Admissions Essay - Im in Debt but Im Not a Doctor so if i don't get into medical school what the fuck am I supposed to do with my life? I have spent the last 10 years preparing to go become a doctor. 4 years of hell @ the high school full of snotty people to go to Yale. 4 years of sweating yale to get a good bio background. 2 years of tamu for a MS in epidemiology. too many jobs and never enough fun. and, judging by the mail, im not good enough. my graduate gpa in major was 3.77 last i knew. my mcat was 31. i can't even get into UT galveston... the supposed bottom of the texas barrel. mom wants me to be a lawyer my dept wants me to go for a phd so they can have another good statistic psychology sounds cool but everywhere i turn people tell me no on THAT one and all I want to do is be a doctor. im 23. i graduate in august with 20,000 in loans. i have no job. i have no idea where to even FIND a job w/o a phd its past the deadline for grad programs until 1999. and all i want to do is be a doctor i watched er last night ohh bad move i wanted to slaughter the blond chick an obgyn specifically helping people people keep telling me about "i have a freind who went down to south america and did something incredible for 2 years then came back and got in." that's great. how do i pay sally mae back 500$+ a month from brazil as a volunteer? i feel like screaming at all the people who told me that yale was worth it b/c yale was worth it for me to become me but it was a rip academically the name dosen't trade in for the .4 my gpa lost by going there. people @tamu with worse mcats than me and .3 better grades get in. and i know that every person who reads this thinks "well then somethign else is obviously WRONG with YOU" i want to be a doctor instead evidently i am a fuck up
This essay will review Daniel Goldhagen’s controversial moral inquiry, ‘A Moral Reckoning: The Role of the Catholic Church in the Holocaust and Its Unfulfilled Duty of Repair’, published in 2002. Goldhagen attended Harvard University as a graduate, undergraduate and assistant professor until he was denied tenure in 2003; this possibly indicates his limited status as an academic. Goldhagen notes that he is ‘indebted’ to his father, a Holocaust survivor, for some of his findings on the Holocaust. This personal connection to the Holocaust on the one hand allows Goldhagen to write more passionately. On the other hand, it obscures his ability to view evidence objectively, evident in this book under review. Goldhagen status rose to notoriety due to the controversial nature of his first book, ‘Hitler’s Willing Executioners’ published in 1996. This received much criticism and perhaps more importantly to Goldhagen, plenty of publicity. The contentious assertions of the book, whether academically valid or not, established the relative novice amongst historians. This is evident in the abundance of secondary literature that comments on Goldhagen’s work including that edited by F. Littell and F. Kautz. Goldhagen’s credentials as a controversial author explain the extremist content of his second book, ‘A Moral Reckoning’. Goldhagen’s academic background in political science is evident in the books emphasis on the church as a ‘political institution’ and the pope as a ‘political leader’ (p. 184). . This limits his work as a historian as he fails to fully examine the role of the individual.
...d in is own home. He was found by Soviet men in his home and taken to Siberia, because he was too young, in their point of view, to not be a member of the Nazi party. This is a man that Goldhagen cannot say is a fanatic anti-Semite and because of his own story to me I cannot deem the entire German population to be Goldhagen's 'ordinary Germans'.
The events which have become to be known as The Holocaust have caused much debate and dispute among historians. Central to this varied dispute is the intentions and motives of the perpetrators, with a wide range of theories as to why such horrific events took place. The publication of Jonah Goldhagen’s controversial but bestselling book “Hitler’s Willing Executioners: Ordinary Germans and the Holocaust” in many ways saw the reigniting of the debate and a flurry of scholarly and public interest. Central to Goldhagen’s disputed argument is the presentation of the perpetrators of the Holocaust as ordinary Germans who largely, willingly took part in the atrocities because of deeply held and violently strong anti-Semitic beliefs. This in many ways challenged earlier works like Christopher Browning’s “Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland” which arguably gives a more complex explanation for the motives of the perpetrators placing the emphasis on circumstance and pressure to conform. These differing opinions on why the perpetrators did what they did during the Holocaust have led to them being presented in very different ways by each historian. To contrast this I have chosen to focus on the portrayal of one event both books focus on in detail; the mass shooting of around 1,500 Jews that took place in Jozefow, Poland on July 13th 1942 (Browning:2001:225). This example clearly highlights the way each historian presents the perpetrators in different ways through; the use of language, imagery, stylistic devices and quotations, as a way of backing up their own argument. To do this I will focus on how various aspects of the massacre are portrayed and the way in which this affects the presentation of the per...
Employers consider a degree necessary for getting a job at their company. However, not many people can afford college. The solution is to take out loans, then college becomes affordable. These loans create a whole different issue, student loan debt. This can affect people their whole lifetime and has been happening for years upon years. But, in the more recent years America is starting to shed more light onto the issue and are becoming curious on why colleges charge twenty five thousand dollars, or more, for a year of education. Many different countries offer free college, but in America student loan debt keeps getting worse.
Yet, in 1976, the Supreme Court in Gregg V. Georgia declared the death penalty for murder is constitutional (AAE "Capital Punishment"). The death penalty is also fair and serves it justice -- surveyed police chiefs and sheriffs choose the death penalty as a primary method to combat violent crime (Montgomery 2-25-95). It cost less in the long run as well.
Capital punishment, also known as the death penalty, is defined as the pre-meditated or planned taking of a human life by a government in response to a crime committed by that legally convicted person. It has been discussed extensively over the years by many people. There are many reasons to agree or disagree with capital punishment, but the reasons against it completely outweigh the ones that support it. Many of the justifications for affirming the death penalty either do not apply wholly to our justice system, are misunderstood, or just do not make sense. There is no justification for killing other human beings and all of the arguments cannot change this. Since 1976, over one thousand people have been executed by the government.
The death penalty, also known as capital punishment, is when someone convicted of a crime is put to death by the state. This practice has been around for centuries. The death penalty has evolved from acts like public hanging, to the more “humane” lethal injection used today. Many people view this as the only acceptable punishment for murderers, mass rapist, and other dangerous crimes.
When it comes to achieving success in the working industry and accomplishing a successful career an education is important. Getting a degree is essential to be successful. The issue is the higher the education the person wants the higher the cost is. Nowadays, not everyone can afford paying out of pocket for an education, which mean that students are forced to take out large amount of student loans to achieve that degree. Student debt is an ongoing problem, students are gaining oversized debts that most of the time if not ALL are defaulting and jeopardizing future credits. How much debt it too much debt? Everyone should have the liberty to
Goldhagen, Daniel Jonah. Hitler's Willing Executioners: Ordinary Germans and the Holocaust. New York: Vintage, 1997. Print.
In David Brook’s essay, “It’s Not About You,” Brooks mentions and describes the challenges college graduates face when looking for a job. He goes on and describes how this generation is different than any other generation. He explains how college graduates don’t go on and get married, buy houses, and have kids like previous generations. He also states how college prepares you with a set of skills that are much different to the ones you encounter when you graduate. Those skills you have to learn on your own.
I struggled with that question. Then I realized that instead of asking myself why I want to become a doctor, I should be envisioning the doctor I should become. I should be a doctor who values a patient’s emotional stability over my financial stability, particularly if I want to be not only well-respected but also well-trusted in the community. I should be a doctor who uses his knowledge to help patients, not a doctor who uses his patients to further his knowledge. And I should be a doctor not because I want to make my parents proud, but because I should be proud of what I
Murder! Rape! Terrorism! Most consider the people that commit these heinous crimes, but some say these people deserve a second chance. The Debate over the merits of capital punishment has endured for years, and continues to be an extremely complicated issue. Adversaries of capital punishment point to the Marshalls and the Millgards, while proponents point to the Dahmers and Gacys. Capital punishment is the legal infliction of the death penalty on persons convicted of a crime (Cox). It is not intended to inflict any physical pain or any torture; it is only another form of punishment. It is irrevocable because it removes those punished from society permanently, instead of temporarily imprisoning them. The usual alternative to the death penalty is life-long imprisonment.
The undergraduate degree that I am going to go for is Biomedical Engineering so that I have a well-paying job as a backup if I fail to get into medical school. For this class you have to take your basic science and math courses, as well as your basics that you must take for any degree such as English Composition 1 and 2. These can be very tedious, but they must be taken. Once you get into your junior and senior years of your undergraduate degree, you start to get into your higher level classes like calculus, chemistry, and physics. After I receive my undergraduate diploma, I will apply to medical school. Assuming I get in, medical school is four more years of school. It will take me eight years to get started as a
When I first told my parents in kindergarten I wanted to be a physician, I wanted to be one because I wanted to talk to patients and make them feel better. Over the years, I have realized that physicians do not always succeed in making people feel better and that doctors do more than making people feel better. As a child, my priority in life was to always spread happiness and make my classmates smile. Nothing made me happier than when the people around me were happy and enjoying life. I enjoyed school, and as a little girl, I believed all my classmates enjoyed school too. Whenever I would notice a classmate missing a school day because they were sick, I assumed that they would be upset to miss a school day and so I told myself that I would
Once you graduate from high school you have to make a decision that might change your life. This decision is choosing a career. Everyone wants to gain fortune and live a life they couldn’t as a teen. In Honduras about 42.5% percent of students, chose medicine because of the wealth’s provided as a doctor. However, becoming a doctor requires special abilities, like service vocation in order to perform this career for the rest of your life.