them to objects due to their behavior. This objectification, he suggests, is a product of a mentality influenced by the prevailing conditions (368). Although this may not be a direct illness, such conditions can undoubtedly lead to the deterioration of workers’ health and the well-being of other inhabitants.

Impacts and Unsanitary Conditions Affected Victorian Imagination

These conditions provide a sufficient background for understanding the unsanitary conditions that could have led to widespread epidemics. In this context, Gertrude Himmelfab’s study is particularly apt, as she opens the discussion of the city of London with a phrase similar to Dickens’s description of Coketown. Both cities are undergoing a metamorphosis due to the rail and industrial revolution. Himmelfab mentions fumes, chimney pots, yellow fog, and the “noxious form of pollution” (307) prevalent in these transforming urban landscapes.

However, the true impacts of this pollution, the prevailing health situation in the city, and the conditions of illness cannot be fully understood by focusing solely on characters like the Gradgrinds and other important bourgeois figures. While the description of Coketown implicitly suggests how industrialization has transformed the city, it doesn’t explicitly address its toll on health. It can be inferred that this toll is exemplified by characters like Stephen Blackpool, who constantly suffers from the toxicity of poverty and its impact on health. In this context, a paper by Thomas J. Papadimos is worth mentioning, as it reviews “Hard Times” in modern terms of health and public policy. This perspective adds valuable insights into the implications of Dickens’s portrayal of the industrial landscape and its effects on the health of the characters in the novel.

Health and Unsanitary Conditions Affected Victorian Imagination

Regarding health and illness, “The Hard Times” presents a true picture of the impacts of the Industrial Revolution, as stated by Thomas J. Papadimos. He argues that Dickens was truly empathetic towards the workers when he visited Preston during the strikes and observed the poor, unsanitary conditions they endured (02). Papadimos contends that Dickens’ characters depict a society strikingly similar to the present-day, where one class enjoys health benefits due to profiteering, while the other class suffers. He asserts that almost all the poverty-stricken characters also experience the detrimental effects of the Industrial Revolution. For Dickens, presenting characters in their true nature was a natural choice, given his staunch realism, and avoiding such conditions would have compromised his art.

Papadimos specifically highlights Mr. Sleary and Stephen Blackpool as individuals suffering from the illnesses of their time. Mr. Sleary’s manner of speaking is portrayed as a manifestation of the sickness Dickens witnessed during his visit, describing him as “troubled with asthma, and whose breath came far too thick and heavy” (51). Papadimos notes that this chronic obstructive pulmonary disease represents not only small business and self-employment but also the conditions of the poor working class (02). Another character Papadimos mentions is Stephen Blackpool, who faces two major issues, as Dickens points out. Firstly, he suffers from arthritis, and secondly, his wife frequently remains intoxicated (03). Papadimos draws attention to The Hard Times concerning insurance, benefits, and public health policy, asserting that its impacts still resonate strongly with the minds of 20th-century individuals.

It is inconceivable that Dickens would have overlooked such pervasive issues. Indeed, he sketched these distressing pictures of cities and people through his portrayal of Coketown and the characters of Mr. Sleary and Stephen Blackpool. Consequently, it can be asserted with certainty that the deplorable living conditions and pervasive filth resulting from the industrial revolution left a lasting impact on the Victorian imagination. However, a further analysis of Ruskin’s critique of the paintings of that time would shed more light on this aspect of the argument.

Ruskin and Unsanitary Conditions Affected Victorian Imagination

Initially, John Ruskin presents two major arguments in his book Modern Painter Volume V. The first concerns the impact of the Victorian Period, while the second focuses on the articulation of this impact on the imagination. However, the second argument, addressing the impact on the imagination, is predominantly evident in artifacts such as paintings.

Regarding Turner, Ruskin asserts that the conditions of the Victorian era led to the degradation of flora and fauna. For instance, when commenting on Turner’s painting “Cocytus,” he argues that it appears as if the apple were broken, not due to its weight and healthy condition, but rather as if “a diseased tree would break” (336). This succinct critique clearly highlights Turner’s profound impact, depicting the tree not as healthy but as diseased through the imagery of the falling apple.

In reference to the same painting, Ruskin notes that Turner has depicted it in “a sulphurous hue, as relating to a paradise of smoke” (336), reminiscent of the environment in Coketown in “The Hard Times” (43). This comparison in terms of a smoky environment signifies the deplorable and unsanitary conditions of the time. However, this is most evident in the depiction of the environment with a smoky background, a characteristic found in most nature scenes. For instance, Ruskin criticizes another painting, suggesting that Turner should have portrayed the sun in its strength, but instead, it is depicted as “the sun rising not through vapor,” indicating the influence of smoke, as mentioned earlier (337). Attributing these choices to the use of color, Ruskin asserts that Turner’s art is “distinctively the art of coloring, not of shaping or relating” (340). Such color usage implies that the Victorian mindset was under the negative influence of pollution and fumes emitted by factories at that time. The habitual exposure to the same color scheme transforming into different colors underscores the pervasive impact of pollution on the Victorian mind.

Ruskin further contends that Turner’s innovation in using scarlet colors in various works is significant. Unlike other painters who traditionally employed golden and blue tones when depicting figures like Erytheia, Hesperid Aegle, and related goddesses and gods, Turner chose to use the distinctive scarlet shadow. Ruskin asserts that “none had dared to paint, none seem to have seen, the scarlet and purple” (340). This deviation in color choice, according to Ruskin, reflects a departure from the established norm, and he suggests that this change must be attributed to shifts in the environment. He is adamant that the altered color palette is indicative of environmental degradation, a point he believes Ruskin overlooks.

Ruskin’s commentary on the color scheme includes a reference to the rose of dawn and sunset, describing how the hues are influenced by the sunbeams passing through the earth’s atmosphere. However, he fails to acknowledge that this polluted atmosphere, as described, is indicative of the acrid and smoky conditions prevalent during the Victorian period. As a painter of natural landscapes, Turner would likely have been impacted by this environmental change, explaining the color choices that mirror the urban situations of the time. This connection can be drawn to Dickens’s portrayal of Coketown in “The Hard Times” (43), where similar horrible and unsanitary conditions result from excessive industrialization. Ruskin, to some extent, explicitly articulates this correlation, emphasizing the vocal acknowledgment of the impact of these conditions on Turner’s work.

Concerning color, Ruskin argues that since it is a form of love connected with the earth, its changing and transformation in a painter’s work vividly reflects the shifts and evolution in the artist’s mentality. He further emphasizes that the pursuit of larger houses and the insatiable desire for more lead people to destroy the beauty of the earth, and this degradation of the earth’s beauty influences the mindset.

In addressing the depiction of social disparities and conflicts between laborers and the upper class, Ruskin cites Turner, noting that he painted “the labor of men, their sorrow, and their death” (357), a departure from what most other painters were doing at the time. In essence, Ruskin suggests that Turner’s artistic vision was profoundly influenced by the unsanitary conditions and the stark differences in the lives of people during that era. Turner’s choice to portray the struggles and hardships of laborers, according to Ruskin, is indicative of the impact of societal conditions on artistic imagination.

Conclusion: Unsanitary Conditions Affected Victorian Imagination

In short, the Industrial Revolution wreaked havoc on the environment, leading to detrimental living conditions for laborers. Despite various government interventions and administrative measures over time to ameliorate these conditions, the situation deteriorated. This upheaval profoundly impacted both great writers and painters who were witnesses to the clamor and chaos of factories and the deplorable state of the laborers surrounding them.

Charles Dickens, reflecting this grim reality, painted a dismal picture of Coketown and portrayed characters suffering from respiratory issues, capturing the harsh consequences of industrialization. Similarly, Ruskin observed in Turner’s masterpieces the depiction of a smoky environment, symbolizing the polluted surroundings. Therefore, it can be asserted that the unsanitary conditions, filthy environment, and the resulting illnesses had a profound influence on the Victorian imagination, compelling artists to articulate these conditions through their writings or paintings.

Works Cited: Unsanitary Conditions Affected Victorian Imagination
  1. Brantlinger, Patrick. “Dickens and the Factories.” Nineteenth-Century Fiction, vol. 26, no. 3, 1971, pp. 270–285. JSTOR, JSTOR, www.jstor.org/stable/2933206.
  2. Butwin, Joseph. “Hard Times: The News and the Novel.” Nineteenth-Century Fiction, vol. 32, no. 2, 1977, pp. 166–187. JSTOR, JSTOR, www.jstor.org/stable/2933187.
  3. David, Deirdre. Fictions of Resolutions in Three Victorian Novels. Columbia University Press, 1981.
  4. Dickens, Charles. Hard Times. The University of Adelaide, 2014. Ebook.
  5. Himmelfarb, Gertrude. The Idea of Poverty: England in the Early Industrial Age. New York: Vintage Book, 1983.
  6. Mayhew, Henry. London Labor and the London Poor Vol. 1-4. Gutenberg, November 19, 2017 [eBook #55998].
  7. Malik, Nidkhi. ” Industrial Revolution: How it Effect Victorian Literature in a Progressive or Adverse Way.” International Journal of Advanced Education Research, vol. 2, no. 6 (Nov, 2017): 156-157.
  8. Papadimos, Thomas J. “Charles Dickens’ Hard Times and the Academic Health Center: A Tale of the Urban Working Poor and the Violation of a Covert Covenant, an American Perspective.” Online Journal of Health Ethics, volume. 3, no. 2. (2006). 1-14. htp://dx.doi.org/10.18785/ojhe.0302.02
  9. Perkins, Harlod. “An Age of Great Cities. From Victorian Urban Settings: Essays on Nineteenth-century City and its Contexts edited by Debra N. Mancoff and Dale J. Trela. London: Garland Publishing, 1996. 2-25.
  10. Stinga, Valentina. “The Industrial Imaginary in Mid-Victorian Literature: Charles Dickens’ Hard Times.University din Pitersti, (2013): 185-190. http://www.diacronia.ro/ro/indexing/details/A6051/pdf Accessed on 04 May. 2018.
  11. Spector, Stephen J. “Monsters of Metonymy: Hard Times and Knowing the Working Class.” ELH, vol. 51, no. 2, 1984, pp. 365–384. JSTOR, JSTOR, www.jstor.org/stable/2872950.
  12. Wohl, Anthony S. Endangered Lives: Public Health in Victorian Britain. London: J. M. Dent & Sons Ltd. 1983.
Relevant Questions about Unsanitary Conditions Affected Victorian Imagination
  1. How did the pervasive unsanitary conditions during the Victorian era impact the collective imagination of society, influencing perceptions of health, well-being, and the broader understanding of social progress, and specifically, how unsanitary conditions affected Victorian imagination?
  2. In what ways did the literature and art of the Victorian era reflect or respond to the unsanitary conditions of the time, and how did these representations contribute to shaping public awareness and attitudes towards sanitation and public health, exploring how unsanitary conditions affected Victorian imagination?
  3. How did the prevailing unsanitary conditions in Victorian cities influence the development of public policies, urban planning, and social reforms, and what role did these responses play in shaping the societal imagination concerning the importance of sanitation and hygiene, and examining how unsanitary conditions affected Victorian imagination?

Twitter Shaping Self and Character

“I Tweet, Therefore, I Am” by Peggy Orenstein illustrates unprecedented and explosive influence of Twitter shaping self and character.

Introduction: Twitter Shaping Self and Character

“I Tweet, Therefore, I Am” by Peggy Orenstein illustrates unprecedented and explosive influence of Twitter shaping self and character. Orenstein asserts that Twitter has become a pervasive trend in our lives, serving as a platform for expressing our thoughts, beliefs, actions, or even inaction. Alongside other social media platforms like Facebook and MySpace, Twitter has seamlessly integrated itself into the fabric of our daily existence, leaving no aspect of our lives untouched by the practice of crafting tweets. It appears that our entire realm of privacy has condensed into 140 characters, accompanied by various symbols and signs.

The use of social media platforms introduces both major and minor, negative and positive aspects into our lives, forming an integral part of our daily experiences. Despite Facebook’s broader reach, Twitter stands out as a more popular and influential medium, particularly in encouraging the expression of private thoughts in written form. Twitter, according to Orenstein, not only molds our identities but also lays bare our selves, fostering self-expression and self-promotion in the process.

Identities and How Twitter Shaping Self and Character

With the advent of Twitter, our awareness of both our identities and our surroundings has heightened. Orenstein explicitly communicates this shift from conventional attention to a tweet-worthy moment in the introduction of her article. Previously, she might have given her full attention to her daughter listening to “The Trumpet of the Swan,” but now she views the experience as “the perfect opportunity for a tweet” when the grass tickles their ankles (Orenstein). This transformation underscores the pervasive influence of Twitter on our daily lives.

As an author, Orenstein acknowledges the evolving landscape, where even her publisher requests tweets about her new book. This constant engagement with Twitter has become so ingrained that Orenstein admits to learning how to be “on” all the time, blurring the lines between whether Twitter is shaping her or she is shaping her “Twitter feed” (Orenstein). This contemplation leads her to question how she allocates her time, framing it as an expansion of our “digital universe” (Orenstein).

Orenstein contends that Twitter has not only altered our time-spending habits but has also transformed how we construct our identities. The platform serves as a medium through which individuals express their thoughts, actions, preferences, likes, dislikes, loves, and hates. The constructed identity is then propagated to friends and followers, forming a digital extension of oneself. Orenstein personally exemplifies this by sharing her Arabic heritage proudly with her connected audience.

Twitter Shaping Self and Character

Furthermore, Twitter serves as a platform that exposes our true selves. Orenstein, referring to MIT professor Sherry Turkle, highlights the notion that individuals engage on Twitter to craft a version of themselves for others to consume and interpret—a form of performance aimed at revealing their authentic identity. This performance, or outward expression, is confined to the limitations of 140 characters, leading Turkle to describe Twitter as “outer-directedness cubed” (qtd. Orenstein). The implication is that individuals project their selves outward but through a narrow channel, restricted by the concise nature of the platform.

Despite the constraint of characters, Twitter users retain control over what they reveal, presenting a curated version of themselves to the world. This curated identity, expressed within the confines of tweets, becomes a form of true performance, offering insights into one’s genuine thoughts and perspectives. The immediacy of sharing thoughts, as Orenstein notes, aligns with the idea that we tweet whatever we see, providing an authentic glimpse into our true selves—a facet that may remain concealed in face-to-face interactions.

However, this exposure of the self can sometimes lead to self-consciousness or a guarded approach. Orenstein alludes to this sentiment when she playfully remarks, “I will resist the urge to trumpet about the swan,” suggesting a conscious decision to withhold certain aspects of her true self. This hesitation to expose every detail echoes a common experience, as individuals often grapple with the balance between authenticity and privacy on social media platforms.

Your personal experience of editing and removing posts from your Facebook account to conceal your true self resonates with the challenges of managing the public and private dimensions of online identity. The dilemma you faced, triggered by a friend revealing private information, underscores the delicate dance between self-expression and the desire to maintain a level of privacy in the digital realm.

Opportunities of How Twitter Shaping Self and Character

Twitter, from another perspective, serves as a platform for both self-expression and self-promotion. In various ways, individuals strive to articulate their true selves while simultaneously projecting an image of what they aspire to be. Despite concerted efforts to control our digital personas, the inherently open nature of Twitter often reveals reflections and intimacies that we might otherwise attempt to conceal. Yet, embedded within this “performance culture” (Orenstein) lies a certain allure—what she describes as “its infinite potential for connection, as well as the opportunity for self-expression” (Orenstein)—which is essentially a form of self-promotion.

Orenstein references a University of Michigan study, noting that although Twitter has not explicitly encouraged self-promotion over self-awareness, individuals have naturally gravitated towards showcasing their achievements even in the midst of their busy lives (Orenstein). This inclination toward self-promotion is a testament to the platform’s capacity to allow users to craft and project their desired image.

Reflecting on personal experiences, even your own standout tweets often revolve around personal accomplishments, positive moments, and joyous family celebrations—a clear illustration of self-promotion. This aligns with the broader trend observed on Twitter, where individuals seize the opportunity to highlight their achievements and positive aspects of their lives, contributing to the overall ethos of self-promotion within the platform’s culture.

Conclusion: Twitter Shaping Self and Character

In short, Orenstein masterfully integrates research, facts, and statistics to underscore her argument that emerging media platforms, such as Twitter, have not only transformed our habits and communication styles but have also reshaped our self-perception. While these channels propel us towards greater openness, exposure, and authenticity, they simultaneously present the challenge of inadvertently revealing more than intended. Orenstein aptly cautions against indiscriminate sharing, urging restraint in certain instances, as highlighted by her metaphorical advice to resist the urge to “trumpet about the swan” (Orenstein). This metaphor underscores the importance of discretion, suggesting that some aspects of our lives are best kept private rather than being flaunted on the public stage. Ultimately, the evolving landscape of social media demands a delicate balance between self-expression and preserving the sanctity of personal boundaries.

Works Cited: Twitter Shaping Self and Character
  1. Orenstein, Peggy. “I Tweet, Therefore, I Am.”30 July 2010. Web. 05 Dec. 2023.
Relevant Questions: Twitter Shaping Self and Charac
  1. How does Peggy Orenstein, in her article “I Tweet, Therefore, I Am,” strategically employ rhetorical devices to explore the influence of Twitter on shaping individual identity and character, and are there specific instances where these devices enhance her message regarding the impact of social media?
  2. Within the context of Orenstein’s article, how does she strategically integrate ethos, logos, and pathos to establish credibility, logical reasoning, and emotional appeal in her examination of Twitter’s role in shaping one’s sense of self and character?
  3. Can you identify any rhetorical strategies, such as the use of anecdotes, metaphors, or tone, that Orenstein utilizes in “I Tweet, Therefore, I Am” to underscore the cultural and personal implications of Twitter on self-perception and character development, and how do these strategies contribute to the overall rhetorical effectiveness of her argument?

Stoicism and Rationalist Theory of Value

Stoicism and the Rationalist Theory of Value intersect as philosophical perspectives, offering insights into the pursuit of virtue, ethical decision-making, and the inherent value derived from reason and rationality in navigating the complexities of human existence.

Similarities: Stoicism and Rationalist Theory of Value

Stoicism and the Rationalist Theory of Value intersect as philosophical perspectives, offering insights into the pursuit of virtue, ethical decision-making, and the inherent value derived from reason and rationality in navigating the complexities of human existence. Rationalism, or the Rationalistic Theory of Value, shares a profound connection with the ancient philosophy of Stoicism, exhibiting similarities despite notable differences. Stoics contend that the essence of human experience lies not in external events but in individuals’ judgments about those events (205). They assert that the material world operates on rational principles or logos, creating an ordered cosmos where individuals, in reaching a stage of pure reasoning, can maintain equanimity in the face of personal tragedies or the adversity of others. Embracing the belief in destiny, Stoics argue that events unfold as they are meant to (205). According to them, attaining perfect happiness involves living in harmony with nature and the world, as they affirm the divine presence within each person. Pursuing natural goals with equanimity, they categorize things into values such as preferred, shunned, or indifferent, asserting that a wise person can use things without becoming dependent on them, thus living in harmony with nature (207-208). The Stoics uphold the belief that the only true good is virtue, emphasizing the importance of living in harmony with nature, logos, and God (208). They posit that a virtuous person can lead a good and pleasant life, viewing virtue not as an end goal but as a way of life.

The Rationalist Theory of Value, rooted in the classical age, aligns closely with Stoic philosophy on aspects related to the soul, humanity, God, and the ultimate purpose of actions. However, Immanuel Kant has revitalized and rebranded this theory by arguing that human perceptions or judgments give rise to natural laws and that reason is the sole source of morality and ethics. Kant emphasizes the existence of a priori concepts for acquiring knowledge, highlighting their significance. Much like Stoicism, the Rationalist theory underscores the importance of indifference, focusing on aspects that Stoics have prioritized in their philosophical framework.

Differences: Stoicism and Rationalist Theory of Value
  • Limits on Existence, Free Will, and Immortality:
    • Rationalism acknowledges limits regarding the existence of God, the exercise of free will by individuals, and questions about the immortality of the human soul, all within the bounds of pure reason.
    • Stoicism, in contrast, operates without such limits, providing a more expansive framework for addressing these existential questions.
  • Role of Reason and Flaws in Processing Experience:
    • Rationalism recognizes the importance of pure reason but acknowledges that reason can be flawed in processing pure experiences, particularly in judgments or perceptions, as emphasized by both Stoics and modern rationalists.
    • In Stoicism, the notion of pure experience, termed judgment, goes beyond the constraints of reason, suggesting a more holistic understanding that involves both reason and direct experience.
  • Importance of Reason and Experience in Knowledge Formation:
    • Both rationalism and Stoicism posit the significance of reason and experience in acquiring verified knowledge. Rationalists assert that even moral truths are a priori, aligning with the Stoic emphasis on the interconnectedness of reason and experience in forming perceptions.
  • Kant’s Retributive Justice and Stoic Parallels:
    • In the realm of ethics, Kant’s theory of Retributive Justice shares similarities with Stoicism, particularly in linking crimes to passions.
    • While Stoicism and Kantian ethics converge on the idea that crimes are rooted in passions, Kant introduces a nuanced difference by emphasizing the rationality of human beings, positing that a truly rational individual would not commit a crime. This perspective aligns with the belief in the correctness of the ‘eye for an eye’ principle.

In essence, while Stoicism and Rationalistic Theory of Value share common ground in certain philosophical aspects, their serious differences highlight nuanced perspectives on the limits of reason, the role of experience, and the nature of moral truths.

References: Stoicism and Rationalist Theory of Value
  1. Melchert, N. (2014). The Great Conversation: A Historical Introduction to Philosophy. Oxford University Press. 7th Ed.
Relevant Questions about Stoicism and Rationalist Theory of Value
  1. How does the Stoicism and Rationalist Theory of Value intersect or diverge as philosophical perspectives, offering insights into the pursuit of virtue, ethical decision-making, and the inherent value derived from reason and rationality in navigating the complexities of human existence?
  2. In what ways do Stoicism and the Rationalist Theory of Value contribute to a comprehensive understanding of ethical decision-making, and how do they address the role of emotions in shaping values, considering the intertwined nature of Stoicism and Rationalist Theory of Value?
  3. How can the principles of Stoicism and the Rationalist Theory of Value be applied in contemporary contexts to guide individuals in navigating moral dilemmas and making value-based choices in their personal and professional lives, acknowledging the symbiotic relationship between Stoicism and Rationalist Theory of Value?

Harms of Caffeine Addiction and Solutions

Harms of Caffeine Addiction and Solutions are addressed here to shed light on the detrimental effects of excessive caffeine consumption and viable strategies to overcome and manage addiction.

Introductory Paragraph:Harms of Caffeine Addiction and Solutions

Harms of Caffeine Addiction and Solutions are addressed here to shed light on the detrimental effects of excessive caffeine consumption and viable strategies to overcome and manage addiction. The article addresses the harms of caffeine addiction and provides insights into the detrimental effects of excessive caffeine consumption. In his article “Coffee and Mortality: Urgent need for Clinical Trials to Assess Putative Benefits and Harms” published in the Journal of Caffeine Research (2012, p. 53), Jack E. James argues, “Well-controlled experimental studies have shown definitively that caffeine increases blood pressure acutely.” While James highlights various issues related to caffeine addiction, the acute increase in blood pressure emerges as a serious concern that requires urgent attention. This issue can lead to severe health problems within a short period, making it a critical discovery from the research studies mentioned in his work. Despite the debates on various other issues in different studies, addressing this specific concern becomes crucial to save a significant portion of the population already addicted to caffeine, considering popular drinks like tea and coffee are perceived as natural stimulants with no apparent risks. This observation demands careful attention, and people need to be alerted that transforming a simple act of sipping coffee into an addiction poses significant health risks. Providing guidance on ways to quit caffeine or consume it in moderation is essential for public health.

Outline of Harms of Caffeine Addiction and Solutions

Thesis To warn the people of the deadly caffeine addiction harms, it is imperative they be (1) informed that they need to be careful, (2) consult their physician regularly and (3) quit the addiction sooner rather than later.

Topic Sentence: The people should be warned that they need to take care of the coffee consumption to get red of its addiction.

  1. In fact, when people consume coffee and other such drinks for relaxation and stimulation, they need to know;
  2. They have caffeine in a huge quantity.
  3. Using them on occasions that do not become regular is unregulated and causes harms.
  4. Using with consciousness of caffeine presence means they are aware of the risks.
  5. Comparing use of tea, coffee and other caffeine related drinks lead to the understanding of;
  6. Long term addiction.
  7. Finding out the total duration of the addiction and its reasons.
  8. Understanding that precaution about the aspects need to be kept in mind.
  9. Thinking about decaffeinated drinks
  10. Knowing that decaffeinated drinks reduce the conscious consumption of caffeinated drinks and stimulants, while unregulated use causes various other issues.
  11. Quote: “It can cause excessive  influence  on  the  central  nervous  and respiratory systems, characterized by restlessness, excitement, insomnia, and possibly mild delirium” (Ramalakshmi and Raghavan, 1999, p. 445).

Topic Sentence: Since caffeine taking becomes an addiction, it needs urgent attention of the doctor to regulate the consumption on regular basis so as not to let it slip into a deadly consumption.

  1. A regular consumption needs to be regulated because;
  2. Most addicts consider it just a natural stimulant on account of its muscle relaxation property
  3. Mostly young people take it regularly to get sup[ort with their hard work in studies or research
  4. Quote: “A typical cup of regular coffee contains 70 to 140 mg of caffeine, depending on preparation, blend, and cup size” (Ramalakshmi and Raghavan, 1999, p. 443).
  5. Understanding that if this is regulated by the physician, it will not have adverse impacts is to ask too much;
  6. It is because it could be that that the physician administers deregulation, but the person does not abide by it.
  7. It could also be that this issue of precaution of the physician is not taken seriously.
  8. In some cases, it may also not have any impacts on the dose containing different drinks taken at different times on social pressure.

Topic Sentence: Decaffeination of the body or of the drinks takes a lot of efforts on the part of the person himself as well as the relatives who are required to work as a support system.

  1. Some steps include understanding and then deregulating it to make it not an addiction but a hobby and at times just leaving it.
  2. Quitting needs a complete but gradual withdrawal with some medicinal support
  3. Quitting also needs understanding of complete health risks
  4. Quote: “It could be speculated that overcoming one’s dependency on caffeine could have secondary beneficial effects on health and weight” (Juliano et al. 2012,  p. 952-953).
Conclusion: Harms of Caffeine Addiction and Solutions

Eventually, the need for quitting the use of caffeine related or containing drinks needs a priority on the basis of health risks. Working to quit it altogether needs the support of the physician as well as the family and other relations. Understanding that the use of excessive of addictive caffeine is posing serious health risks needs to lead to solutions as stated. The first should be warning that it poses some behavioral as well as psychological risks but then it should be combined with regulated use with the help of the physician. Quitting comes later but at considerable price and efforts where a holistic approach is required including support of the society, family and friends.

References: Harms of Caffeine Addiction and Solutions
  1. James, J. E. (2012). Coffee and mortality: urgent need for clinical trials to assess putative benefits and harms.
  2. Juliano, L. M., Evatt, D. P., Richards, B. D., & Griffiths, R. R. (2012). Characterization of individuals seeking treatment for caffeine dependence. Psychology of Addictive Behaviors, 26(4), 948.
  3. Ramalakshmi, K., & Raghavan, B. (1999). Caffeine in coffee: its removal. Why and how?. Critical reviews in food science and nutrition, 39(5), 441-456.
Relevant Questions: Harms of Caffeine Addiction and Solutions
  1. What specific detrimental effects on health are associated with the “Harms of Caffeine Addiction and Solutions,” as discussed in the exploration of caffeine addiction?
  2. How does the increase in blood pressure, highlighted in Jack E. James’ article within the “Harms of Caffeine Addiction and Solutions,” contribute to the severity of health problems related to caffeine addiction, and what urgent solutions are proposed to address this issue?
  3. In the context of popular beverages like tea and coffee being perceived as natural stimulants, what measures and strategies are suggested within the “Harms of Caffeine Addiction and Solutions” to prevent and manage caffeine addiction, considering its potential risks and the need for public awareness?