Do you agree or disagree with the following statement? Leadership comes naturally: one cannot learn to be a leader. Use specific reasons and examples to support your answer.
During the history and in different periods when people identified a central controller to manage the situations, choosing a leader was one of the heated debates among Peoples. some groups support the idea that everybody can be a leader by education while others mention to role of genes to become a leader. I repudiate the natural leadership base on three points, more abilities by education, not supporting the future by genes and natural factors, historical events and principal leader of the world.
First of all, and more important point is education. In the other words, it gives a special strength to achieve everything a person likes due to enhance mental ability and skills. According to group opinion, it cannot advocate all abilities which a person needs to be a leader. Plus, the inheritance properties are more powerful that acquired features. However, opinions like that have rejected by researchers and historians. For instance, Napoléon Bonaparte achieved France’s leadership by his education because base on the annals his learning programs were in a high degree. Therefore, teaching improve the human abilities and prepare the ground for leadership.
As a second reason, the human can inheritance some characteristics which have on born time but they cannot grantee the future. There are some ideas about the importance of the natural features of the world’s leaders who naturally seized the position but can dismiss the mentioned reasons due to insufficient evidence. In the other words, any leader can find who has attained the position just base on the natural characteristics and repudiates the education’s role in his position. researches outcome which collected two years ago in some countries proved this subject that intrinsic factors cannot be a logical reason to be a successful leader.
Thirdly, annals as principal evidence confirms the diversity issues like the mentioned statement. due to the lack of historical evidence which advocates the idea about the rejection of the education’s role to be leader, accepting the leadership base on intrinsic attributes seems irrational. In addition, more historians refer to the effect of education to achieve the leadership while the other historians mention to some invaluable documents. To more clarify, examples like university research will be sufficient which the professor tried to determine the education position in the documents. base on the result, learning for being a leader was logical in contrast with natural features.
Consequently, I am not in favor about the theory which mentions the high importance of nature to become a leader than education base on three points, increasing the skills by education, weakness of genes to determine the future and lack of evidence.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-16 | Shiimaaa | 73 | view |
| 2020-01-07 | Opak Pulup | 70 | view |
| 2019-12-31 | MRoy | 70 | view |
| 2019-12-15 | mohammadkmi | 70 | view |
| 2019-12-15 | marysv | 70 | view |
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- tpo30-indepandant 3
Grammar and spelling errors:
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During the history and in different peri...
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...ne of the heated debates among Peoples. some groups support the idea that everybody ...
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...ts and principal leader of the world. First of all, and more important point i...
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...nd prepare the ground for leadership. As a second reason, the human can inheri...
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... education's role in his position. researches outcome which collected two years ago i...
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...cal reason to be a successful leader. Thirdly, annals as principal evidence co...
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...ty issues like the mentioned statement. due to the lack of historical evidence whic...
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...he education position in the documents. base on the result, learning for being a lea...
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...al in contrast with natural features. Consequently, I am not in favor about th...
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Transition Words or Phrases used:
but, consequently, first, however, if, second, so, therefore, third, thirdly, while, for instance, in addition, in contrast, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 15.1003584229 86% => OK
Auxiliary verbs: 8.0 9.8082437276 82% => OK
Conjunction : 11.0 13.8261648746 80% => OK
Relative clauses : 13.0 11.0286738351 118% => OK
Pronoun: 13.0 43.0788530466 30% => OK
Preposition: 63.0 52.1666666667 121% => OK
Nominalization: 29.0 8.0752688172 359% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2351.0 1977.66487455 119% => OK
No of words: 435.0 407.700716846 107% => OK
Chars per words: 5.40459770115 4.8611393121 111% => OK
Fourth root words length: 4.56690854021 4.48103885553 102% => OK
Word Length SD: 2.99277678886 2.67179642975 112% => OK
Unique words: 217.0 212.727598566 102% => OK
Unique words percentage: 0.498850574713 0.524837075471 95% => OK
syllable_count: 762.3 618.680645161 123% => OK
avg_syllables_per_word: 1.8 1.51630824373 119% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 9.59856630824 42% => OK
Article: 2.0 3.08781362007 65% => OK
Subordination: 1.0 3.51792114695 28% => OK
Conjunction: 1.0 1.86738351254 54% => OK
Preposition: 6.0 4.94265232975 121% => OK
Performance on sentences:
How many sentences: 20.0 20.6003584229 97% => OK
Sentence length: 21.0 20.1344086022 104% => OK
Sentence length SD: 50.0580662831 48.9658058833 102% => OK
Chars per sentence: 117.55 100.406767564 117% => OK
Words per sentence: 21.75 20.6045352989 106% => OK
Discourse Markers: 6.85 5.45110844103 126% => OK
Paragraphs: 5.0 4.53405017921 110% => OK
Language errors: 9.0 5.5376344086 163% => OK
Sentences with positive sentiment : 12.0 11.8709677419 101% => OK
Sentences with negative sentiment : 4.0 3.85842293907 104% => OK
Sentences with neutral sentiment: 4.0 4.88709677419 82% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.164566191546 0.236089414692 70% => OK
Sentence topic coherence: 0.0526807698104 0.076458572812 69% => OK
Sentence topic coherence SD: 0.0421152819137 0.0737576698707 57% => OK
Paragraph topic coherence: 0.0933813396755 0.150856017488 62% => OK
Paragraph topic coherence SD: 0.0423269106905 0.0645574589148 66% => OK
Essay readability:
automated_readability_index: 14.9 11.7677419355 127% => OK
flesch_reading_ease: 33.24 58.1214874552 57% => Flesch_reading_ease is low.
smog_index: 8.8 6.10430107527 144% => OK
flesch_kincaid_grade: 13.8 10.1575268817 136% => OK
coleman_liau_index: 14.04 10.9000537634 129% => OK
dale_chall_readability_score: 9.07 8.01818996416 113% => OK
difficult_words: 121.0 86.8835125448 139% => OK
linsear_write_formula: 11.5 10.002688172 115% => OK
gunning_fog: 10.4 10.0537634409 103% => OK
text_standard: 15.0 10.247311828 146% => OK
What are above readability scores?
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Rates: 76.6666666667 out of 100
Scores by essay e-grader: 23.0 Out of 30
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.