Life Is Like A Box Of Chocolates - 1625 Words

CAREER RESEARCH PAPER 2 Nick Carter once said, â€Å"It s like Forrest Gump said, Life is like a box of chocolates. Your career is like a box of chocolates - you never know what you re going to get. But everything you get is going to teach you something along the way and make you the person you are today. That s the exciting part - it s an adventure in itself†. According to the Bureau of Labor Statistics, the average worker currently holds ten different jobs before age forty, and this number is projected to grow. Forrester Research predicts that today s youngest workers will hold twelve to fifteen jobs in their lifetime. In class we received an assignment about career planning. I constantly dream about living in a huge house with two cars, and working in San Diego as a Family Counselor. In this assignment we assess our career aspirations, and possibly alternative career paths. I filled out three worksheets for my assignment; Natural Talents, Interests Checklist, and Exploring Your Day Dreams. In fi lling in the natural talents worksheet, I identified that I am an athlete, a great writer, and a critical thinker. This worksheet expanded my possible career choices. After assessing my natural talents, I am capable of being successful in my numerous careers. In being an athlete, I have the knowledge of plenty of sports. This makes me a great candidate for a career path withShow MoreRelatedForrest Gump Said That, â€Å"Life Is Like A Box Of Chocolates,1912 Words   |  8 PagesForrest Gump said that, â€Å"life is like a box of chocolates, you never know what you are going to get.† Highly Effective Instructors know that this is not the case. These type of instructors know there is usually a guide (an organization) on the inside lid which indicated what each type of chocolate contains. Trait number six is ORGANIZED (PICTURES) Organized area, Sloppy area Instructor organization can be divided into two broad areas: 1) administrative organization and 2) educational organizationRead MoreFate Portrayed in Forrest Gump Essays794 Words   |  4 PagesA general theme in Forrest Gump is fate. We see it everywhere; in Jenny, in Lieutenant Dan, in the feather, the box of chocolates, even Forrest himself. The film tells the story of Forrest’s life. The good and the bad, the people he meets, the things he accomplishes, and the hardships he faces are all part of a plan. Fate can be pretty funny. Forrest started out with bad legs, no friends, and no education but throughout the movie he makes many friends, saves lives, becomes very wealthy, andRead MorePeople and Chocolate: Intriguing Similarities and Differences643 Words   |  3 PagesChocolate is a widely favoured treat that comes in more varieties than any one person could imagine. 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A sentenceRead MoreMy Father925 Words   |  4 Pagessucceed in my life and how to cherish time. He is always gone through a lot of ups and downs in his life, but my father faced the difficulties with great courage and a strong will, I have learned a lot from him, and this makes my father and me closely. My father is my role model and I will do my best to become a person like him. He also impresses me most with his optimism, hard--working and confidence, which I also inherited. He always tells me life is just like a box of chocolate; you have toRead MoreDon Marquis V.S. Judith Jarvis Thomson. Two Abortion Arguments.1474 Words   |  6 Pagesabortion arguments Judith Jarvis Thomson and Don Marquis both have different views on abortion. Thomson believes that in some cases, abortion is morally permissible, due to the life of the mother. Marquis believes that abortion is almost always morally impermissible, except in extreme circumstances, because the fetus has a future life. I will simply evaluate each of the authors reasoning’s that defend their belief, and give my argument for why I believe Judith Thomson’s essay is more convincing. ThompsonRead MoreForrest Gump Analysis Essay1125 Words   |  5 PagesWord Count: 1,124 Random Chocolates When you open a box of assorted chocolates, what do you see? Some people look, and they know that there are some chocolates mixed in that are absolutely horrid, and they do their best to escape them. Others see the candies and know that one of them will be their demise, but they eat them all anyways. However, a few people gaze into the box and see an opportunity for surprise with each morsel. In the movie Forrest Gump, the concept of destiny is viewed byRead MoreLife Of The Mother By William Shakespeare1360 Words   |  6 Pageslife of the mother. Marquis believes that abortion is almost always morally impermissible, except in extreme circumstances, because the fetus has a future life. I will simply evaluate each of the authors reasonings that defend their belief, and give my argument for why I believe Don Marquis’ essay is more convincing. (SUMMARY DEFENSE OF ABORTION) Thompson begins by stating â€Å" a fetus is a person and that killing a person is, in essence, murder, and thus morally wrong.† Thompson uses many analogiesRead MoreInformative Speech: Chocolate Essays1396 Words   |  6 PagesSpecific Purpose Statement: To inform my audience about the production of chocolate Central Idea: Explain how cocoa beans are processed to produce the chocolate we all know and love Method of Organization: Chronological Visual Aid: Before my introduction and before class begins, I will have a chocolate collection for people to choose from as a snack. It will not be handed out during my speech so that it will notRead MoreEssay on Commentary on Like Water for Chocolate by Laura Esquivel613 Words   |  3 PagesCommentary on Like Water for Chocolate by Laura Esquivel The novel Like Water for Chocolate is the story of a woman fighting tradition in quest for love and freedom. The novel has diverse relations of apathy and love between the characters. The author Esquivel illustrates these relations by the use of the colors red and white. Throughout the novel Like Water for Chocolate, Laura Esquivel uses the colors red and white to symbolize love and apathy in the relationships

Oedipus the King Free Essays

The ancient Greek philosopher Aristotle once identified the key ingredients of the tragedies that his culture is so famous for. These ingredients include a character with a fatal flaw, the realization of the fault for a particular problem and the final sudden reversal of fortune. For many tragedies, the fatal flaw is demonstrated as excessive pride, which usually serves as the driving force of the play’s action. We will write a custom essay sample on Oedipus the King or any similar topic only for you Order Now It is common, even beneficial, to have pride in oneself, but when it becomes expressed as arrogance or in defiance of one’s fate, it is considered excessive and often leads men to engage in activities that will lead to their downfall. Aristotle (1998) stated â€Å"the tragic hero falls into bad fortune because of some flaw in his character of the kind found in men of high reputation and good fortune such as Oedipus. † This attitude, commonly found in men of high station is not specifically identified as pride in the case of Oedipus and, indeed, different readings can place Oedipus’ great flaw in a number of areas. It seems as if Sophocles intended to emphasize the more common interpretation of Oedipus’ flaw being excessive pride, but other interpretations, such as Pier Paolo Pasolini’s 1967 film Oedipus Rex, present other possibilities as the main character is brought through the three primary elements of tragedy. In both the play and the film, Oedipus is quickly demonstrated to have a fatal flaw. In the play, the action opens as Oedipus is approached by plague-stricken masses asking help from him as king. He responds to their appeals saying, â€Å"What means this reek of incense everywhere, / From others, and am hither come, myself, / I Oedipus, your world-renowned king† (4-8). In this statement, Oedipus’ pride in his social position is clear. In the film, though, he is seen as somewhat insecure, even as a child when he cheats at a game, and then as a haunted man with a burning mystery searing his dreams, both showing him to be a man of deep passions. Throughout the remainder of the action in the play, Oedipus’ personality clearly reflects excessive pride in his ability to force things his way. When Oedipus learned of the prediction that he was doomed to kill his father and marry his mother, he was full of self-pride to defy the fates and leave Corinth. The film depicts this as a heart-wrenching decision to never go near his parents again in order to save them followed by a time of desperate wandering through barren wastelands. While both versions indicate extreme passion involved in the killing of Laius and the claiming of Jocasta, the Oedipus in the play greets his subjects with almost concealed disdain and the Oedipus of the film greets them with sorrow and deeply shared concern. While Sophocles sets his character up to battle pride, Pasolini prepares him to come face to face with the consequences of passion. It is easy to see the irony in both play and film that if Oedipus had not been so determined to escape and prevent the prophecy, he would have not unwittingly fulfilled it. This is foreshadowed by Creon in the play just before the truth of the story is realized. Creon tells Oedipus, â€Å"You are obstinate— / obviously unhappy to concede, / and when you lose your temper, you go too far. But men like that find it most difficult / to tolerate themselves† (814-819). In this one short statement, Jocasta’s brother sums up the entire tragedy. He points to Oedipus’ stubbornness and pride in being unwilling to consider the possibility that he might be the murderer he seeks. As a result of his own impatience and driving desire to bring honor and further pride to his name, Oedipus becomes excessive in his proclamations regarding motives and punishments to be handed down and then suddenly realizes that he cannot escape the horror of his crimes. This horror is demonstrated in the film to great effect as the confused Oedipus slowly becomes overwhelmed with the possibilities, finally screaming out his confession in a now-customary burst of passion. By the end of the story, Oedipus has come to realize that everything he has done has only served to bring him closer to his evil destiny. In the process of trying to avoid fate, he has committed some of the greatest sins imaginable to him – defiled his mother’s bed, murdered his father and spawned monstrous children born of incest. Rather than face the truth and unable to take the severe wound to his pride, Oedipus stabbed out his eyes with broaches and walked away from Thebes forever, thereby sealing his doom through further prideful actions. The sudden reversal of fortune has Oedipus walking away from Thebes a blind, homeless beggar rather than the respected king he should have been based upon his more noble qualities. While this is a surprise, it is nevertheless a logical possible conclusion to the events that have taken place. This concept is brought out to greater extent in the film through the change in setting. Pasolini begins and ends the film in a contemporary setting to when the film was made. While the play suggests that Oedipus went wandering into the desert a self-blinded beggar man, the film indicates that he has been wandering a tortured individual for much longer than a normal lifespan. Thus, the elements of classic tragedy are carried throughout both play and film to slightly different interpretations. In both, a fatal flaw within the character of Oedipus drives his actions that eventually seal his own doom. Seen as it is throughout the various elements of the classic tragedian format of first demonstrating a noble characteristic to tragic proportions, then becoming aware of it and then suffering as a result of it, it cannot be missed that Sophocles was trying to illustrate to his audience the dangers of an absence of humility and common sense when he highlighted Oedipus’ excessive pride. Pasolini seems to have been more interested in warning his audiences about the sins of excessive passion. This is, in some sense, what Aristotle was trying to communicate regarding the purpose of tragedy, which he describes as â€Å"an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play †¦ through pity and fear effecting the proper purgation of these emotions† (Aristotle cited in Friedlander, 2005). By illustrating the various things that can go wrong when one believes they have no flaws, Sophocles and Pasolini hoped to encourage a closer connection with truth as a means of avoiding Oedipus’ fate. Works Cited â€Å"Aristotle. † Critica Links. (1998). The University of Hawaii. May 21, 2007 Pasolini, Pier Paolo (Dir. ). Edipo Re. Perf. Silvana Mangano, Franco Citti, Carmelo Bene, Julian Beck Ninetto Davoli. Arco Films, 1967. Sophocles. Antigone, Oedipus the King, Electra. Oxford World’s Classics. Ed. Edith Hall. Oxford University Press, 1998. 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Give me your High School Diplomas, your Master Degrees, and your Bachelor Degrees! Essay Example For Students

Give me your High School Diplomas, your Master Degrees, and your Bachelor Degrees! Essay Give me your High School Diplomas, your Master Degrees, and your Bachelor Degrees! Give them to me and I shall throw them into the fiery depths of Hell! You say you have more rights than others because you have pieces of paper that say you are smart! You say you can do more than us because you have seen people born and seen others die! Well I have news for you so have many of us. The only thing that makes you superior to seniors is your age, but the actions and words of many of you have taken even that away, for it seems that many of you are more emotionally immature than many of us! You make rules that no one can cut in line, and we agree, so long as you follow your rules, too! But no, youre too good for that! You have a room, but now you want ours, too. And what do we get in return? Nothing! Now you have two and we have none! We asked for a compromise and you did nothing! Then, of all things, you wonder why we go against you! You come here from other places, normal places, and expect to change things à ¢Ã¢â€š ¬Ã¢â‚¬Å" to have it all your way. If you had taken the time to notice, you would have seen that ASM is no normal place, but that you have now entered a very real version of the Twighlight Zone! You try to do all this in a place so strange and new, try to create your own American microcosm, and yet you do not realize that throughout history this is why people have failed, and why hundreds have died. You cannot change the land, but the land can change you! You take all this away from us, and then you want respect. Ha! Respect is something you earn through your actions and your words, not a right that you get just for being old! Youre supposed to be role models for us, were supposed to learn from you and follow your good examples. But examples like this? This may get us somewhere in life, but it will lead us there by the wrong path! It will be a path of destruction, and sometime the hatred from those who were walked over to create this path will catch up to all, and all will be trampled by it! Do you even realize that youre supposed to be role models for us? Because if you do, then you most certainly dont realize that the students think horribly about some of you, not as teachers, but as people. Youre supposed to teach us more than English, science, and math. Youre supposed to help us learn life lessons. Instead, we learn that the only thing some of you know is how to make others dislike you, and how greedy you are for not wanting to compromise or even attempting compensate for what you have taken from those whom you have deprived of their long awaited privilege! In ASMs statement of its core values, it says that the school is committed to promoting and developing a sense of and commitment to honesty, decency, and justice. How in the world is the school supposed to instill these values in all of the students, when it cannot even instill it in many of their faculty members?!