Think 3 Essay Example | Topics and Well Written Essays - 500 words

Think 3 - Essay Example judged the government was in welcoming a technology that allowed human beings to produce androids which resemble human beings in every way only that they lacked bone marrow and empathy. "Emigrate or degenerate! The choice is yours!" (pg. 6). This indicates that the government believed that the American government disintegrated after WWT and a new society could only be created in a new land. However, as the novel progresses, the new glimpse of life seen on earth are deem and incomparable to the attractive life in Mars. The question of what makes us human is evident when the author states "...ultimately, the empathic gift blurred the boundaries between hunter and victim, between the successful and the defeated" (Dick 29). It is empathy that differentiates us from androids. However, technology is challenging this inordinate ability and the continual use of technology is making us isolated and might soon challenge our very existence. Living a false life is currently the order of the day as evident through social platforms such as Twitter and Facebook which makes us highly connected yet very isolated. â€Å"The electric things have their life too. Paltry as those lives are† (Dick 239). The technological devices invented by human beings have a life of their own, but we increasingly find ourselves attracted to ‘their’ life, forgetting our life. Reading Philip Dick’s novel, one realizes how the present world is actually experiencing the situation that was foreseen decades ago. It is an outstanding masterpiece to every student who believe in the destructive nature of

How Insurance Fraud and Abuse Affect the Community Essay

How Insurance Fraud and Abuse Affect the Community - Essay Example Through this, the instructor will have a brief idea of the perceptions that the learners have on insurance fraud, then reframe their ideas to produce a comprehensive discussion of the fraud. Secondly, the use of questions will help the learners think. As seen in the research conducted by Schoeberlein (2009), the use of questions has been fundamental in the teaching process. In the case of insurance fraud, the instructor may ask the learners to categorize different forms of insurance and how they think the same will impact their society. The instructor may then connect the ideas of the learners with real facts that will help the learners make sense of the course contents. The questions will also help the learners synthesize, make comparisons and even make generalizations on the course contents. Since a classroom comprises of different learners as Schoeberlein (2009) indicates, and fraud involves diverse forms as Beik (2012) writes, it is the role of the instructor to design the classroom in such a manner that will attract the attention of different learners. Evidently, insurance matters are complex and sensitive especially to the overall community especially in terms of increasing the funds the taxpayer pay from an increase in the premium pay (Green, 2012). The examples of insurance fraud are also myriad as Green (2012) writes. The fraud cases range from provider fraud that involves altering medical records, member fraud that involves giving wrong information to Medicare fraud that entails billing drugs that were not used and even sale of Medicare prescription card (Green, 2012). In this context, the instructor may categorize the learners based on their abilities, and teach each of the groups according to their learning speed. For instance, the fast learners may learn on th eir own through role play, while the slow learners may learn through a step by step process with the help of their instructor.