Human Beings Are Capable of Both Great Good and Great Evil Essay Example for Free

Human Beings Are Capable of Both Great Good and Great Evil Essay A brutal persecution has been presented on the family, who of which appeal as kind natured people. As Felix finds an unconscious daughter of the late family, he executes a brave proceed, risking his own life for this young girl- ‘I haul the unconscious girl up onto my back, and stagger through the smoke and sparks. ’ Now not only does this young boy have himself to care for, to protect, to feed, and keep alive, but also a young girl, who has already seen too much. Great evil was surrounding the lives of many during the holocaust. The twitch of a trigger ending the life’s of hundreds of thousands of Jews. ‘The cobblestones hurt my face. The gunshots hurt my ears. I start crying. I don’t know what to do. I haven’t got any more stories. ’ As Felix has reached the city after being captured by the Nazi officers, His beloved friend Zelda, who he saved from a house fire, got captured by Nazi Germans with, walked for days in pouring rain, seeing far to deeper versions of evil, and assumed things weren’t right with; had just slipped through that slim line, of life and death. After a Nazi officer has held a gun to the young girls head, it has suddenly snapped to Felix, that the Nazis are evil, and want to see nothing less or more than pain. His brave self has once again put another before himself, speaking up, begging for her life to be unharmed, only for his plead to be replied to with a gunshot. Unaware of whether Zelda was alive, Felix laid on the cobblestone road. In this example, an act of both great good, and great vil have been perceived, whilst Felix was fighting for his life, trying to get his head around what was happening, Nazi officers are shooting at any Jew they wish, treating them like fish in the sea- plentiful. Their heartless selves laugh at the shooting bullets results. Felix doesn’t yet fully understand what is going on [ 1 ]. The holocaust was a time surrounding WWII, where genocide against all Jewish people in Poland occurred; the massive killing lead by Dictator Adolf Hitler. [ 2 ]. P. [ 3 ]. P. [ 4 ]. P. 73

Secondhand Smoke :: Argumentative Persuasive Example Essays

How Secondhand Smoking Affects Us   Ã‚  Ã‚  Ã‚  Ã‚  As most of you know, smoking is bad for your health, but what some of you might not know is that you don’t actually have to smoke to be harmed by smoking. Lung cancer, which is the leading cause of cancer deaths in men and women, is mainly caused by cigarette smoking. Secondhand smoking causes approximately 2 percent of lung cancer deaths each year. It causes respiratory disease, Sudden Infant Death Syndrome (SIDS), middle ear disease, and asthma attacks in children.   Ã‚  Ã‚  Ã‚  Ã‚   Imagine a room full of young, healthy second-graders with a Joe Camel cigarette in their hand, smoking; that is basically what secondhand smoking is like. It has toxic and carcinogenic effects that are practically the same as smoking a cigarette. Children from birth to 2 years of age are especially vulnerable to secondhand smoke because their lungs are not fully developed.   Ã‚  Ã‚  Ã‚  Ã‚  The EPA estimates that secondhand smoking is responsible for between 150,000 and 300,000 lower respitory infections in infants and children under 18 months of age yearly, which result in between 7,500 and 15,000 hospitalizations each year. Children exposed to secondhand smoke are also more likely to have reduced lung function and symptoms like coughing, excess phlegm, and wheezing. Secondhand smoking can lead to a buildup of fluid in the middle ear, the most common cause of hospitalized children for an operation.   Ã‚  Ã‚  Ã‚  Ã‚  Asthmatic children are especially at risk. Exposure to secondhand smoke increases the number of episodes and severity of symptoms in hundreds of thousands of asthmatic children. Between 200,000 and 1,000,000 asthmatic children have their condition worsened by secondhand smoke.

Personal statement for PhD in forensic science Essay

My interest in Forensic Science was developed primarily in my undergraduate years and was strengthened during the initial stages of my Master’s Degree in Molecular Biology. While I was still working on my undergraduate degree, I became fascinated with chemistry and how the science can be used in many practical applications for a variety of industries. What captured my attention the most is how using current science and technology, specialists are able to determine details of a crime scene that can be effectively used to solve the crime. This realization brought about by many experiences both in and out of the classroom gave me the interest to study Forensic Science. When I entered into graduate school, I chose Molecular Biology as my major primarily because it is highly connected with the chemical and biological applications to Forensic Science. True enough, the work that I have done so far in my degree has strengthened my conviction to become a forensic scientist. As a student, I believe that I have the prerequisite knowledge and academic dedication to obtain a doctorate degree in a science that is a direct application of my previous educational background. My background knowledge as evidenced in my transcripts includes extensive work on chemistry, biology, and academic research with courses that contain detailed laboratory work using procedures that are parallel with some components of those being used in Forensic Science today. Thus, I have strong proficiencies with different equipment used in the laboratory and am perfectly capable with working in a demanding laboratory setup. My academic records would show that I am a very diligent student who strives to achieve excellence in any academic endeavor. Aside from this, I also have the dedication necessary in conducting rigorous research which is not only a requirement for any doctorate degree but a strong essential for a PhD in Forensic Science in particular. I am aware that Forensic Science entails much work in gathering information and processing them in order to obtain the required output and this process is very familiar to me. I have conducted various research projects in the past and have a consistent track record of being able to synthesize complex ideas into meaningful analysis that can effectively reflect current trends and developments. In Forensic Science, my interests in particular are DNA finger printing and analysis of evidence. As early as now, I have read extensively on both areas and am determining possible relevant contributions that I can make in my dissertation on a topic related to those said interests. M readings have made me familiar with the areas and gave me insight on what are the concerns of the science at the moment that need to be adequately addressed by academic research. This demonstrates how sincere my intention is to finish a postgraduate degree in Forensic Science. I am certain that I am adequately prepared and fully capable to take on and complete a doctorate degree in Forensic Science. I have a strong educational background with experiences that are highly related to my intended major and I have developed effective learning and research skills that are essential to completing the degree. There is no doubt that I will be able to make significant contributions in this body of science as a researcher and make use of knowledge gained in completing this degree as a forensic scientist in order to aid law enforcement in solving crimes in the interest of upholding justice and maintaining societal order.

Rhetorical Analysis Of August Wilsons Fences - 758 Words

Rhetorical Analysis Paper August Wilson’s play, â€Å"Fences†, is a play about a father who is trying to make do to support his family as well as come to terms with his boisterous upbringing and the collapse of his Major League Baseball career. The Father, Troy Maxson, resents his son’s painless childhood and chances to pursue a college level football career. In multiple excerpts from the play, Troy brutally lectures his son Cory about life and adulthood. He uses short and incomplete sentences, rhetorical questions, repetition, connections from his past, and current examples to support his claim: life is not about being liked, but being treated with righteousness. In the beginning of Troy’s lecture, he discloses his past. He explains why he†¦show more content†¦Using the law to aid Troy’s argument strips his claim of anything personal or emotional. Laws are rules that have nothing to do with love or family and they are made by complete strangers. Troy is saying that there is nothing personal about him liking or disliking his own son because there is not a law that forces him to â€Å"like† his son. This part of the speech is an important piece of support for Troy’s claim because it begins to challenge the largest, yet simplest and least questionable piece of evidence that Cory may have to counter argue his father’s objective. This also gives the reader insight into Troy’s views because he values the law over the fundamental caring that is expected of a father. Toward the end of this section of the speech, Troy mentions that he puts in hard work for his family that is in no way a token of how m uch he likes them and it would be foolish to think otherwise. Finally, Troy continues to talk about his work and attributions to their family unit. He starts to use short, concise sentences again to make it very clear what he does and why he does it. He says â€Å"It’s my job. It’s my responsibility!...You my flesh and blood...I owe a responsibility to you!† He is talking to his son in the simplest terms he can so his son knows that this is his point. Troy mentions his boss, Mr. Rand. He says that Mr. Rand does not pay him because he likes him butShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as the essays demonstrate