Fate And Free Will Oedipus The King - 1136 Words

Clearly depicted, in Oedipus the King, is the Greek s popular belief that fate will control a man s life in spite of man s free will. Throughout the story, the concept of fate and free will plays an integral part in Oedipus destruction and ultimately the death of his family. Destined to marry his mother and murder his father, Oedipus was guided by fate. When Oedipus learns of his fate he immediately tries to prevent it, as did his mother and father. This prophecy, as warned by the Oracle of Apollo at Delphi, was absolute and would inevitably come to pass. As for free will, Oedipus actions, temper, impulsive nature and pride (hubris) as well as his poor judgment (hamartia) all contributed to his eventual downfall because he made those choices. Fate, in Oedipus the King, is understood to be what is going to happen or what the gods make happen. The gods have control of what happens in the story. Therefore, while it seems Oedipus has free will, his fate is determined by the gods which limits and compels Oedipus to make certain personal choices. The king and queen of Thebes had a son named Oedipus. Upon the arrival of their son the king, Laius, and the queen, Jocasta, went to see the Oracle at Delphi who foretold their fate. The Oracle told Laius and Jocasta that their son was going to kill his father and marry his mother. This, of course, struck fear into the rulers. Having seen the Oracle about another matter, Laius and Jocasta believed the Oracle, but they alsoShow MoreRelatedEssay on Oedipus the King: Oedipus Struggle with Fate and Free Will771 Words   |  4 PagesIn our world today, fate and free will remains the biggest mystery of all; is everything we do controlled or do we have the freedom of choice? In the story Oedipus the King by Sophocles, the author uses the idea of fate and free will to explain the struggle of Oedipuss life. Fate and free will is explained as; fate is controlled by an outside supernatural force, and there is no way of controlling it. Free will is when each of us is responsible and controls al l aspects of our own life. The authorRead MoreDestiny, Fate, Free Will and Free Choice in Oedipus the King - Role of Fate635 Words   |  3 PagesThe Role of Fate in Oedipus the King In Oedipus the King, one can easily see the tragedy that comes when Oedipus lives out fate, although not of his own intentions. Oedipus did everything in his own power in order to keep the prophecies from being fulfilled. One might even say that Oedipus ran from fate. Webster defines tragedy as a medieval narrative poem or tale typically describing the downfall of a great man. Oedipus the King is certainly a tragedy, and as Dr. Lucas states in his blogRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Defining Fate1000 Words   |  4 PagesFate in Oedipus Rex      Ã‚  Ã‚   During ancient times, the Greeks believed very strongly in a concept called fate.   What is fate?   Fate can be defined as a cause beyond human control that determines events.   It can also be defined as the outcome or end of some sort.   In Oedipus Rex, King Oedipus is a character that lived by fate and died by fate.   This element of fate truly impacted the storyline and the plot, while allowing for some interesting developments that may have been unforeseen byRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - The Fate of Oedipus1239 Words   |  5 PagesThe Fate of Oedipus in Oedipus the King    In Oedipus the King there comes a point in the play where Oedipus learns something that plays an important role throughout the play.  Ã‚   He learns from a   oracle that he will eventually kill his own Father and sleep with his own mother.   As one could imagine this is a shock to Oedipus, and he does not believe the oracle.   However, he cannot prevent any of this from happening because it is his fate.   Oedipus is a victim of circumstancesRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Driven by Fate1105 Words   |  5 PagesThe Role of Fate in Oedipus Rex Before we approach this complex question inductively, we are at first obliged to contemplate what definitions and assumptions are being made. This essay, perhaps more so than others, requires a more extensive look at this aspect of the question, because of the sheer variety of possible responses. However, I now have reduced them to three possibilities. Firstly, we could make the assumption that perhaps as destiny controls all fates, then Oedipus character wasRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King3894 Words   |  16 PagesThe Concept of Fate in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   To the first-time reader of Sophocles’ tragedy, Oedipus Rex, it seems that the gods are in complete domination of mankind. This essay will seek to show that this is not the case because the presence of a tragic flaw within the protagonist is shown to be the cause of his downfall.    In the opening scene of the tragedy the priest of Zeus itemizes for the king what the gods have done to the inhabitants of Thebes:    A blight isRead MoreOedipus the King: Fate Vs Free Will Essay639 Words   |  3 Pages Oedipus the King, was written by Sophocles between C.A.496-406B.C. In this play, Oedipus is a great example of Sophocles’ belief that fate will control a man’s life no matter how much free will exists. Oedipus is a man of unflagging determination and perseverance, but one who must learn through the working out of a terrible prophecy that there are forces beyond any man’s conceptualization or control. Oedipus’ actions were determined before his birth, yet Oedipus’ actions are entirely determinedRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Victim of Fate3445 Words   |  14 PagesThe Victim of Fate in Oedipus Rex The question has been raised as to whether Oedipus was a victim of fate or of his own actions.   This essay will show that Oedipus was a victim of fate, but he was no puppet because he freely and actively sought his doom, although he was warned many times of the inevitable repercussions of his actions. When first considering this topic, I speculated that maybe it was the destiny of Oedipus to suffer, but a friend asked me to explain why Oedipus, in the actRead MoreOedipus the King: Fate and Free Will Essay example2539 Words   |  11 Pages â€Å"‘Tragedy is an imitation, not of men, but of action and life, of happiness and misery’† (Milch 12). This statement by Aristotle reflects the ideas portrayed in the play Oedipus Rex. Written by Sophocles, Oedipus Rex is a play which combines tragedy with irony to tell a story of a noble king who falls short of his greatness. The play was written around 430 BC and originally intended for an Athenian audience. They considered Sophocles their most successful playwright and consequently, hisRead More Boundaries of Destiny, Fate, Free Will and Free Choice in Oedipus the King1282 Words   |  6 PagesBoundaries of Fate and Free Will in Oedipus the King    The ancient Greeks firmly believed that the universe was guided strictly by order and fate. In Oedipus the King, Sophocles has examined the relationship between free will and fate, suggesting that free will paradoxically exists inside the boundaries of fate. It may be concluded, however, that man has free will and is ultimately held responsible for his own actions.    Oedipus destruction was brought about by a combination of fate and free

Ethical Standards for School Counselors Free Essays

Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998, and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students.Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: * Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. We will write a custom essay sample on Ethical Standards for School Counselors or any similar topic only for you Order Now * Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with * Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members.The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: * Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, opulation served or membership in this professional association; * Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and * Inform those served by the school counselor of acceptable counselor practices and expected professional behavior.A. Responsibilities to Students A. 1. Responsibilities to Students The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student’s values and beliefs and does not impose the counselor’s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A. 2. Confidentiality The professional school counselor: a.Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c.In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: * Student identifies partner or the partner is highly identifiable * Counselor recommends the student notify partner and refrain from further high-risk behavior * Student refuses * Counselor informs the student of the intent to notify the partner * Counselor seeks legal consultation as to the legalities of informing the pa rtner d.Requests of the court that disclosure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation. g.Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives. A. 3. Counseling Plans The professional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A. 4. Dual Relationships The professional school counselor: a.Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e. g. , counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/student relationship. A. 5. Appropriate Referrals The professional school counselor: Makes referrals when necessary or appropriate to outside resources.Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A. 6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c.Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A. 7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. . Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. A. 8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students’ educational records in keeping with state laws. c.Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A. 9. Evaluation, Assessment, and Interpretation The professional school counselor: a. Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) can understand. e.Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A. 10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. b. Advocates for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e.Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A. 11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Responsibilities to Parents/Guardians B. 1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative elationship with parents/guardians to facilitate the student’s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B. 2. Parents/Guardians and Confidentiality The professional school counselor: a.Informs parents/guardians of the counselor’s role with emphasis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C.Responsibilities to Colleagues and Professional Associates C. 1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treats colleagues with professional respect, courtesy, and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations, and other resources to whom the student may be referred. C. 2. Sharing Information with Other Professionals The professional school counselor: a.Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D. 1. Responsibilities to the School The professional school counselor: a.Supports and protects the educational program against any infringement not in students’ best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school’s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school’s mission and connects his/her program to the school’s mission. d. Delineates and promotes the counselor’s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e. Accepts employment only for positions for which he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students’ developmental needs, and (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services, and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. D. 2. Responsibility to the Community The professional school counselor: a.Collaborates with agencies, organizations, and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E. 1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. . Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor’s career. E. 2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and strives to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects her/him personally and professionally. d.Acquires educational, consultation, and training experiences to improve awareness, knowledge, skills, and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance. F. Responsibilities to the Profession F. 1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptable educational and psychological research practices. The counselor advocates for the protection of the individual student’s identity when using data for research or program planning. d.Adheres to ethical standards of the profession, other official policy statements, such as ASCA’s position statements, role statement, and the ASCA National Model, and relevant statutes established by federal, state, and local governments, and when these are in conflict works responsibly for change. e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice, or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships, or unearned goods or services. F. 2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state, and national associations fostering the development and improvement of school counseling. b.Contributes to the development of the profession through the sharing of skills, ideas, and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members, and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1.The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. When feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association, and ASCA’s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: * state school counselor association American School Counselor Association 5. The ASCA Ethics Committee is responsible for: * educating and consulting with the membership regarding ethical standards * periodically reviewing and recommending changes in code * receiving and processing questions to clarify the application of such standards; questions must be submitted in writing to the ASCA Ethics chair. How to cite Ethical Standards for School Counselors, Papers

The Beckhams Essay Example For Students

The Beckhams Essay The way I see it a very open title for discussion and so in this essay I get to write whatever I want about well anything well nearly! Ive decided to write about the Beckhams. Whenever I see the Beckhams in photographs or on the TV etc, which is rather often, I smile. That is smile not smirk or snigger or sneer. I smile because its good to see two young healthy people so in love. A lot of people are highly critical of the Beckhams but they say far more about themselves when they do, all of it bad. Who criticises Victoria for being to thin? People who are so self assured they think there better than anyone else. Who slams the Beckhams for being greedy? Not those who have spent their lives working selflessly for others but the money grabbers who are simply jealous of what they have. People from privileged backgrounds cannot understand how a kitchen fitters son came to be living the good lie while they live life trying to scrape money together. Despite being called Posh there is nothing Posh about Victoria she was simply given the name the same as Sporty, Scary, Baby and Ginger making out that she is a self obsessed fashion victim (Shall I war the little Gucci dress the little Gucci dress or the little Gucci dress?) only an idiot would think that she was really like that. We don not hate the Beckhams because they have lots of moneyThe Queen of England who is supposed to stand fro all, rides around in a gold couch and wears jewels on her head so heavy she is bound to have a creek in her neck. That is greed no matter how many countries she visits or how many tights she turns on. I believe many people hate the Beckhams because they made it all by themselves. The inherited rich the ones who think it is not what you know but who you know that matters that is who really annoys me born with a silver spoon in their months. They did not make it fair and square not through their own hard work and dedication. The Beckhams did not sponge off anyone or wait for a parent to die or trade off a famous name or good connections. This is why Victoria gets so much more attention drawn to her than say Palmer Tomkinson the sort of person who would be a nobody if they had not been related to a somebody. Its hard to believe that two young successful people who are completely devoted to each other anger so many people much more than other celebrity couples. A beautiful young girl on the arm of some old man. Fine. A man who trades his wife in for a newer model. Swell. A footballer who beats up his wife or girlfriend. Give him an award. A successful gorgeous man who loves his wife and son. Get away what a wimp.I think many people criticise David too much he is a confident young man who takes an interest in his feminine side wearing a sarong or thong every now and again. Rich successful and sexy the Beckhams are above all happy. The Beckhams have been frowned upon for quite a while now for showing displays of happiness I consider those people to have no emotions. I think that is the one thing that makes Victoria and David better than other celebrities and that is why they get so much more exposure than anyone else. All celebrities have a sob story about how they had an awful child hood and that is why they are gay/an alcoholic/or addicted to drugs. So many people are like this the Beckhams are not that is possibly another reason why people dislike them-they dont fit into a stereotypical celebrity role. .uffda174531462c750426eebe2f58e608 , .uffda174531462c750426eebe2f58e608 .postImageUrl , .uffda174531462c750426eebe2f58e608 .centered-text-area { min-height: 80px; position: relative; } .uffda174531462c750426eebe2f58e608 , .uffda174531462c750426eebe2f58e608:hover , .uffda174531462c750426eebe2f58e608:visited , .uffda174531462c750426eebe2f58e608:active { border:0!important; } .uffda174531462c750426eebe2f58e608 .clearfix:after { content: ""; display: table; clear: both; } .uffda174531462c750426eebe2f58e608 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uffda174531462c750426eebe2f58e608:active , .uffda174531462c750426eebe2f58e608:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uffda174531462c750426eebe2f58e608 .centered-text-area { width: 100%; position: relative ; } .uffda174531462c750426eebe2f58e608 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uffda174531462c750426eebe2f58e608 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uffda174531462c750426eebe2f58e608 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uffda174531462c750426eebe2f58e608:hover .ctaButton { background-color: #34495E!important; } .uffda174531462c750426eebe2f58e608 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uffda174531462c750426eebe2f58e608 .uffda174531462c750426eebe2f58e608-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uffda174531462c750426eebe2f58e608:after { content: ""; display: block; clear: both; } READ: The Fellowship Of The Rings EssayBut even more than that people hate what I envy most not their mansion, their cars, their wedding photos or their matching outfits but their love for one another. When we look at Posh and Becks we see a bullied girl and a shy boy teased about how he specks. Who through their own will and dedication became swans that both love each other and their son dearly. The Beckhams are the revenge of nerds turned prom King and Queen through their fame, love and money. Feared by the sour and loved by the sweet. Victoria and David are having their day in the limelight. I think they should be left alone and as my mother says If you have nothing nice to s ay dont say anything at all. I wish the Beckhams all the luck in the world and I hope I can be that happy one-day.

Writing Effectively with Appropriate Phrases Essay Example

Writing Effectively with Appropriate Phrases Essay This essay analyzes and compares four sets of sentences and judges them on effectiveness and appropriateness.   The first set’s sentence is, â€Å"You did not do very well on that test.†Ã‚   This sentence is a frank, direct assessment of the results of a test, and it implies that the student is capable of better performance.   An instructor would be acting appropriately if she used this sentence.   The other sentence in this set is, â€Å"You bombed that exam.†Ã‚   This assessment is colloquial, insensitive and inappropriate coming from a formal instructor.   However, if this same assessment was delivered from a student’s peer, it might be appropriate and perhaps even humorous.The second set of sentences is, â€Å"Your hospital tests do not look promising,† and â€Å"I’m afraid you are going to die in the near future.†Ã‚   The former sentence is an appropriate and direct delivery of poor medical news that a healthcare provider might deliver to an ailing patient.   It informs the patient of his grim prognosis, but in a compassionate and professional manner.   The latter sentence could only be delivered by the most insensitive of healthcare providers.   It completely lacks compassion for the patient’s dire circumstances, and it serves to eliminate any hope that the terminally ill patient may harbor.   This sentence is wholly inappropriate.The third set is, â€Å"The operation cost us 100 troops†, and â€Å"One hundred of our men were killed in the battle.†Ã‚   The former sentence lacks the dignity and gravity that these military deaths deserve; it is inappropriate and disrespectful to the fallen soldiers.   The latter sentence, while delivering the same unfortunate message, is much more appropriate and fitting.   It imparts a sense of deep loss and implies that the deceased soldiers were part of a respected family.The final set of sentences is, â€Å"I’m not sure you are up to this particular assignment,† and â€Å"You’re not smart enough to do this assignment well.†Ã‚   The former sentence is an appropriate admonishment that might be delivered by a superior to a subordinate.   It gets the message across without rudeness and insensitivity.   The latter sentence is inappropriate and judgmental.   It rudely presumes a lack of intelligence and it would never be uttered by a business professional.