Narrative Argument About Education Religion Essay Example for Free

Narrative Argument About Education Religion Essay Considering the gift of computers Bill Gates bestowed upon libraries for students, I’m sure his intentions were for the students to excel and keep abreast of the ever changing world of technology, not to replace reading with surfing the web. I agree with Judith Levine when she stated, â€Å"It’s important for students to read books, magazines, newspapers, history, poetry, politics and listen to people who know what they’re talking about.† Reading books and other literature teaches students the past, present and future, not only for things happening in the world today but facts about things past. Dating myself, I think back to the days of the sixties and seventies when reading was fundamental to education. Literacy was important and the only choice we had was to read a book because there were no computers. Teachers took us to the library weekly, and we were required to check out at least one book and read it. There was also time set aside during class for us to stand up and read a portion of your book aloud. Most of our books had no pictures to stimulate the imagination, so you felt a sense of accomplishment when the book was finished. Teachers took education very serious, and they knew reading was essential to be successful in life; therefore, they made sure we took it serious as well. When we read a story for a writing assignment, our first resource was the encyclopedia, which was neatly stacked inside the bookcase in almost every home. There were no short cuts to obtaining information. Reading is more empowering than one-click learning; you develop increased discernibility and critical thinking skills. Computers are a great tool. I use one every day for my online college courses and I know how important it is to question everything I retrieve on the internet. Computers, however, have made students slack  and lazy. From a very young age children have developed the attitude of not liking to read and with computers supplying all the answers for them, they don’t have to. As I sit and look at my blank computer screen, and time is ticking away until my essay is due, I read my story once again. I also head for the web, but only to get ideas and something to assist me with my starting point. Nothing takes the place of old fashioned reading. I know my subject is education and my story is talking about computers, so I google education using computers. One site Using Technology: Ways to use Computers/Education.com catches my eye, but after accessing the site I soon find this is not the site or the data that’s going to help me prepare a creditable paper. So I reread my story and the instructions, put my critical thinking cap on and choose not to one stop shop for my assignment. I begin writing everything I can think of and soon the ideas surface. This is unlike inexperienced users, like our children and grandchildren, who rely heavily on data they retrieve from the internet without considering how much weight the site is going to hold, and what kind of argument the data will present to their readers who may feel they did not provide enough information about the topic. Our students have become accustom to presenting data found on the web as fact, giving no thought to how bias the information might be. Some even portray the data as their own, without verifying its validity. Parents need to share some of the responsibility, because we are not teaching our children the difference between working hard and hardly working. From a Biblical perspective Deuteronomy 6: 4-9 states: â€Å"Hear, O Israel: The Lord our God, the Lord is one! You shall love the Lord your God with all your heart, with all your soul, and with all your strength. And these words which I command you today shall be in your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, when you walk by the way, when you lie down, and when you rise up. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates†. This command from God explains why education is important, and why it is our responsibility as parents to educate our children, both academic and Biblically. My eighty-three year old Uncle Mike was a prime example of why getting an education is important. He only had about an eighth grade education and virtually no Biblical  knowledge. Because of his limitations, he was never able to make a decent living throughout his life. He also had no knowledge of who God was and expressed no desire to be saved. His soul was doomed to hell; however, I never gave up on Uncle Mike. I knew it was God’s will that everyone be saved, and on July 28th, 2013, his eyes were opened, and his heart soften as he accepted Jesus Christ as his Lord and Savior two days before he passed away. In conclusion, computer use has caused us to no longer read books or utilize our critical thinking skills. Our students have become slack and lazy and collect unreliable data to present as facts. We must guide and teach them how to surf the web and to become better readers, which in turn, will make them better writers. References Levine, J, â€Å"I Surf, Therefore I Am†, in To the Point, Reading and Writing Short Arguments, 2nd, 222-224. Pearson Education, Inc. 2009 MacArthur Study Bible NKJV (1997) Word Publishing, a division of Thomas Nelson Inc. Narrative Argument about Education Thesis/Outline Topic: Education and Computers Thesis Statement: The everyday use of computers has caused us to become slack and lazy. We no longer read or utilize our critical thinking skills. The inexperienced user collects unreliable data, and presents them as fact. Outline: I. Introduction Reading vs Computers II. Body Paragraphs A. Author argument B. Education Importance C. Alternative to Computers D. Biblical Perspective. Conclusion Computer use has caused us to no longer read or utilize of critical  thinking skills.

Leadership and Ideology in Animal Farm Essay -- Animal Farm Essays

The Theme of Leadership in Animal Farm Sub-theme: Power Corrupts The sub theme of power corrupting people is very eminent in animal farm. The leaders on the farm - the pigs, were the brains of the farm. The animals let the pigs lead the farm, thereby placing them into a position of power. This power corrupted them as they became more and more greedy and their ideology became more and more corrupted. Also, the pig’s transgressions of the rules of animalism worsen as they grow in power. In chapter 2, when the 7 commandments were first written down, there was already a slight corruption in the pigs. The pigs steal the milk and apples and explain it with the lie that these foods have nutrients essential to pigs, which need these nutrients to carry on their managerial work. This chapter was the chapter in which the farm was closest to Utopia. In chapter 6, the pigs started trading with the other farms, which was another sign of the growing corruption. The also broke a commandment by sleeping on a bed and furthermore, they masked this by changing the commandment to brainwash the other animals. This was a clear sign that the pigs were corrupt. From chapter 6 onwards, things went downhill as the pigs got more and more powerful and greedy and at the end of the story, all 7 commandments were broken. Also, this sub theme is also reflected in the state of the farm. As the pigs grow in power, the state of the farm worsens. Although this fact is masked from the animals by the pigs, it is quite clear. Immediately after the rebellion, food was plentiful and the animals could get a double ration of corn, but as time passed the animals began to starve, even though Squealer’s figures showed otherwise. â€Å"At times the animals felt that the... ...a means to stop violent revolutions and to keep the discontented workers docile. Another example is in Muslim suicide bombers, whose fanatic belief in their religion blinds them from the truth that they are not doing the right thing. However, it is irrelevant in some cases. For example, people who believe in an ideology are not necessarily taken in by falsities or misinterpretations in the ideology in the same way as people who are Muslims are not necessarily fanatics to their religion. Orwell treats this tone in a satirical manner and uses irony to convey its message. This can be seen from the fact that at the start of the novel, nobody believed in Moses but at the end, many did. Orwell included this in the storyline to tell the reader not to be taken in by falsities or misinterpretations in the ideology or religion hey believe in and to do what is right.

Skills Management and Conceptual Skills

Introduction Research by Robert L. Katz found that managers need three basic and important skills: technical, human and conceptual. What is more, these three skills are relatively essential to managers who are at different levels that include first-line, middle, top management positions. There will be a discussion about the importance of conceptual skills that are needed by all managers at all levels, especially by top level of managers. The purpose of this essay is to identify and discuss the importance of conceptual skills that top managers are required to demonstrate.The essay will state why conceptual skills are not so important as much as lower managers through some supporting evidences,why conceptual skills become more important in top management positions than in other positions, and how top managers use conceptual skills in reality. At the end of essay, a conclusion the major findings will be provided. 1 Conceptual skills mean the ability to think and to conceptualize about a bstract and complex situations (Katz, R. L, 1974). It is different from technical skills and human skills.Technical skills tend to be more essential for lower-level managers because they should have the job specific knowledge and techniques to manage the work of non-managerial people (Katz, R. L, 1974). For example, accounts payable managers should know accounting rules and standardized forms very well so that they can solve problems which relevant to accounting fields. Whereas, human skills are important for managers at all levels, because every manager should have ability to work well with other people individually and in a group, all of managers deal directly with people.They should build cooperative spirit and motivate other workers. For example, first-line managers of food servicing company should communicate with producers to know how everything is going and where they should improve, so effective talking is very necessary to the whole company for any level of managers (Robbin s, S. P, 2011). Even though conceptual skills are not so important as much as lower managers, it does not mean lower managers do not use conceptual skills. In some situations, some of their works are related to conceptual abilities.It is little for mid-level managers, and it is not very required for first-level managers. While these lower-level managers should also make decisions to solve problems in some complex problems in their managerial fields. Whereas Katz thought that lower-level managers normally spend relative more time dealing with observable objects and processes, but upper-level managers often deal with abstract and complex ideas. So top managers’ responsibility matches conceptual skills, because top managers should make organization-wide decisions and establish the goals and plans that affect the entire organization (Robbins, S.P, 2011). That is why top managers are supposed not to only pay attention to small things, they should be leaders and have conceptual ski lls to lead the whole company to get more profits and access to success. Turn to lower-level managers, first-line managers are the lowest level of management, they coordinate the work of people who are non-managerial employees, such as producers. While middle managers manage the work of first-line managers (Robbins, S. P, 2011).Therefore, first-line managers should have special skills like technical skills, so that they can know how to supervise those producers to produce goods. 2 Conversely, conceptual skills are probably some of the most important management skills, which are very important to top managers especially. Katz proposed that these skills become more essential in top management positions. The reason for this is that top managers often deal with abstract ideas, and they are responsible for making organization-wide decisions and establishing the goals and plans that affect the entire organization.While conceptual skills can be described the ability to conceptualize about abstract time, they must see the organization as a whole and clear about the complicated relationships between various subunits. Then these abilities are essential to effective decision-making. So from the definition of conceptual skills, top managers should have many necessary skills, first is problem solving, they need to combine the whole organization together and use professional skills in practice to find how a party will be and what it will be like.The second key probably is study as a whole, so it is related to conceptualize about things. So they will not treat an organization as a part of the industry, looking the organization as a whole can help managers make decision or do something effectively. Conceptual skills also include creative thinking, which needs managers should have creative ideas, no matter for human management or the whole part management. In another word, conceptual skill is the ability to think in terms of models, frameworks and broad relationship such as lo ng-range plans.While technical skill has different characteristics of job performance, it does not matter at the operating and professional levels, but as employees are supposed to develop leadership responsibilities, their technical skills become proportionately less important, they increasingly depend on technical skills of their subordinates; in many cases they have never practiced some of the technical skills that they supervise. Conceptual skill deals with ideas, whereas human skill concerns people and technical skill involves things.So conceptual skills conclude knowing how to formulate ideas, so managers who have strong conceptual skills are supposed to have cognitive abilities to solve problems creatively and effectively. Therefore they can create new products, then they can examine a complicated issue or formulate a distinct and specific action. So when top managers make wide-decisions, conceptual skills are necessary, it will help them to do managing work easily and effect ively (Glaser, R. , & Resnick, L. B, 1989). 3Mintzberg concluded ten different roles but those roles are highly interrelated. Interpersonal role should be symbolic, which is essential for top managers, because top managers are leaders, their ability is to lead, supervise and motivate workers. So during this time, conceptual skills will be used because of many complex situations with employees and employers. Informational roles need managers to have the ability to receive, collect and disseminate information. Decisional roles are typically important to top managers.In usual time, they should do wide-making decisions, they will face many complex and abstract situations, but as a leader, they should solve these problems using their managerial skills. So they will use conceptual skills to make decisions due to solving all of abstract situations (Robbins, S. P, 2011). Otherwise, strategic planning is necessary for top managers in reality. Planning implementation is especially important, which needs managers to implement strategic planning effectively through formalizing and discipline.Managerial innovation includes total quality management. The generation of innovation results in an outcome – a product, service, technology, or practice that is at least new to an organizational population. Decision skills and strategic planning skills are fundamental factors of conceptual skills. For example, Facebook chief executive Mark Zuckerberg planned to offer a search feature like Google, he combined social and search together, people can do many things at the same place, even finding a good restaurant or learning about a good job.Facing the biggest competitor Google, Mark needs strategic planning skills to make latest strategies to deal with intense competitions this kind of complex situations. Therefore decision skills and strategic planning skills are related to conceptual skills. How do chief executive officers (CEOs) use conceptual skills? They set the tone for th e organization via the vision they express, decisions they make, policies they implement, and what they pay attention to, measure, and reward (Finkelstein, Hambrick, & Cannella, 2009).Those abstract situations they should face are very normal to a company. How will the members perform, how will set a correct direction, or how to coordinate relationships with stakeholders are complex actions they are supposed to do (Boal & Hooijberg, 2001; Hambrick & Mason, 1984; Ireland & Hitt, 1999). CEO Alan Joyce is leading change at Qantas to deal with the challenges in the airline industry’s fast-moving and competitive environment. Why would Qantas be successful? Because there are many effective strategies Qantas has conducted.Firstly, they split the operations into separate business in order to make each of the business units more accountable. They have also been forced to look at how it can reduce its costs. Secondly, under Joyce’s leadership, the company has a significantly low er cost base than its full service parent, customers are very satisfied with discount airline. Thirdly, an area where cost savings have been seen as necessary is in staffing. And the last point is to surge fuel prices. There are many competitors to Qantas, they all take effective actions at any time.So Alan Joyce has had to deal with as he maps a road that will make Qantas to continue to operate as a successful and profitable airline around the world (Robbins, S. P, 2011). Conclusion In summarize, conceptual skills are needed by all managers at all levels, but these skills are more important in top management positions. In current business, top managers should have these skills to make wide decisions and establish the goals to lead companies to be successful. Conceptual skills represent collaborative processes at the organizational and strategic levels.The degree of leader success will depend largely on the leader's ability to maximize the full potential of these collaborative netwo rks. Reference Boal KB. , ; Hooijberg R. (2001). Strategic leadership: Moving on. The Leadership Quarterly, 11, 515–550. Finkelstein S. , Hambrick DC. , Cannella AA. , ; Jr. (2009). Strategic leadership: Theory and research on executives, top management teams, and boards. Oxford, UK: Oxford University Press. Glaser, R. , ; Resnick, L. B. (1989). Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathmatics.In Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, N. J: L. Erlbaum Associates,453-490. Kanter, R. M. (1984). The Change Masters. London: Unwin Hyman. Katz, R. L. (1974). Skills of an Effective Administrator. An HBR Classic. Harvard business review,  52(5), 90-102. Retrieved from http://hbr. org/1974/09/skills-of-an-effective-administrator/ar/1 Peters, T. J. , ; Waterman, R. H. (1984). In Search of Excellence. New York: Warner Books. Robbins, S. P. , R. Bergman, et al. (2009). Management. Frenchs Forest, N. S. W. , Pear son Education Australia. * *

Moby Dick On The Civil War - 991 Words

During this time there were divisions in the united states with talks of emancipation and the uphold of slavery. Because of the southern states wanting to uphold slavery, the depletion of the natural and fertile soil began, forcing slave owners to seek slave trade west where they are originally barred. This led to the United states need for expansion and led to more wars and the seizure of western land from Mexico. The constitutional crisis of the south wanting to succeed from the union because they wanted tighter regulations of slavery, as it related to the north led to the compromise of 1850(sattelmayer 748). Also during this time Melville’s father in law was one of the first northern judge to actually implement the law, sending fugitive slaves back to their masters. This went along with all the domestic issues America was having and the rising of the civil war. Melville comments on both of these events through Moby Dick, â€Å"Moby Dick comments on these events both direct ly and obliquely...The entire plot resounds with echoes of contemporary political rhetoric, in which biblical analogies and metaphors such as the ship of state, the leviathan, and storms at sea figured prominently†(Sattelmayer 748). He also makes many comparisons of political leaders of the time to characters in the novel, including Massachusetts senator Daniel Webster and Judge Shaw, who were both responsible for carrying out the compromise of 1850. Melville compared both of them to captain Ahab. Melville,Show MoreRelatedRomanticism and Realism: Examples of Mark Twain and Herman Melville Novels1398 Words   |  6 PagesWriting through romanticism is a way to express your emotions in a deeper way, but writing through realism is a way to express your true feelings about how the world is. In Herman Melville’s Moby Dick he uses romanticism to express his point. 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