Literary Analysis Of Robert Frosts Nothing Gold Can Stay

The author of Nothing Gold Can Stay is Robert Frost. He wrote the poem in 1923. Frost was born March 26, 1874 in San Fransico. His parents were William Prescott Frost and Isabelle Moodie. When he was in high school he started to get intersed in reading and writing poetry. After leaving school, Frosthad jobs as a teacher, a cobbler, and the editor of Lawrence Sentinel. His first poem published was My Butterfly, on Nov. 4th 1894 it appeared in the New York newspaper The Independent. And in 1895, Frost marries a girl named Elinor Miriam White, who heshared validictorian honors with. Nothing Gold Can Stay fits into the narrative catagory, since the poem is telling a story about the birth and death of natures gold and spring. Since the†¦show more content†¦The author of the poem left out some information to let the readers interpret it in their own unique way. This poem does not contain any cultural details, such as the behavior, dress, or speech habits of a particular group or a historical period. The poem could be interpreded as either fantasy or reality. The fantasy part being the world ending during wwII, and the reality part being that nothing in this life is permanent, eventually it all fades away. Because the mood of Nothing Gold Can Stay is sad, the ready might feel, meloncholy or upset. The tone of the author in this poem is soft at the beginning but gradually gets sad towards the end. The theme in Nothing Gold Can Stay is nothing, especially that is perfect or beautiful can last forever. Because nothing is permanent, everything eventually fades away. And its important to keep the gold as long as we can and ejoy it, because it will fade away and be forgotten. The rhyme scheme of Nothing Gold can stay is aa,bb. First, the readers hear hold and gold, then the readers hear flower and hour. Because theres another stanza, it stats over with a which is leaf and grief, and the last things, which is b, is day and stay. The poem stresses the sense of sight, describing natures first green as gold and early leaf a flower. It also describes leaves subsiding to leaves, Eden sinking to grief, and dawnShow MoreRelatedLiterary Analysis Of Robert Frosts Nothing Gold Can Stay970 Words   |  4 PagesRobert Frost wrote this poem in 1923. Frost is referencing creation from a perspective of a Christian. The poem is about creation and how creation evolves overtime. He is American from New England. This piece is from 20th century poetry. The style of Roberts Frosts poem Nothing Gold Can Stay, is a little bit of a confessional poem. I think this because it is maybe reflecting someones memories or experiences from the past about creation. As well as talking about seasons changing. An exampleRead MoreLiterary Analysis Of Robert Frosts Nothing Gold Can Stay1172 Words   |  5 PagesThis poem Nothing Gold can Stay was written by Robert Frost in 1923 . Frost was warning the possibility of the end of the world. This poem is what i believe to be a long poem, but the section of it that we are looking to is much shorter, with only eight lines. I do believe that in some ways this is a narrative poem in that it tells a story and warns about the idea of the end of the world. I do believe that in some ways this could also be confessional for it expresses his past and current thoughtsRead MoreEssay on Robert Frosts Life and Accomplishments1244 Words   |  5 Pagesâ€Å"In three words I can sum up everything I’ve learned about life: it goes on.† After a lifetime of ups and downs, Robert Frost said this quote. Most of his poems already shared his message, that life is not as easy as it may first appear to be. He used the simplicity of nature and vernacular speech to give his poems a casual mood, though underneath they display a much deeper meaning of life. These poems help to show people just some of the difficult things that will be faced in life, despite everythingRead MoreAnalysis Of Stopping By Woods On A Snowy Evening, By Robert Frost778 Words   |  4 PagesRobert Frost is a great American poet that mastered the art of eloquently imprinting his readers with an overarching idea, or theme, through his use of symbolic language, precise picture painting, and metronome rhyme and meter. Frost addresses many different themes across his poems, but sometimes has similar methods of displaying his themes; three of the most prominent are the crossroads of a decision in â€Å"Stopping by Woods on a Snowy Evening,† the battle between desire and hate in â€Å"Fire and IceRead MoreEssay about Analysis of the Poems of Robert Frost1316 Words   |  6 Pagesâ€Å"The Road Not Taken† and â€Å"Nothing Gold Can Stay† are just two of many very famous poems, written by none other than Robert Frost. Robert Frost is a poet that is well known for his poetic contributions to nature, as well as his award winning poems. His poetic ability and knowledge make hi m an extraordinary author. His past; including schooling, family, and the era in which he wrote influenced nearly all of his poems in some way. This very famous poet contributed to the modernism era, had a familyRead MoreRobert Frost : A New England Poet3698 Words   |  15 PagesRobert Lee Frost Known for being a New England poet Robert Frost was born in San Francisco, California on March 26th, 1874. Born to a New England father William Prescott Frost Jr. and a Scottish mother Isabelle Moodie who moved to the west coast from Pennsylvania after marriage (Bailey). Both his parents were teachers and poets themselves, but his father later became a journalist with the San Francisco Evening Bulletin (Bailey). Frost spent 12 years of his life growing up in San Francisco, until

Adolescent Development in Juvenile Recidivism Free Essays

string(24) " she is choosing Satan\." Punishment is a word that has many different meanings. It differs from person to person, state to state and even country to country. When looking at the criminal justice system the purpose of punishment is deterrence, rehabilitation, retribution, and incapacitation (Bontrager, Smith, Winokur, 2008). We will write a custom essay sample on Adolescent Development in Juvenile Recidivism or any similar topic only for you Order Now Punishment involving adults is hard but when dealing with adolescents it is even more difficult. Adolescence is often thought to be a time of irrational and emotion influenced behavior. There are many who think that adolescence is just a phase that is an entity in and of its self. While many people can see the correlation between the actions and behaviors that happen in adolescence to the habits and life style in adulthood few people see the correlation between a person’s early childhood and the affect that has on his or her adolescence. There is no developmental phase that stands totally alone. Each phase has a lasting consequence ramifications on the next. This progressive developmental phase has lasting ramifications on the adolescent’s behavior, self-concept and maturity. Because of this there is a need to view juvenile crime and punishment differently than adult crime and punishment. The reason for this is because some research has shown that recidivism rates among juvenile parolees are very high. It can range anywhere from fifty five percent to seventy five percent (Krisberg, Austin, and Steele, 1991). There is evidence that a vast majority of juvenile offenders who have been confined do not stop committing crimes when they are released. In fact, many juvenile offenders continue their criminal involvement into adulthood (Hamparian et al. , 1984). There is a need to halt juvenile crime before it begins and there needs to be a way to halt the progression of juvenile crime being indicative of adult crime. The purpose of this paper is to demonstrate how childhood development affects adolescent’s development and how this development is directly related to a troubled adolescent’s recidivism rate in relation to family, community and social support. When sentencing juvenile offenders there needs to be an emphasis not only on punishment but rehabilitation. Crime prevention, whether on the juvenile level or adult level, falls into the three categories, of primary, secondary and tertiary prevention. Primary prevention focuses on the conditions that may foster criminal activity. Primary prevention works to sway juveniles who are immersed in ommunities and cultures that promote violence and crime to seek healthier ways to live ((Bendit, Nieborg, Erier, 2000). For example,i. e. a juvenile living in a depressed area will see that drugs and theft are the primary means of survival. Taking that juvenile to a farm, or a camp, exposes them hard, honest work is more satisfying, and less stressful than devious means of support. The idea behind primary prevention is the desire to create a more positive perspective, specifically for juveniles, which will effect positive change which will, hopefully, keep the adolescent from criminal behavior. Primary prevention speaks to pretty much all aspects of life. It takes into account poverty, unemployment and a wide variety of other social and psychological burdens. It enfolds all of the aforementioned items with support for families, schools, urban development, healthcare, stabilizing and strengthening individual personalities, social education and combating prejudice (Bendit, Nieborg, Erier, 2000). Primary prevention is an attempt at a catchall. The concept behind secondary prevention is not to look at the general environment, as in primary prevention, but to focus on a small, clearly defined group. This group encompasses children and young people whose individual development, or circumstances, or both, cause them to be a more likely candidate for becoming a potential offender. Secondary prevention focuses on helping people who fall into this group specifically. The help may involve either working with adolescents, who live in socially depressed areas. It can also mean street work, getting involved on the youth’s direct level, for young people who are difficult to reach in other ways (Bendit, Nieborg, Erier, 2000). When looking at crime prevention Ttertiary prevention is the most clearly defined of the three categories. It is very specific in relation to its aims and target groups. Tertiary prevention endeavors to stop repeated offences and encourages the social integration of young offenders. In fact, the younger the age of an offender, the greater the significance of getting the offender’s support system involved (Bendit, Nieborg, Erier, 2000). This leads us into the path of criminal behavior in adolescents. Vygotsky’s Theory of cognitive learning is a socio-cultural theory of cognitive development that is based on the idea that learning happens primarily through a child’s interaction with the world. This theory shows the learning progression from infancy to early childhood to adolescence to adulthood. Adults are the key to this theory and to the concept of child to adolescent development. Adults shape and foster a child’s learning and development, intentionally, in a methodical manner depending on which culture and society the child hails from (Ormrod, 2008). Culture is often viewed as a local though it is not limited to a specific location. A person’s culture is not just where a person was born, lived and died. Culture includes the how of one’s birth, life and death. There needs to be awareness that intentionality can be done on purpose, with a goal and purpose set forth, but it can also be done with the mindset of failure. When a parent, teacher, or a significant person in a child’s life does not actively participate in the child’s development that loss of interaction may set the child up for failure. It is intentionality focused on failure. Making a choice to do nothing is actually making a choice to do something. It’s a choice of promoting apathy, indifference and a lack of concern. It is a choice that may cause irrevocable damage and harm that has lasting implications. An example would be not making a decision concerning salvation through Jesus Christ. When a person does not choose Christ he or she is choosing Satan. You read "Adolescent Development in Juvenile Recidivism" in category "Papers" While many people may think that concept is harsh it is true. When parents, loved ones, teachers, pastors or anyone who plays a significant role in a child’s life chooses not to be actively involved it will cause reverberations that the child will feel forever. Thus, when a juvenile commits a crime and no one intervenes it creates chaos and confusion. It is generally acknowledged that dysfunctional parenting practices and family conflict are common hazards related to a wide variety of behavioral and emotional problems in children and adolescents. Improving parenting skills and enhancing the confidence adolescents hold in their parents has the greatest potential in improving the children’s health, status, well being, and in reducing the risk of developing serious mental health problems or behavioral problems. There is extensive data to support the importance of good parenting in the maintenance, treatment and revention of childhood difficulties. This evidence comes from a wide variety of sources including different disciplines, behavioral genetics, developmental studies, and intervention research. There is substantial evidence that behavioral family interventions, based on social learning principles, are effective in the prevention and treatment of a range of childhood behavioral and emotional problems (Sanders, 2003). This data will have a huge impact on whether an adolescent commits a crime and also the recidivism rate when the child is released from whatever punishment given. The major premise of Vygotsky’s theoretical framework is that social interaction plays a primary role in the development of cognition (Kearsley, 2010). Vygotsky taught that children learn how their culture interprets and responds to the world through formal and informal methods (Ormrod, 2008). This knowledge draws a parallel between understanding what others consider acceptable, in and for society, and turning that knowledge inward and deciding what is acceptable for ones’ self. This knowledge happens as a child moves from early childhood to middle childhood . As the child enters adolescence it begins to show up in social and emotional competences. Although middle childhood is an important developmental period for the assimilation of various skills to meet the complexity of coming social situations, the foundation for them has its origin in infancy. In infancy and early childhood, a child’s parental support allows him or her to learn to regulate behavior with consistent responsiveness from the parent to guide this developmental course. Increasingly, the child begins to assume more control and can by early elementary school become more self-directed in carrying out the intricate set of skills required for problem solving in social situations. Accordingly, to obtain a child’s competency in social problem solving, measurement systems need to place demands on the child’s self regulatory, executive processing, and social engagement. Other basic skills that are also involved in social problem solving are competent language, regulation of attention, and memory (Landry, Smith, ; Swank, 2006). When a child does not learn these skills there is a fundamental lack in his or her foundation. The foundation may continue to be built upon but at some point it is likely to falter. Social and emotional competences have a wide range of developmental indicators that adolescents need for successful social adaptation. These indicators embrace positive interactions between adolescents and parents, teachers, care-givers and peers, emotional knowledge, emotion regulatory abilities and relationship skills. When the adolescent is made aware that there is a problem in his or development scheme successful competency indicates a willingness to participate in special education programs for behavior problems. When a child moves into adolescence and these developmental indicators are not present, or are skewed, it is going to cause more developmental issues to arise. The process of maturation becomes much more difficult as the foundation needs to be reset in order to rebuild upon. The developmental indicators begin to show what the adolescent has retained in teaching form childhood to adolescent. A key component to seeing the correlation between a well adjusted adolescent and a maladjusted adolescent is to watch the behavior. Such behaviors would be acting-out, assertive social skills, emotional or behavioral disorder, frustration tolerance, peer social skills, shyness, anxiety and task orientation. Watching, and repairing deficiencies, earlier in childhood affects social and emotional development in early adolescence (Niles, Reynolds ; Roe-Sepowitx, 2008). To more fully understand social competencies in daily situations there needs to be an observance of the integration of skills. There needs to be a link between competencies during middle childhood to the more complex social challenges in adolescence. As children enter middle school they are expected to interact in social situations without a huge amount of structure and support from outside sources (Landry, Smith ; Swank, 2009). The reason for this is because this skill set should have been taught to the adolescent during the period of lower mental function (Ormrod, 2008). The social interactions become more complex because the adolescents are expected to consider each others’ points of view. They are then also expected to assimilate other people’s views with their own and give feedback based on the knowledge they possess. Based on what was said earlier, adolescents can show success with these demands if they are demonstrating the ability to perceive and respond to the goals of others as well as others’ perceptions and beliefs. They can also show failure by being close minded or self-absorbed. Failure here may lead to an adolescent being ostracized, ignored or made fun of (Steinberg, 2005). Proficiency in shared interactions with others necessitates an assortment of cognitive, social, and verbal skills. From the social realm, adolescents need to understand the behavior of others. This is not limited to just understanding other people’s behaviors but also understanding that they, themselves, may have different perspectives, intentions, and knowledge. In order for this to occur successfully, they need to identify social cues and modify their strategies on the basis of the feedback received from a social peer. Cognitively, a child is required to keep focused and attentive and use information to plan and reason how to organize behaviors to achieve problem solving with others (Landry, Smith ; Swank, 2009). This is executive functioning which enters the realm of higher mental function (Ormrod, 2008). When a person goes from child to adolescent there needs to be an understanding of other people’s behavior. It is critical in being able to function in society. When this area is not developed fully it may cause issues in the area of self-concept, maturity and behavior (Steinberg, 2005). Integration of the many skills needed to function in more complex social situations is social problem solving. The ability to plan, sequence behaviors, and alter problem-solving strategies on the basis of feedback is often referred to as involving executive processing. Many theorists believe this is a critical set of behaviors for social competence because they help the child organize the information from the environment and process it to effectively comprehend social experiences. There is also an emphasis on the fact that social problem-solving requires specific behaviors. Examples would be goal directedness and planning. These behaviors fall under the heading of self-regulation. For adolescents to function competently they require the ability to create new strategies for use in unique situations and they must be able to self-examine in order to restrain behaviors that are not appropriate for the social situation. Integration of these skills is occurring across childhood (Astington ; Pelletier, 2005). In sSaying hat though, there is a prolonged progressive course where these abilities multiply in complexity as the child enters into adolescence. These behaviors are multidimensional, and can fluctuate fluidly depending on the social context (Steinberg, Dahl, Keating, Kupfer, Masten, ; Pine 2006). Social context is very important when looking at juvenile crime and recidivism rates. A common response that spans history, in the public’s concern with juvenil e delinquency and violence has been to pass legislation promising stiffer penalties as well as harsher sentences for juvenile offenders. What needs to be seen, though is the fact that crime damages people, communities, and relationships. There needs to be a balance created that includes the needs of the victim, offender, and communities. For there to be a healthy restoration process each party needs to be involved. While an offender needs to be punished unless there are support systems in place for the offender, when released, the recidivism rates for that particular offender will continue to rise (Stenhjem, 2003). How to cite Adolescent Development in Juvenile Recidivism, Papers

The Elegant Universe Essay Example For Students

The Elegant Universe Essay In the movie â€Å"The Elegant Universe,† I learned about several different brilliant physicists, astronomers, and scientists in general. Out of all the brilliant names and minds that I learned about the most notorious and interesting was non other than Mr. Albert Einstein. Einstein was born on March 14th, 1879 and died April 15th, 1955. Einstein lived most of his life progressing the theory of relativity. His theory of relativity included gravity as a determinant of the curve of a space-time sequence. The Theory of Relativity was the recognition that the speed of light in a vacuum is constant and an absolute physical boundary for motion. I chose Albert Einstein for several reasons. The first and most obvious reason is his substantial contribution to science. Albert Einstein may be the most familiar and universally known scientist in the world. I also look at Albert Einstein as a role model like figure because of his persistence, perseverance, and brilliance. Einstein being Jewish had to overcome the challenges of living during the holocaust era. He also had to show persistence. Several times Einstein found himself being doubted or had people challenging his work. In these cases he only worked harder and continued to prove his theorems. I learned several important physics concepts through the movie. One of which is in regard to electromagnetic force. An electromagnetic force holds atoms and molecules together. The forces of electric attraction and repulsion of electric charges are so much stronger than the other three fundamental forces that they can be considered to be negligible as determiners of atomic and molecular structure. Another intriguing physics concept I learned from the movie was that nothing could exceed the speed of light. This idea was brought forth by Albert Einstein when questioning Newton’s theory that gravity was instantaneous across any distance. Einstein’s theory was that heavy objects like the sun warped the fabric of space time. Gravity is the way we see warped space time. Einstein also proved that gravity waves travel at the speed of light. Nothing is faster than the speed of light. Through the movie I was able to conclude that the electromagnetic force is in fact much stronger than our gravitational force. Through the movie I was also able to learn more about lesser known forces. I learned about the strong and weak force. These two forces are what holds things together at the atomic levels. The weak force is a fundamental force of nature that underlies some forms of radioactivity, initiates the nuclear fusion reaction that fuels the Sun, and governs the decay of unstable subatomic particles such as mesons. The strong force binds subatomic particles together in clusters to make more-familiar subatomic particles, such as protons and neutrons. It also holds together the atomic nucleus and underlies interactions between all particles. Due to the movie my perspective on certain scientific fields has drastically changed. Take, for example, the electromagnetic force. Through the description of an electromagnetic force I now find myself questioning whether or not I am truly sitting in a chair or standing on the ground. I was shocked when the thought provoking fact was brought forth that we do not in fact touch anything. The movie also depicted the idea that when we drop an object it is traveling at a slant because of because the orbit of Earth is at a slant. I enjoyed The Elegant Universe a lot. I learned a lot through this movie. Often I found myself on the edge of my seat intrigued by every new theory being brought forth by each astounded scientist. I enjoyed how in depth they went in explaining and getting across each theory and concept. I left this video a better student and more interested, confused, and even prepared student for my later years in the scientific fields.

Thomas More Essays (831 words) - Anglican Saints, Anti-Protestantism

Thomas More At the last debating whereof he made such arguments and reasons there against, that the King's demands were thereby overthrown. So that one of the King's privy chamber, named Mr. Tyler, being present thereat, brought word to the King out of the Parliament house, that a beardless boy had disappointed all his purposes. Whereupon the King conceiving great indignation towards him could not be satisfied until he had some way revenged it. And forasmuch as he nothing having, nothing could lose, his grace devised a causeless quarrel against his Father, keeping him in the Tower until he had paid him an hundred pounds fine. Shortly hereupon it fortuned that this Sir Thomas More coming in a suit to Dr. Fox, Bishop of Winchester, one of the King's privy council, they called him aside, and pretending great favour towards him, promised him that if he would be ruled by him, he would not fail but into the King's favour again to restore him, meaning, as it was after conjectured, to cause him thereby to confess his offence against the King, whereby his Highness might with better colour have occasion to revenge his displeasure against him. But when he came from the Bishop, he fell in communication with one Mr. Witford, his familiar friend, then chaplain to that Bishop and after a Father of Sion, and showed him what the Bishop had said unto him, desiring to have his advice therein, who for the passion of God prayed him in no wise to follow his counsel "for my Lord my Master (quoth he) to serve the King's turn will not stick to agree to his own father's death." So Sir Thomas More returned to the Bishop no more when Sir Thomas More had remained in the Tower a little more than a month, my wife, longing to see her father, by her earnest suit at length gat leave to go to him. At whose coming (after the seven psalms and litany said, which whensoever she came to him, ere he fell in talk of any worldly matters, he used accustomably to say with her) among other communication he said unto her, prolific letter writer Since More was a practising lawyer and politician for most of his adult life he was allowed to correspond with his eldest daughter Margaret Roper (who was also allowed to visit him in prison) Within two weeks of More's death (6 July 1535), an eye-witness account of More's final trial and execution written , for a different view of the relationships between the various accounts of More's execution.] More served Henry faithfully in some of the most trying times the English court has ever known, and when he refused to attend Anne Boleyn's coronation ceremony he knew what was in store. He was later requested to take an oath acknowledging Henry the supreme head of the Church in England, and when he (as a loyal Roman Catholic) refused he was tried and convicted of treason. This essay has indicated that the humanists were concerned with developing a noble style in their oral and written communication. They were also concerned with their style of behavior. They valued witty behavior, and especially a witty jest ; and they immensely admired a quality of polished urbanity when it was manifest in difficult situations. One way of summing this up would be to say that the humanists admired a man who never "lost his cool." According to William Roper, More's son-in-law and biographer, Sir Thomas More even quipped at the time of his death. To one of his attendants at the foot of the shaky scaffold More said, "I pray you, Master Lieutenant, see me safe up, and for my coming down let me shift for myself." And when the executioner begged his pardon, More embraced him and said to him "pluck up thy spirits, man, and be not afraid to do thine office." Finally, as he was laying his head upon the block, he begged the executioner stay until he had removed his beard, saying that it had never committed any treason. The execution of More in 1535 shocked and dismayed humanists throughout Europe. Their hopes blasted by nationalism, religious faction and royal pride, it became impossible for men like More and Erasmus, to prevail. The succeeding generation of humanists tended, like Francis Petrarch earlier, to be more cautious, more deferential to established power and doctrine. Sir Thomas More considered becoming a Carthusian monk, but chose instead the active life of law and public service. After