...Rhetorical Analysis of The Perils of Indifference by Elie Wiesel As part of the Millennium Lecture Series hosted by the White House, notable author, Noble Peace Prize Winner, and Holocaust survivor Elie Wiesel delivered the speech The Perils of Indifference on April 12, 1999. He delivered this speech in order to inspire the American people to take action in times of human suffering, injustice, and violence, in order to prevent events like the Holocaust from happening again in the future. Through the use of the modes of persuasion, his rhetorical situation, and word choice, Wiesel successfully appeals to his audience of President Clinton and his wife, the members of Congress, Ambassador Holbrooke, his “excellencies” and the rest of the American public. Wiesel’s main point in his speech is that of indifference and what can come about because of it. In order to successfully define indifference to the audience and persuade them to never be indifferent in the future, Wiesel defines its etymology, as “no difference” and uses numerous comparisons on what may cause indifference, as “a strange and unnatural state in which the lines blur” in circumstances like light and dark and good and evil. To prove that indifference is both a sin and a punishment, Wiesel appeals to logos and ethos, stating that he is aware of how tempting it may be to be indifferent and that it can be easier to avoid something rather than take action against it. He believes that indifference benefits the aggressor...
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...It seems that the times of Holocaust are already very far away from the point we are standing now, but everything is not as simple as it seems from the first sight. For many people this time will be something they will never forget, the time of struggle for an opportunity to survive. It was a time for fighting for the right to live, the time when Jews were killed just for “being Jews”, a time when a man with a “yellow star” was doomed. It took place in 1939-1945 and was introduced by Adolph Hitler, a man whose idea was to decontaminate the German race from all the minorities. Thousands of Jews were sent to concentration camps, killed or vanished. It was the time of “monopoly on violence”(Torpey, 1997) towards the Jews. This World War II period made an enormous impact on the direction that was taken by the social relations between Jews and other nations. Holocaust divided the lives of Jews into three periods: before, during and after it, which showed how hard was its hit.”…Cats have nine lives, but we - we're less than cats, we got three. The life before, the life during, the life after…"(Joselit, 1995 p.1) Jew people lost loved ones; homes, lives and it took them quiet a time to renew the curative power of their belief. The other main thing resulting from the Holocaust was the influence it had on future terrorism and the appearance of pure racism, anti-Semitism and discrimination. Holocaust the terrorists showed that the “big” goals could be achieved through any possible ways...
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...Browning’s attempt of finding a motivation for the perpetrators of the Holocaust through the examination of Police Battalion 101 provided a significant insight on why six million Jews were allowed to be killed. I agree with Browning’s argument that the men of Battalion 101 were ordinary German men who in the face of warfare and in a foreign country resorted to carry out killings of the Jews. However, I feel this analysis may have been more effect if Browning made a comparison with policemen in Germany. Being that Poland and Germany are two different locations, having some comparison of policemen in both locations may have provided deeper insight on general sources of motivation that allowed men to murder innocent Jews. Browning also makes a...
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...times most governments have punished a wide variety of crimes by death and have conducted executions as a routine part of the administration of criminal law. The Age of Enlightenment was the first significant movement to abolish the death penalty. Britain was very influential in America’s use of the death penalty. The European settlers that came to the new world are the one’s that brought the practice of capital punishment, death penalty. The first execution was recorded in the Jamestown Colony of Virginia in 1608. The Divine, Moral, and Martial Laws were enacted in 1612 by the Governor of Virginia, Sir Thomas Dale. The death penalty was established for minor offenses such as killing chickens, stealing grapes, and trading with Indians. It was Cesare Beccaria’s 1767 essay, On Crimes and Punishment that caused policy makers to have a different view of the death penalty. Becarria theorized that there wasn’t any justification for the state’s to take the life of a human being. The essay led to Tuscany and Austria abolishing their policy of the death penalty as a punishment for the crimes that were committed. It also gave an authoritative voice and renewed...
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...The experiment[edit] Milgram Experiment advertisement Three individuals were involved: the one running the experiment, the subject of the experiment (a volunteer), and a confederate pretending to be a volunteer. These three people fill three distinct roles: the Experimenter (an authoritative role), the professor (a role intended to obey the orders of the Experimenter), and the Learner (the recipient of stimulus from the Teacher). The subject and the actor both drew slips of paper to determine their roles, but unknown to the subject, both slips said "teacher". The actor would always claim to have drawn the slip that read "learner", thus guaranteeing that the subject would always be the "teacher". At this point, the "teacher" and "learner" were separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition.[1] The "teacher" was given an electric shock from the electro-shock generator as a sample of the shock that the "learner" would supposedly receive during the experiment. The "teacher" was then given a list of word pairs which he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to...
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...Religious background of Holocaust 1. Introduction Anyone who bothers to investigate in any depth the Holocaust, and its many involved attendant subjects, inevitably encounters intellectual and emotional difficulties not usually met in other fields under examination. When studying the Holocaust, it is extremely difficult to maintain the same level of professional distance and objectivity that one practices with other subjects. Obviously, the magnitude of the destruction and suffering, the millions of lost lives and their untold stories, their unfulfilled hopes and dreams can be overwhelming. Furthermore, thoughtful and honest investigators will occasionally find that they have encountered an area of the Holocaust wherein are found agonizing personal ramifications. That is to say, the scholar is studying an event or a complex of issues that share key components of one’s personal background, beliefs, and values. It is highly unlikely that the scholar will be able to maintain absolute objectivity, feeling completely uninvolved in what is being examined. Instead, the person will most likely be compelled to ask some rather pointed personal questions, or probe into realms in which the investigator has close personal ties. When this occurs, it can be very distressing and painful. 2. A short insight on the background of Jews in Poland, Germany and Russia Several Polish noblemen of the middle ages showed special favour to Jews who immigrated because of persecution in Germany...
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...general act of genocide. A further sub category of this part will introduce the role played by United Nations in minimizing genocide. The second section will be substantial in analyzing past genocide events; courtesy of three relevant examples, Cambodia, Sri Lanka and Rwanda. In this section, the document will examine the various roles played by United Nations in fueling the genocide. The third section will examine 21 century events, and how United Nations has chosen a back player in preventing the occurrences of these genocides. The secondary section will attempt to examine the role played by International Criminal Court and how it has been challenged in limiting genocide events. Background Research has attempted relate the end of the holocaust and the emergence of non-allied political movements and arms race to contemporary genocide. Besides, a close consideration of this discussion is the commencement of 1948 Universal Declaration of Human Rights (UDHR) and how they took center stage in political philosophy. Primarily, the global community was integral in empowering the UDHR. The discussion will on category attempt to examine how UDHR was...
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...Shockingly, what is often overlooked by Western society today, was that slightly more than a year prior to WWII (and the Holocaust), the Second Sino-Japanese war saw a horrifying episode of mass rape and murder. “The Rape of Nanking (or Nanjing)” happened over a period of six weeks, with the death toll estimates varying from as low as 40,000 to over 300,000 Chinese civilians/soldiers. Japanese soldiers tired from the war as well as “starved” of sexual interaction, preyed on and raped about 20,000 women (excluding the elderly and children). Applying Hsün Tzu’s view on the atrocity, helps explains the source of the evil behavior. To put it simply, Hsün Tzu believes the source of evil is the very nature of man. “There are words that invite disaster and actions that call down shame (Xunxi: Basic writings).” When the Japanese military permitted the murder and rape of the inhabitants of the city, the soldiers followed their nature and committed evil as they pleased. Doing away the proper military law, Hsün Tzu would make the claim, allowed the chaos and the soldiers loved the violence. Violence was not only a way to satisfy the evil...
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...Sold to joezayed7@gmail.com THE SUNFLOWER SIMON WIESENTHAL THE SUNFLOWER SUPERSUMMARY 1 TABLE OF CONTENTS PLOT OVERVIEW 3 CHAPTER SUMMARIES AND ANALYSES 5 Chapter 1 Chapters 2-5 Chapters 6-10 Chapters 11-15 Chapters 16-20 Chapters 21-25 Chapters 26-30 Chapters 31-35 Chapters 36-40 Chapters 41-45 Chapters 46-50 Chapters 51-54 5 8 12 15 20 23 26 29 33 36 39 42 MAJOR CHARACTER ANALYSIS 45 Simon Karl Josek Arthur Adam Bolek Karl’s Mother 45 45 46 46 47 47 47 THEMES 49 SYMBOLS AND MOTIFS 51 COPYRIGHT 2016 THE SUNFLOWER SUPERSUMMARY 2 IMPORTANT QUOTES 53 ESSAY TOPICS 61 COPYRIGHT 2016 THE SUNFLOWER SUPERSUMMARY 3 PLOT OVERVIEW The Sunflower by Simon Wiesenthal is a book of non-fiction. The first section, also titled “The Sunflower,” is an account of Wiesenthal’s experience as a concentration camp prisoner under the Nazi regime. In the account, Wiesenthal describes his life in Poland prior to the German occupation, his experiences of anti-Semitism within the Polish culture, and his life as a concentration camp prisoner. He describes life in the concentration camp, the continuous humiliations, the hunger, the illness, and the constant threat of death. Central to the narrative in “The Sunflower” is the story of Simon being summoned to the deathbed of a young Nazi soldier whom Simon calls Karl and who has been wounded in combat. Karl confesses to...
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...different ideologies into our mindsets. William Shakespeare, through his plays presents these ideologies, attitudes and values, both relevant and present in the Elizabethan context as well as in a modern context. Through a reading and analysis of Shakespearean plays we can see the ideology of how through the marginalization of society, there is a cultivation of the cycle of hatred, leading to revenge, preventable if we are able to open up and be merciful and forgive instead of succumbing to hatred and revenge. These feelings of mercy, hate, forgiveness, and revenge are built into the core of our human nature, and hence it has been present in the people of society during Shakespearean times as well as being easily relatable and understandable to our modern day society, due to it being in the fabric of our human experience and nature since the start of the human civilization. Modern day society struggles with the woes of marginalization on a daily basis, as well as in past important events that has changed the course of history and society. From daily issues such as the people who detests all immigrants who enter their country, as a result of racial differences, the now subsiding inequality of men and women, and the infamous anti-Semitic Nazi holocaust, where an estimate of 6 million Jews where killed by Adolf Hitler’s rule. As we can see this is closely related to Shakespeare’s famous play, The Merchant of Venice, which was written around 1597 and based in the 16th Century....
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...discipline dealing with what is good and bad and with moral duty and obligation ● a set of moral principles or values ● a theory or system of moral values 2 ● the principles of conduct governing an individual or a group. Ethics, in all of these definitions, is concerned with right or wrong behavior. This reading focuses on the discipline or study of ethics. 1. THE DISCIPLINE OF ETHICS This discipline consists of the examination and evaluation of actions, social practices, institutions, and systems to determine whether and why they are good or bad, right or wrong, and whether they should be promoted or reformed—in short, whether particular actions, practices, or systems are moral or immoral. For example, ethics examines whether capital punishment is morally acceptable and why. The discipline...
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...Emmanuel J. Crespo Ms. Coleman Honors World Literature April 13, 2016 Killing for Human Life An analysis of the justification for criminality with the argument that it will better humanity in Fyodor Dostoevsky’s Crime and Punishment. Crime towards humanity has never been rightly justified, but it seems as if the crime towards humanity misinterprets the goal of the crime. Criminals would like to believe that their crimes were done for humanity rather than towards humanity. Fyodor Dostoevsky exposes the argument of bettering humanity as a scapegoat for criminality in his novel, Crime and Punishment. The wealthy and those in poverty have had a strong dissonance for hundreds of thousands of years, usually caused by envy and frustration of the poor and the arrogance and lack of empathy of the rich. Raskolnikov, frustrated that he could not finish his studies in law and had to drop out of law school, has grown a type of soft hatred to the pawnbroker, Alyona Ivanovna. Due to her wealth and unfair treatment to the people that pawn items to her, Raskolnikov undoubtedly turns his soft hate into violent thoughts. He envisioned murdering her and taking her money, but the moral side of him always brought a sense of disgust to his own thoughts, and Raskolnikov would not want to go through with the crime. Although he tried to take the idea off his mind, the struggle of him having owe the landlady dues as well as him already behind on payments, Raskolnikov’s thought turned to a plan...
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...survive. Fascinatingly, research has shown that working in groups and interactions with others has a significant impact on an individual’s behavior. However, not all examples of humans working in groups are positive. Perhaps the most shameful and horrifying example of the power of human behavior in groups, would be from the influence of Nazism. Pre-Nazi Germany was called the Weimar Republic prior to Hitler’s rule, discrimination, and totalitarianism. It was created after World War I when the Kaiser at the time was removed from power and a semi-presidential democracy was put in place. Moreover, the location that is now Germany, was at the time blamed for the war and the many damages that were the direct cause of the conflict. As a punishment for the war, Germany was billed in what would of been equivalent to today's currency of 32 billion dollars. This caused the the Weimar Republic to got bankrupt. In addition, to paying for the war, the Weimar Republic was forced to reduce their army and reduce their territory as a result. As a new country, the Weimar Republic faced many difficulties. One difficulty they faced, was their bankruptcy caused by their debt as a result from the Treaty of Versailles in 1919. Additionally, there were riots in the streets and civil unrest as the left and right wings of the government fought. Foreign armies were also occupying the outskirts of the territory because the Weimar Republic had defaulted on some payments from the war. Towards...
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...Event Analysis 1 Event Analysis: World War II LaKisha J. Williams PAD540 International Public Administration Dr. Angela Parham Strayer University February 7, 2013 Event Analysis 2 Event Analysis: World War II World War II The United States stood in shock and fear as Japan initiated their attack on the naval base at Pearl Harbor with absolutely no warning. After the Great Depression of the 1920s, Japan was left without the resources they largely depended on the United States to provide. As Japan’s population became more overcrowded and their resources became scarce, the Japanese military decided to try and take over lands in China; mainly Manchuria. The Empire of Japan was aimed at taking over East Asia. As tensions arose between Japan and China the United States under the leadership of Herbert Hoover and Franklin D. Roosevelt (in the beginning) decided that they did not have any stake siding with either country. Up to this point the United States policy in China was based on the principle known as the Open Door Policy in which any and all countries were free to trade and make investments with and within China. The United States felt that if they sanctioned Japan and China, both economically and with military assistance, it would be enough for Japan and China to stop the fighting, but it didn’t. At that point Japan decided to accept Germany as an ally and...
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...then had at least one tattoo (Ford, 2010). Those two studies revealed statistics that illustrate the number of people in the United States with tattoos increasing astronomically. In 67 years the number of people with tattoos increased 9%, in just two years between 2003 and 2005 the United Stated witnessed the number of individuals with tattoos increase another 9%. Tattoos are still gaining acknowledgment in society today; the number of people with tattoos is increasing exponentially with athletes, musicians, and actors ushering a wave of acceptance. Figure 1 Tattoos have been evident in societies and the human race for thousands of years. Scientists have uncovered Egyptian mummies evidently preserved in the period as early as 2000 BC, analysis revealed evidence of tattooing and other forms of body art on their mummified bodies. The Egyptian tattooing thought to be one of the earliest appearances of tattoos came into question in 1991 with the discovery of Iceman (Lineberry, 2007). A pair of hikers in the Austrian Otztal Alps stumbled across the frozen tattooed corpse. Using modern carbon dating technology scientists found the corpse to be from the period around 3300 BC, making this discovery one of the earliest appearances of tattooing found to this day. Figure 2 The earliest tattooing took place with rudimentary tools and methods with a variety of material used as "ink." In all cases throughout history, the...
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