Women in Romantic Literature Essay - 1756 Words

------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- Women in Romantic Literature: ------------------------------------------------- Sinner or Victim ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- ------------------------------------------------- [ Amanda Schwartz ] ------------------------------------------------- Professor Bardsley ------------------------------------------------- English 324†¦show more content†¦After that the poem becomes the story of Oothoon breaking free not only from the figurative bonds she is attached to by being a woman but also the actual bonds placed on her by Theotorum when he bounds Oothoon to her rapist, Bromian,†The adulterate pair/Bound back to back† (Blake 2.5-6). â€Å"Visions of the Daughters of Albion† is written as an allegory which Blake used to comment on how the roles people held in British society was the cause of this style of enslavement of not only women but men as well. His use of an allegory also showed what Blake saw as the answer, which was to look west towards America. Since America had just freed itself from Britain rule he saw it as them breaking the connection that forced discrimination onto people. In this allegorical set up Oothoon is the representation of America and the potential the new country held and is called, â€Å"the soft soul of America† (Blake 1.4). This shows that Oothoon’s struggle against the overly pious and righteous hold of the church shown through Theotormen’s character whose name actually means tormented by god and the over controlling lustful man displayed by Bromian’s character is really a struggle of breaking past conventions to just be a liberated person who is abl e to live and love freely. After her rape Oothoon at first alignsShow MoreRelatedThe Romantic Period and the Victorian Age in Great Britain Essays1193 Words   |  5 PagesThe Romantic Period (1785-1830) was a very turbulent period, during which England experienced the ordeal of change from a primarily agricultural society to a modern industrial nation. French Revolution and storming of the Bastille had a great influence on English society and literature. It influenced almost every sphere of life. The Victorian Age (1830-1901) was a period of great progress and prosperity for the nation. This was a period in which industry, technology, and science were celebratedRead MoreObjectification Of Women And Women1462 Words   |  6 Pages Objectification of women works with benevolent sexism to further oppress women in the media through its effects on self-esteem and well-being. Rollero’s (2013) article â€Å"Men and women facing objectification: The effects of media models on well-being, self-esteem and ambivalent sexism† examines media representations of men and women and how they are related to levels of sexism and psychological well-being. The literature on objectification has mostly indicated the connection between viewing objectifiedRead MoreRelationship Between Platonic And Romantic Relationships1477 Words   |  6 Pagesnetwork of platonic and romantic relationships. Extra-familial relationships become more central in an individual’s social world; thus, an individual’s capacity for intimate relationships begins to develop with both friends and romantic partners (Allen Land, 1999). Simultaneously, a romantic partner quickly becomes the focus in one’s relationship hierarchy (Collins van Dulmen, 20006). Each emerging adult’s relationship quality as well as their attachment bond with their romantic partners constitutesRead MoreBritish Literature : Final Exam1300 Words   |  6 PagesBritish Literature II - Final Exam British Literature is filled with diverse and talented writers who through each period has brought something new to the table. Over the course of the term we have covered the Romantic period, the Victorian Age and the Modern period. Each period has had a hand in developing literature through to the modern age and each writer has influenced the next generation. To best examine each period of literature the paper will be split amongst the three major periods theRead MoreBritish Literature : Final Exam1301 Words   |  6 PagesBritish Literature II - Final Exam British Literature is filled with diverse and talented writers who through each period has brought something new to the table. Over the course of the term we have covered the Romantic period, the Victorian Age and the Modern period. Each period has had a hand in developing literature through to the modern age and each writer has influenced the next generation. To best examine each period of literature the paper will be split amongst the three major periods the courseRead MoreSimilarities and Differences Between the Romantic Age and the Victorian Period.1210 Words   |  5 PagesSimilarities and differences between the Romantic Age and the Victorian Period. Similarities and Differences between the Romantic Age and the Victorian Period What were the similarities and differences between the Romantic Age and the Victorian Period? The Romantic Age and Victorian Period had many similarities, but they had far more differences. They first differed in rule: the Romantic Age didn’t hav e a king or queen, but the Victorian Period did. They were similar and different in writing stylesRead MoreThe Romantic Age vs. The Victorian Period Essay1264 Words   |  6 PagesThe Romantic Age and Victorian Period had many similarities, but they had just as many or more differences. They first differed in rule; the Romantic Age didnt have a king or queen, but they did during the Victorian Period. They were similar and different in writing styles, and beliefs. The Industrial Revolution also had a huge effect on both time periods. The Romantic Period was from 1784 until 1832, it brought a more brave, individual, and imaginative approach to both literature and life. DuringRead MoreThe Importance Of Romanticism1046 Words   |  5 Pagesin which modern culture began to take shape. During the Romantic era, many advancements were made in all aspects of people’s lives and cultures. One aspect in particular has held great value even to this day. That aspect being the expansive amount of literature created during the era. The era of Romanticism had its name for a reason. It can be greatly attributed to the romantic style or genre of literature that defined the period. Romantic writers wove many tales of admiration, longing, and aspirationsRead MoreThe Romantic Period Of The Victorian Era1715 Words   |  7 PagesThe Victorian Era was brought about upon to show rebellion from the Romantic period. The Victorian Era is a reaction against the Romantic Period due to differences in terms of historical influences, effects of science, crises of faith, and women’s desire for change. The Romantic Period’s history started in 1798 and ended less than thirty-five years later in 1832. Every period has a recognizable identity and the one for the Romantic Period is that it is a time for an escape from the intellectual sideRead MoreThe Portrayal Of Heterosexual Love1669 Words   |  7 PagesChapter 2: Literature Review This literature review will explore research on the portrayal of heterosexual love in film and the effects that it has on millennial women and through the cycle of repression, its effect on minorities. The analytical framework consists of feminist theory as described by John Storey and Stuart Hall’s representation theory. Then, feminism in romantic fiction will be again be explored academically by Storey, exploring the power that romantic fiction in pop culture has

The War I Was Considered The Great War - 1338 Words

World War I is considered the Great war, â€Å"the war to end all wars.† Under President Woodrow Wilson, America entered a war that was the first of its kind, involving several major powers worldwide. Starting in Europe, World War I would lead to changes that still affect the world today. The Great War also produced questions on morals, loyalty, and nationalism that are still relevant today. Before the Great War progressed too far, Woodrow Wilson explicitly stated, â€Å"the United States must be neutral.† America s neutrality was the clear choice in 1914. The US was in good standings with both the Central and Allied powers and the American people had split loyalties. However, three short years later, President Wilson was tasked with making the decision to join the Allies and enter the fight on April 6, 1917. This came after several key events that the United States could no longer ignore. First, the British placed a naval blockade that prevented neutral nations, like t he United States, from trading with Germany and its allies. Germany quickly responded with a new weapon of destruction: the U-boat. U-boats were submarines with the capability of being submerged in water for long periods of time, and would sneak up on unsuspecting targets and torpedo them. Germany was quick to announce that any boat connected to the Allied Powers were liable to be destroyed. Not only did Germany attack warships, they began attacking civilian ships, like cruise liners. By 1915, Germany announced theyShow MoreRelatedThe Great War Of World War I1490 Words   |  6 PagesThe Great War also considered to be World War I, although not initially named that due to not knowing that there would have been a second one. The war lasted from 1914-1918 and was one of the most violent wars known to history. Before war broke out many of these countries were flourishing economically and wanting to advance their country. During this time period many of the countries were unified and if there was one country that were to engage in war with one then it would cause a major war. ARead MoreVietnam War : A Side Of View988 Words   |  4 Pages Vietnam War: Another Side of View Growing up in the late 1980s in Vietnam, I was getting a more comfortable life than my parents when the economy of Vietnam was on the way of recovery after the Vietnam War. I did not know much about Vietnam War and what my grandparents and my parents had witnessed and experienced. When I was in Vietnam, I have been told repeatedly that it was a 20-year-Resistance-War against America from 1954 to 1975 between the government of South Vietnam and North Vietnam. MyRead MoreHenry Of The Second Revolutionary Convention Essay1501 Words   |  7 Pagesâ€Å"Give me liberty or give me death!† (Richard R. Beeman). This was said by Patrick Henry at the St. John’s church in Richmond, Virginia at the second revolutionary convention. This is one of the most famous quotes of all time, not only did it contribute to the Americans actually making the decision to separate, but it fired the colonist up and stunned the other members at the congress (Avalon Project). Henry was a huge figur e against the British, he opposed every act that the British had imposedRead MoreWars And Changes During The United States Essay1181 Words   |  5 PagesWars and Changes in The United States The United States of American is a superpower in the world. Although it just have almost 240 years’ history, it experienced more than 200 wars. As a saying does, â€Å" Bad times make a good man†, the United States never lack of great leaders. For example, George Washington, Abraham Lincoln, and Franklin Roosevelt were the three well-known presidents in the U.S. history. Additionally, wars and conflicts changed the United States directly and indirectly. ForRead MoreAnalysis Of Virginia Woolfs Mrs. Dalloway1131 Words   |  5 Pagesthe case of World War I. The Great War was nearly impossible to understand while it was taking place, and although nearly one hundred years have passed, little concrete clarity has been achieved regarding the overall truths and experiences of this war. Claire Tylee, a historian who focuses on the womans role in World War I, highlights the ineffable aspect of the war even for the most skilled authors, saying that: reviewing a novel in 19 17, Virginia Woolf suggested that the War was towering too closelyRead MoreEssay on The Alliance System Led to World War I940 Words   |  4 Pagesreasons why World War One occurred in 1914, many are complex and remain controversial which is why the matter has been disputed to this day by historians all over the world. My theory is that a lot of those reasons and the trigger factor all links to one thing; the alliance system. The alliance system is what made countries oppose each other and become rivals making it the most significant factor. It had an impact on who supported who when Duke Franz Ferdinand was assassinated. This was only the sparkRead MoreThe New Woman848 Words   |  3 Pagesthat clothing could be used to portray beauty. Women have always been considered to be submissive to men in every shape and form, but during World War I, women obtained a very important role in winning the war. While the men were overseas fighting the actual battles, women stayed home supporting the war and their husbands or boyfriends that enlisted in the military, and they took the jobs that men would normally do. During the war, factories began manufacturing supplies that were necessary for combatRead MoreThe End Of The 20th Century1544 Words   |  7 PagesHistory since the end of the Civil War to the end of the 20th century has changed drastically when you asses America on an economic, social, and political level. The changes between the end of the 19th century and the end of the 20th century are the cause in the way America has been shaped and how American’s think. In fact, industrialization and urbanization, equal rights for all citizens, and two world wars played a major role in the shape of America to our unders tanding. Although, there are numerousRead MoreHitler s Ideas Expressed With The Government And The Aftermath Of World War I1125 Words   |  5 PagesGermans that were dissatisfied with the government and the aftermath of World War I. The â€Å"Cardinal Principles of the National Entity of Japan† pandered to their Samurai heritage and their discontent with West as a result of the Great Depression. The ideas in both documents would persuade any westerner, specifically American and British, to the same extend as it did with Germans and Japanese, to tirelessly support war. From what concrete conditions did the ideas expressed in these documentsRead MoreEssay about Three Causes of World War I1734 Words   |  7 PagesThree Causes of World War I World War I and its consequences have dominated European history since 1914. Because of the bitter controversy over the post-war peace treaties, the origins of the war continued to be an issue of utmost political importance in the years to come. The Great War had its roots in 1870 in the grand expansion and uncontrolled ambitions of Bismarck and the new Germany (Wolfson et al 1997). Imperialism, which began to emerge around the turn of

British education 2 free essay sample

British instruction aims us to develop to the full the abilities of persons, For their ain benefit and of society as a whole. Post school instruction is organized flexibly, to supply a broad scope of chances for academic and vocational instruction and to go on analyzing throughout life. Administration of province schools is decentralized. The section of instruction and scientific discipline is responsible for national instruction policy, but it doesn # 8217 ; t run any schools, it does nt use instructors, or order course of study or text editions. All schools are given a considerable sum of freedom. Harmonizing to the jurisprudence merely one topic is mandatory. That is spiritual direction. Children receive preschool instruction under the age of 5 in babys room schools or in baby s categories in primary schools. Most students receive free instruction financed from public fund and the little proportions attend schools entirely independent. Most independent ) is are individual sex, but the figure of blending schools is turning. Education within the maintained schools system normally comprises two phases: primary and secondary instruction. Primary schools are subdivided into infant schools ( ages 5 7 ) , and junior schools ( ages 7 11 ) . Infant schools are informal and kids are encouraged to read, compose and do usage of Numberss and develop the originative abilities. Primary kids do all their work with the same category instructor except for physical preparation and music. The work is based upon the pupils involvements every bit far as possible. The junior phase extends over four old ages. Childs have set of topics: arithmetic, reading, composing, history, geographics, nature survey and others. At this phase of schooling students were frequently placed in A, B, C and D streams harmonizing to their abilities. The most able kids were put in the A watercourse, the least able in the D watercourse. Till late most junior school kids had to sit for the eleven-plus scrutiny. It normally consisted of an arithmetic paper and an intelligent trial. Harmonizing to the consequences of the Markss kids are sent to Grammar, Technical or Secondary modern schools. So called comprehensive schools began to look after World War 2. They are assorted schools which can supply instruction for over 1000 students. Ideally they provide all the classs given in Grammar, Technical and Secondary modern schools. # 1062 ; # 1077 ; # 1083 ; # 1100 ; # 1102 ; # 1041 ; # 1088 ; # 1080 ; # 1090 ; # 1072 ; # 1085 ; # 1089 ; # 1082 ; # 1086 ; # 1075 ; # 1086 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1103 ; à ¿Ãƒ ¢Ãƒ «Ãƒ ¿Ãƒ ¥Ãƒ ²Ãƒ ±Ãƒ ¿ à °Ãƒ  Ãƒ §Ãƒ ¢Ãƒ ¨Ãƒ ²Ãƒ ¨Ãƒ ¥ à ±Ãƒ ¯Ãƒ ®Ãƒ ±Ãƒ ®Ãƒ ¡Ãƒ ­Ãƒ ®Ãƒ ±Ãƒ ²Ãƒ ¥Ãƒ © à ªÃƒ  Ãƒ ¦Ãƒ ¤Ãƒ ®Ãƒ £Ãƒ ® . Äà «Ãƒ ¿ à ¨Ãƒ µ à ±Ãƒ ®Ãƒ ¡Ãƒ ±Ãƒ ²Ãƒ ¢Ãƒ ¥Ãƒ ­Ãƒ ­Ãƒ ®Ãƒ © à ¢Ãƒ »Ãƒ £Ãƒ ®Ãƒ ¤Ãƒ » à ¨ à ®Ãƒ ¡Ãƒ ¹Ãƒ ¥Ãƒ ±Ãƒ ²Ãƒ ¢Ãƒ   à ¢ à ¶Ãƒ ¥Ãƒ «Ãƒ ®Ãƒ ¬ . Øà ªÃƒ ®Ãƒ «Ãƒ ¼Ãƒ ­Ãƒ ®Ãƒ ¥ à ®Ãƒ ¡Ãƒ °Ãƒ  Ãƒ §Ãƒ ®Ãƒ ¢Ãƒ  Ãƒ ­Ãƒ ¨Ãƒ ¥ à ®Ãƒ °Ãƒ £Ãƒ  Ãƒ ­Ãƒ ¨Ãƒ §Ãƒ ®Ãƒ ¢Ãƒ  Ãƒ ­Ãƒ ® à °Ãƒ  Ãƒ §Ãƒ ­Ãƒ ®Ãƒ ®Ãƒ ¡Ãƒ °Ãƒ  Ãƒ §Ãƒ ­Ãƒ ® , à ·Ãƒ ²Ãƒ ®Ãƒ ¡Ãƒ » à ®Ãƒ ¡Ãƒ ¥Ãƒ ±Ãƒ ¯Ãƒ ¥Ãƒ ·Ãƒ ¨Ãƒ ²Ãƒ ¼ à ¸Ãƒ ¨Ãƒ °Ãƒ ®Ãƒ ªÃƒ ¨Ãƒ © à ¤Ãƒ ¨Ãƒ  Ãƒ ¯Ãƒ  Ãƒ §Ãƒ ®Ãƒ ­ à ¢Ãƒ ®Ãƒ §Ãƒ ¬Ãƒ ®Ãƒ ¦Ãƒ ­Ãƒ ®Ãƒ ±Ãƒ ²Ãƒ ¥Ãƒ © à ¤Ãƒ «Ãƒ ¿ à  Ãƒ ªÃƒ  Ãƒ ¤Ãƒ ¥Ãƒ ¬Ãƒ ¨Ãƒ ·Ãƒ ¥Ãƒ ±Ãƒ ªÃƒ ®Ãƒ £Ãƒ ® à ¨ à ¯Ãƒ °Ãƒ ®Ãƒ ´Ãƒ ¥Ãƒ ±Ãƒ ±Ãƒ ¨Ãƒ ®Ãƒ ­Ãƒ  Ãƒ «Ãƒ ¼Ãƒ ­Ãƒ ®Ãƒ £Ãƒ ® à ®Ãƒ ¡Ãƒ °Ãƒ  Ãƒ §Ãƒ ®Ãƒ ¢Ãƒ  Ãƒ ­Ãƒ ¨Ãƒ ¿ à ¨ à ¯Ãƒ °Ãƒ ®Ãƒ ¤Ãƒ ®Ãƒ «Ãƒ ¦Ãƒ ¥Ãƒ ­Ãƒ ¨Ãƒ ¨ à ®Ãƒ ¡Ãƒ ³Ãƒ ·Ãƒ ¥Ãƒ ­Ãƒ ¨Ãƒ ¿ à ¢ à ²Ãƒ ¥Ãƒ ·Ãƒ ¥Ãƒ ­Ãƒ ¨Ãƒ ¥ à ¦Ãƒ ¨Ãƒ §Ãƒ ­Ãƒ ¨ . # 1055 ; # 1088 ; # 1072 ; # 1074 ; # 1080 ; # 1090 ; # 1077 ; # 1083 ; # 1100 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; # 1075 ; # 1086 ; # 1089 ; # 1091 ; # 1076 ; # 1072 ; # 1088 ; # 1089 ; # 1090 ; # 1074 ; # 1077 ; # 1085 ; # 1085 ; # 1099 ; # 1093 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1076 ; # 1077 ; # 1094 ; # 1077 ; # 1085 ; # 1090 ; # 1088 ; # 1072 ; # 1083 ; # 1080 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1086 ; . # 1052 ; # 1080 ; # 1085 ; # 1080 ; # 1089 ; # 1090 ; # 1077 ; # 1088 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1103 ; # 1080 ; # 1085 ; # 1072 ; # 1091 ; # 1082 ; # 1080 ; # 1086 ; # 1090 ; # 1074 ; # 1077 ; # 1090 ; # 1089 ; # 1090 ; # 1074 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1079 ; # 1072 ; # 1085 ; # 1072 ; # 1094 ; # 1080 ; # 1086 ; # 1085 ; # 1072 ; # 1083 ; # 110 0 ; # 1085 ; # 1091 ; # 1102 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1090 ; # 1077 ; # 1083 ; # 1100 ; # 1085 ; # 1091 ; # 1102 ; # 1087 ; # 1086 ; # 1083 ; # 1080 ; # 1090 ; # 1080 ; # 1082 ; # 1091 ; , # 1085 ; # 1086 ; # 1086 ; # 1085 ; # 1086 ; # 1085 ; # 1077 ; # 1091 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1083 ; # 1103 ; # 1077 ; # 1090 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1072 ; # 1084 ; # 1080 ; , # 1086 ; # 1085 ; # 1086 ; # 1085 ; # 1077 ; # 1085 ; # 1072 ; # 1085 ; # 1080 ; # 1084 ; # 1072 ; # 1077 ; # 1090 ; # 1091 ; # 1095 ; # 1080 ; # 1090 ; # 1077 ; # 1083 ; # 1077 ; # 1081 ; , # 1080 ; # 1085 ; # 1077 ; # 1087 ; # 1088 ; # 1077 ; # 1076 ; # 1087 ; # 1080 ; # 1089 ; # 1099 ; # 1074 ; # 1072 ; # 1077 ; # 1090 ; # 1091 ; # 1095 ; # 1077 ; # 1073 ; # 1085 ; # 1099 ; # 1077 ; # 1087 ; # 1083 ; # 1072 ; # 1085 ; # 1099 ; # 1080 ; # 1083 ; # 1080 ; # 1091 ; # 1095 ; # 1077 ; # 1073 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; . # 1042 ; # 1089 ; # 1077 ; # 1084 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1072 ; # 1084 ; # 1076 ; # 1072 ; # 1102 ; # 1090 ; # 1079 ; # 1085 ; # 1072 ; # 1095 ; # 1080 ; # 1090 ; # 1077 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1077 ; # 1082 ; # 1086 ; # 1083 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; # 1089 ; # 1074 ; # 1086 ; # 1073 ; # 1086 ; # 1076 ; # 1099 ; . # 1057 ; # 1086 ; # 1075 ; # 1083 ; # 1072 ; # 1089 ; # 1085 ; # 1086 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1091 ; # 1090 ; # 1086 ; # 1083 ; # 1100 ; # 1082 ; # 1086 ; # 1086 ; # 1076 ; # 1080 ; # 1085 ; # 1087 ; # 1088 ; # 1077 ; # 1076 ; # 1084 ; # 1077 ; # 1090 ; # 1086 ; # 1073 ; # 1103 ; # 1079 ; # 1072 ; # 1090 ; # 1077 ; # 1083 ; # 1077 ; # 1085 ; . # 1069 ; # 1090 ; # 1086 ; # 1088 ; # 1077 ; # 1083 ; # 1080 ; # 1075 ; # 1080 ; # 1086 ; # 1079 ; # 1085 ; # 1086 ; # 1077 ; # 1087 ; # 1088 ; # 1077 ; # 1076 ; # 1087 ; # 1080 ; # 1089 ; # 1072 ; # 1085 ; # 1080 ; # 1077 ; . # 1044 ; # 1077 ; # 1090 ; # 1080 ; # 1076 ; # 1086 ; 5 # 1087 ; # 1086 ; # 1083 ; # 1091 ; # 1095 ; # 1072 ; # 1102 ; # 1090 ; # 1076 ; # 1086 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1077 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1077 ; # 1074 ; # 1076 ; # 1077 ; # 1090 ; # 1089 ; # 1082 ; # 1080 ; # 1093 ; # 1089 ; # 1072 ; # 1076 ; # 1072 ; # 1093 ; # 1080 ; # 1083 ; # 1080 ; # 1074 ; # 1082 ; # 1083 ; # 1072 ; # 1089 ; # 1089 ; # 1072 ; # 1093 ; # 1084 ; # 1083 ; # 1072 ; # 1076 ; # 1077 ; # 1085 ; # 1094 ; # 1077 ; # 1074 ; # 1074 ; # 1085 ; # 1072 ; # 1095 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1099 ; # 1093 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1072 ; # 1093 ; . # 1041 ; # 1086 ; # 1083 ; # 1100 ; # 1096 ; # 1080 ; # 1085 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; # 1091 ; # 1095 ; # 1077 ; # 1085 ; # 1080 ; # 1082 ; # 1086 ; # 1074 ; # 1087 ; # 1086 ; # 1083 ; # 1091 ; # 1095 ; # 1072 ; # 1077 ; # 1090 ; # 1073 ; # 1077 ; # 1089 ; # 1087 ; # 1083 ; # 1072 ; # 1090 ; # 1085 ; # 1086 ; # 1077 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1077 ; , # 1092 ; # 1080 ; # 1085 ; # 1072 ; # 1085 ; # 1089 ; # 1080 ; # 1088 ; # 1091 ; # 1077 ; # 1084 ; # 1086 ; # 1077 ; # 1086 ; # 1090 ; # 1086 ; # 1073 ; # 1097 ; # 1077 ; # 1089 ; # 1090 ; # 1074 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1092 ; # 1086 ; # 1085 ; # 1076 ; # 1072 ; , # 1080 ; # 1084 ; # 1077 ; # 1085 ; # 1100 ; # 1096 ; # 1077 ; # 1077 ; # 1082 ; # 1086 ; # 1083 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; # 1 091 ; # 1095 ; # 1080 ; # 1090 ; # 1089 ; # 1103 ; # 1074 ; # 1089 ; # 1086 ; # 1074 ; # 1077 ; # 1088 ; # 1096 ; # 1077 ; # 1085 ; # 1085 ; # 1086 ; # 1085 ; # 1077 ; # 1079 ; # 1072 ; # 1074 ; # 1080 ; # 1089 ; # 1080 ; # 1084 ; # 1099 ; # 1093 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1072 ; # 1093 ; . # 1053 ; # 1072 ; # 1080 ; # 1073 ; # 1086 ; # 1083 ; # 1077 ; # 1077 ; # 1085 ; # 1077 ; # 1079 ; # 1072 ; # 1074 ; # 1080 ; # 1089 ; # 1080 ; # 1084 ; # 1099 ; # 1077 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1099 ; # 1089 ; # 1077 ; # 1076 ; # 1080 ; # 1085 ; # 1089 ; # 1090 ; # 1074 ; # 1077 ; # 1085 ; # 1085 ; # 1099 ; # 1084 ; # 1087 ; # 1086 ; # 1083 ; # 1086 ; # 1084 ; , # 1085 ; # 1086 ; # 1095 ; # 1080 ; # 1089 ; # 1083 ; # 1086 ; # 1089 ; # 1084 ; # 1077 ; # 1096 ; # 1080 ; # 1074 ; # 1072 ; # 1102 ; # 1097 ; # 1080 ; # 1093 ; # 1089 ; # 1103 ; # 1096 ; # 1082 ; # 1086 ; # 108 3 ; # 1088 ; # 1072 ; # 1089 ; # 1090 ; # 1077 ; # 1090 ; . # 1054 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1077 ; # 1074 ; # 1087 ; # 1088 ; # 1077 ; # 1076 ; # 1077 ; # 1083 ; # 1072 ; # 1093 ; # 1089 ; # 1091 ; # 1073 ; # 1089 ; # 1080 ; # 1076 ; # 1080 ; # 1088 ; # 1091 ; # 1077 ; # 1084 ; # 1099 ; # 1093 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1086 ; # 1073 ; # 1099 ; # 1095 ; # 1085 ; # 1086 ; # 1074 ; # 1082 ; # 1083 ; # 1102 ; # 1095 ; # 1072 ; # 1077 ; # 1090 ; # 1076 ; # 1074 ; # 1077 ; # 1089 ; # 1090 ; # 1072 ; # 1076 ; # 1080 ; # 1080 ; : # 1085 ; # 1072 ; # 1095 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1077 ; # 1080 ; # 1089 ; # 1088 ; # 1077 ; # 1076 ; # 1085 ; # 1077 ; # 1077 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1077 ; . # 1053 ; # 1072 ; # 1095 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1099 ; # 1077 ; # 1096 ; # 1082 ; # 1 086 ; # 1083 ; # 1099 ; # 1087 ; # 1086 ; # 1076 ; # 1088 ; # 1072 ; # 1079 ; # 1076 ; # 1077 ; # 1083 ; # 1077 ; # 1085 ; # 1099 ; # 1085 ; # 1072 ; # 1076 ; # 1077 ; # 1090 ; # 1089 ; # 1082 ; # 1080 ; # 1077 ; # 1089 ; # 1072 ; # 1076 ; # 1099 ; ( # 1074 ; # 1086 ; # 1079 ; # 1088 ; # 1072 ; # 1089 ; # 1090 ; # 1099 ; 5 7 ) , # 1080 ; # 1085 ; # 1072 ; # 1095 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1099 ; # 1077 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1099 ; ( # 1074 ; # 1086 ; # 1079 ; # 1088 ; # 1072 ; # 1089 ; # 1090 ; # 1099 ; 7 11 ) . # 1044 ; # 1077 ; # 1090 ; # 1089 ; # 1082 ; # 1080 ; # 1077 ; # 1089 ; # 1072 ; # 1076 ; # 1099 ; # 1103 ; # 1074 ; # 1083 ; # 1103 ; # 1102 ; # 1090 ; # 1089 ; # 1103 ; # 1085 ; # 1077 ; # 1092 ; # 1086 ; # 1088 ; # 1084 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1099 ; # 1084 ; # 1080 ; , # 1080 ; # 1076 ; # 1077 ; # 1090 ; # 1080 ; # 1087 ; # 109 9 ; # 1090 ; # 1072 ; # 1102 ; # 1090 ; # 1089 ; # 1103 ; # 1095 ; # 1080 ; # 1090 ; # 1072 ; # 1090 ; # 1100 ; , # 1085 ; # 1072 ; # 1087 ; # 1080 ; # 1089 ; # 1072 ; # 1090 ; # 1100 ; # 1080 ; # 1080 ; # 1089 ; # 1087 ; # 1086 ; # 1083 ; # 1100 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1090 ; # 1100 ; # 1095 ; # 1080 ; # 1089 ; # 1083 ; # 1072 ; # 1080 ; # 1088 ; # 1072 ; # 1079 ; # 1074 ; # 1080 ; # 1090 ; # 1100 ; # 1090 ; # 1074 ; # 1086 ; # 1088 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1080 ; # 1077 ; # 1089 ; # 1087 ; # 1086 ; # 1089 ; # 1086 ; # 1073 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1080 ; . # 1042 ; # 1086 ; # 1089 ; # 1085 ; # 1086 ; # 1074 ; # 1085 ; # 1099 ; # 1077 ; # 1076 ; # 1077 ; # 1090 ; # 1080 ; # 1076 ; # 1077 ; # 1083 ; # 1072 ; # 1102 ; # 1090 ; # 1074 ; # 1089 ; # 1102 ; # 1089 ; # 1074 ; # 1086 ; # 1102 ; # 1088 ; # 1072 ; # 1073 ; # 1086 ; # 1090 ; # 1091 ; # 1089 ; # 1090 ; # 1077 ; # 1084 ; # 1078 ; # 1077 ; # 1089 ; # 1072 ; # 1084 ; # 1099 ; # 1084 ; # 1091 ; # 1095 ; # 1080 ; # 1090 ; # 1077 ; # 1083 ; # 1077 ; # 1084 ; # 1082 ; # 1083 ; # 1072 ; # 1089 ; # 1089 ; # 1072 ; # 1079 ; # 1072 ; # 1080 ; # 1089 ; # 1082 ; # 1083 ; # 1102 ; # 1095 ; # 1077 ; # 1085 ; # 1080 ; # 1077 ; # 1084 ; # 1092 ; # 1080 ; # 1079 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1086 ; # 1081 ; # 1087 ; # 1086 ; # 1076 ; # 1075 ; # 1086 ; # 1090 ; # 1086 ; # 1074 ; # 1082 ; # 1080 ; # 1080 ; # 1084 ; # 1091 ; # 1079 ; # 1099 ; # 1082 ; # 1080 ; . # 1056 ; # 1072 ; # 1073 ; # 1086 ; # 1090 ; # 1072 ; # 1086 ; # 1089 ; # 1085 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1072 ; # 1085 ; # 1072 ; # 1080 ; # 1085 ; # 1090 ; # 1077 ; # 1088 ; # 1077 ; # 1089 ; # 1072 ; # 1093 ; # 1091 ; # 1095 ; # 1077 ; # 1085 ; # 1080 ; # 1082 ; # 1086 ; # 1074 ; # 1074 ; # 1 084 ; # 1072 ; # 1082 ; # 1089 ; # 1080 ; # 1084 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1074 ; # 1086 ; # 1079 ; # 1084 ; # 1086 ; # 1078 ; # 1085 ; # 1086 ; # 1081 ; # 1089 ; # 1090 ; # 1077 ; # 1087 ; # 1077 ; # 1085 ; # 1080 ; . # 1052 ; # 1083 ; # 1072 ; # 1076 ; # 1096 ; # 1072 ; # 1103 ; # 1089 ; # 1090 ; # 1072 ; # 1076 ; # 1080 ; # 1103 ; # 1076 ; # 1083 ; # 1080 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1095 ; # 1091 ; # 1090 ; # 1100 ; # 1073 ; # 1086 ; # 1083 ; # 1077 ; # 1077 ; # 1095 ; # 1077 ; # 1090 ; # 1099 ; # 1088 ; # 1105 ; # 1093 ; # 1083 ; # 1077 ; # 1090 ; . # 1059 ; # 1076 ; # 1077 ; # 1090 ; # 1077 ; # 1081 ; # 1077 ; # 1089 ; # 1090 ; # 1100 ; # 1085 ; # 1072 ; # 1073 ; # 1086 ; # 1088 ; # 1087 ; # 1088 ; # 1077 ; # 1076 ; # 1084 ; # 1077 ; # 1090 ; # 1086 ; # 1074 ; : # 1072 ; # 1088 ; # 1080 ; # 1092 ; # 1084 ; # 1077 ; # 1090 ; # 1080 ; # 1082 ; # 1072 ; , # 1095 ; # 1090 ; # 1077 ; # 1085 ; # 1080 ; # 1077 ; , # 1082 ; # 1086 ; # 1084 ; # 1087 ; # 1086 ; # 1089 ; # 1080 ; # 1094 ; # 1080 ; # 1103 ; , # 1080 ; # 1089 ; # 1090 ; # 1086 ; # 1088 ; # 1080 ; # 1103 ; , # 1075 ; # 1077 ; # 108 6 ; # 1075 ; # 1088 ; # 1072 ; # 1092 ; # 1080 ; # 1103 ; , # 1087 ; # 1088 ; # 1080 ; # 1088 ; # 1086 ; # 1076 ; # 1086 ; # 1074 ; # 1077 ; # 1076 ; # 1077 ; # 1085 ; # 1080 ; # 1077 ; # 1080 ; # 1076 ; # 1088 ; # 1091 ; # 1075 ; # 1080 ; # 1077 ; . # 1053 ; # 1072 ; # 1101 ; # 1090 ; # 1086 ; # 1081 ; # 1089 ; # 1090 ; # 1072 ; # 1076 ; # 1080 ; # 1080 ; # 1086 ; # 1073 ; # 1091 ; # 1095 ; # 1077 ; # 1085 ; # 1080 ; # 1103 ; # 1091 ; # 1095 ; # 1077 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1095 ; # 1072 ; # 1089 ; # 1090 ; # 1086 ; # 1088 ; # 1072 ; # 1079 ; # 1084 ; # 1077 ; # 1097 ; # 1072 ; # 1083 ; # 1080 ; # 1089 ; # 1100 ; # 1074 ; A, B, C # 1080 ; # 1087 ; # 1086 ; # 1090 ; # 1086 ; # 1082 ; # 1080 ; D # 1089 ; # 1086 ; # 1075 ; # 1083 ; # 1072 ; # 1089 ; # 1085 ; # 1086 ; # 1080 ; # 1093 ; # 1089 ; # 1087 ; # 1086 ; # 1089 ; # 1086 ; # 1073 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1103 ; # 1084 ; . # 1057 ; # 1072 ; # 1084 ; # 1099 ; # 1077 ; # 1089 ; # 1087 ; # 1086 ; # 1089 ; # 1086 ; # 1073 ; # 1085 ; # 1099 ; # 1077 ; # 1076 ; # 1077 ; # 1090 ; # 1080 ; # 1073 ; # 1099 ; # 1083 ; # 1080 ; # 1074 ; # 1089 ; # 1090 ; # 1072 ; # 1074 ; # 1083 ; # 1077 ; # 1085 ; # 1099 ; # 1074 ; # 1087 ; # 1086 ; # 1090 ; # 1086 ; # 1082 ; # 1040 ; , # 1085 ; # 1072 ; # 1080 ; # 1084 ; # 1077 ; # 1085 ; # 1077 ; # 1077 ; # 1089 ; # 1087 ; # 1086 ; # 1089 ; # 1086 ; # 1073 ; # 1085 ; # 1086 ; # 1077 ; # 1074 ; # 1087 ; # 1086 ; # 1090 ; # 1086 ; # 1082 ; D. # 1057 ; # 1086 ; # 1074 ; # 1089 ; # 1077 ; # 1084 ; # 1085 ; # 1077 ; # 1076 ; # 1072 ; # 1074 ; # 1085 ; # 1086 ; # 1073 ; # 1086 ; # 1083 ; # 1100 ; # 1096 ; # 1080 ; # 1085 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; # 1076 ; # 1077 ; # 1090 ; # 1077 ; # 1081 ; # 1085 ; # 1072 ; # 1095 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1081 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1099 ; # 1076 ; # 1086 ; # 1086 ; # 1076 ; # 1080 ; # 1085 ; # 1085 ; # 1072 ; # 1076 ; # 1094 ; # 1072 ; # 1090 ; # 1080 ; # 1083 ; # 1077 ; # 1090 ; # 1085 ; # 1077 ; # 1089 ; # 1076 ; # 1072 ; # 1074 ; # 1072 ; # 1083 ; # 1080 ; # 1101 ; # 1082 ; # 1079 ; # 1072 ; # 1084 ; # 1077 ; # 1085 ; # 1099 ; . # 1069 ; # 1090 ; # 1086 ; # 1086 ; # 1073 ; # 1099 ; # 1095 ; # 1085 ; # 1086 ; # 1089 ; # 1086 ; # 1089 ; # 1090 ; # 1086 ; # 1103 ; # 1083 ; # 1086 ; # 1080 ; # 1079 ; # 1072 ; # 1088 ; # 1080 ; # 1092 ; # 1084 ; # 1077 ; # 1090 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1086 ; # 1081 ; # 1073 ; # 1091 ; # 1084 ; # 1072 ; # 1075 ; # 1080 ; # 1080 ; # 1080 ; # 1085 ; # 1090 ; # 1077 ; # 1083 ; # 1083 ; # 1077 ; # 1082 ; # 1090 ; # 1091 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1090 ; # 1077 ; # 1 089 ; # 1090 ; # 1072 ; . # 1057 ; # 1086 ; # 1075 ; # 1083 ; # 1072 ; # 1089 ; # 1085 ; # 1086 ; # 1088 ; # 1077 ; # 1079 ; # 1091 ; # 1083 ; # 1100 ; # 1090 ; # 1072 ; # 1090 ; # 1072 ; # 1084 ; # 1086 ; # 1094 ; # 1077 ; # 1085 ; # 1086 ; # 1082 ; # 1076 ; # 1077 ; # 1090 ; # 1077 ; # 1081 ; # 1087 ; # 1086 ; # 1089 ; # 1099 ; # 1083 ; # 1072 ; # 1102 ; # 1090 ; # 1074 ; # 1043 ; # 1088 ; # 1072 ; # 1084 ; # 1084 ; # 1072 ; # 1090 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1080 ; # 1077 ; , # 1058 ; # 1077 ; # 1093 ; # 1085 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1080 ; # 1077 ; # 1080 ; # 1083 ; # 1080 ; # 1042 ; # 1090 ; # 1086 ; # 1088 ; # 1080 ; # 1095 ; # 1085 ; # 1099 ; # 1077 ; # 1089 ; # 1086 ; # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1077 ; # 1085 ; # 1085 ; # 1099 ; # 1077 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1099 ; . # 1058 ; # 1072 ; # 1082 ; # 1085 ; # 1072 ; # 1079 ; # 1099 ; # 1074 ; # 1072 ; # 1077 ; # 1084 ; # 1099 ; # 1077 ; # 1077 ; # 1076 ; # 1080 ; # 1085 ; # 1099 ; # 1077 ; # 1089 ; # 1088 ; # 1077 ; # 1076 ; # 1085 ; # 1080 ; # 1077 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1099 ; # 1085 ; # 1072 ; # 1095 ; # 1072 ; # 1083 ; # 1080 ; # 1087 ; # 1086 ; # 1103 ; # 1074 ; # 1083 ; # 1103 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1087 ; # 1086 ; # 1089 ; # 1083 ; # 1077 ; # 1042 ; # 1090 ; # 1086 ; # 1088 ; # 1086 ; # 1081 ; # 1084 ; # 1080 ; # 1088 ; # 1086 ; # 1074 ; # 1086 ; # 1081 ; # 1074 ; # 1086 ; # 1081 ; # 1085 ; # 1099 ; . # 1069 ; # 1090 ; # 1086 ; # 1089 ; # 1084 ; # 1077 ; # 1096 ; # 1072 ; # 1085 ; # 1085 ; # 1099 ; # 1077 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1099 ; , # 1082 ; # 1086 ; # 1090 ; # 1086 ; # 1088 ; # 1099 ; # 1077 ; # 1084 ; # 1086 ; # 1075 ; # 1091 ; # 1090 ; # 1087 ; # 1088 ; # 1077 ; # 1076 ; # 1086 ; # 1089 ; # 1090 ; # 1072 ; # 1074 ; # 1080 ; # 1090 ; # 1100 ; # 1086 ; # 1073 ; # 1088 ; # 1072 ; # 1079 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1077 ; # 1073 ; # 1086 ; # 1083 ; # 1077 ; # 1077 ; # 1095 ; # 1077 ; # 1084 ; 1000 # 1091 ; # 1095 ; # 1077 ; # 1085 ; # 1080 ; # 1082 ; # 1086 ; # 1074 ; . # 1054 ; # 1085 ; # 1080 ; # 1080 ; # 1076 ; # 1077 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1086 ; # 1073 ; # 1077 ; # 1089 ; # 1087 ; # 1077 ; # 1095 ; # 1080 ; # 1074 ; # 1072 ; # 1102 ; # 1090 ; # 1074 ; # 1089 ; # 1077 ; # 1082 ; # 1091 ; # 1088 ; # 1089 ; # 1099 ; , # 1076 ; # 1072 ; # 1085 ; # 1085 ; # 1099 ; # 1077 ; # 1074 ; # 1043 ; # 1088 ; # 1072 ; # 1084 ; # 1084 ; # 1072 ; # 1090 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1080 ; # 1093 ; , # 1058 ; # 1077 ; # 1093 ; # 1085 ; # 1080 ; # 1095 ; # 1077 ; # 1089 ; # 1082 ; # 1080 ; # 1093 ; # 1080 ; # 1042 ; # 1090 ; # 1086 ; # 1088 ; # 1080 ; # 1095 ; # 1085 ; # 1099 ; # 1093 ; # 1089 ; # 1086 ; # 1074 ; # 1088 ; # 1077 ; # 1084 ; # 1077 ; # 1085 ; # 1085 ; # 1099 ; # 1093 ; # 1096 ; # 1082 ; # 1086 ; # 1083 ; # 1072 ; # 1093 ; .

Robert Frost Essays (730 words) - Robert Frost, Birches,

Robert Frost There are probably three things that account for Robert Frosts poetry. In his poems, he uses familiar subjects, like nature, people doing everyday things and simple language to express his thought. His poems may be easy to read, but not necessarily easy to understand. Almost all of Frosts poems are hiding a secret message. He easily can say two things at the same time. For example, in The Road Not Taken, Frost talks about being a traveler, but the hidden message is about decisions in life. In lines 19 and 20, he expresses that he did the right thing, by choosing to go down the path that made the difference. Also, in Birches, lines 48-59, it shows that the poem is about being carefree. Frost wishes he could be like the boy swinging from the birch trees. The poem sets the picture of a boy swinging from the tree branches, but he really is talking about being carefree. He says that earth is the right place for love. He says that he doesnt know where he would like to go better, but he would like to go swinging from the birches. Another example of symbolic description comes from the poem, Desert Places; he talks about how he will not be scared of the desert places, but of the loneliness. He is scared of his own loneliness, his own desert places. Most of Frosts poems are about nature. All three of the mentioned poems are about nature. In The Road Not Taken, he talks of the woods and paths to follow (line1). Also, in Birches, he talks of the birch tree, and winter mornings (line 7). He also talks about rain and snow (line8-11). In Desert Places, he talks of woods and snow covering the ground (line 1-5). He shows the relationship between nature and humans. As in Tree at My Window, the beginning of the poem shows the intersection between humans and nature (lines 3-12). But the end suggests there are differences that separate them (lines 13-16). In Birches, he talks of the trees and sunny winter mornings (line 7). He also talks of the suns warmth, and how it melts the snow (line 10-12). The poem, Desert Places, talks of snow falling into a field, and covering the weeds (line 1-4). It also talks about animals lairs being smothered in the snow (line 5-6). Which is ironic considering that deserts are hot, and it does not snow there. Frosts simple, yet creative language is used in two ways. He can stir up your worst fears, or provoke a fantasy. The reader can put to terms our own fearful fantasy. In Once by the Pacific, he uses a scheme of starting with a storm, but it turns out to be more than just a storm (line 1-5). It turns out to be mysterious, because something doesnt like the way the shore is backed by the cliff, or the way the continent backs the cliff (line 7-9). It even gets more mysterious in the lines that follow; it talks of dark intent (line 10). It said someone should prepare for rage, because more than ocean water will be broken (line12). Frost uses simple word to describe some complicated things. He takes the fears within himself and distributes them into the environment all around him. The words he uses are easier to understand than other poets words are. Reading a poem by Frost is not as confusing as some poets, but trying to understand the hidden meanings are the most difficult. Trying to figure out any poem is difficult, but Frosts are unique. Bibliography Frost, Robert. Birches. Literature:Reading Fiction,Poetry,Drama, and The Essay. Robert DiYanni. Boston:McGraw,1998. 669-70. --Desert Places. Literature:Reading Fiction,Poetry,Drama, and the Essay. Robert DiYanni. Boston:McGraw, 1998. 679. --Once by the Pacific.Literature:Reading Fiction, Poetry, Drama and the Essay. Robert DiYanni. Boston:McGraw, 1998. 676. --The Road Not Taken. Literature:Reading Fiction,Poetry,Drama,and the Essay. Robert DiYanni. Boston:McGraw, 1998. 513. --Tree at my Window. Literature:Reading Fiction,Poetry,Drama,and the Essay. Robert DiYanni. Boston:McGraw, 1998. 677.

Foreign language Essays - Language Acquisition, Language Education

Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school. Do the advantages of this outweigh the disadvantages? For the best age to learn a foreign language, I believe is that to learn it at primary school age is much better than do it in later age. To be frank, there are various disadvantages when leaning non-native languages at the earlier period of life. For example, some subjects other than foreign language like math, native language, science also play a quite important role during the early education. Therefore, learning a new language somehow can become an obstacle to make balance of study and waste their time. Besides it will at the meantime gain the possibility to delay development of their first language because of the confusion from various languages. However, the benefits of learning the foreign languages at primary age are much more obvious compared with when come to the adults. Scientific statistics shows that the younger children will learn much faster than the older since they are less self-conscious or shy. Whats more, it will be much easier for them to pick up the pronunciation and do a better job for imitation. Unlike the mature one, they enjoy the simply repeat vocabulary and the grammar games by just following the teacher. Also, the earlier they learn the foreign language, the more chance they will have to practice and apply it in their future daily life. Al in all, the strengths of learning foreign language at childrens primary school are much more than learn it at their secondary level study.

Investigating the Power of a Diverging Lens Essays

Investigating the Power of a Diverging Lens Essays Investigating the Power of a Diverging Lens Essay Investigating the Power of a Diverging Lens Essay Aim: To find the power of a given diverging lens by using a pre-selected converging lens. Outline: The power of two lenses placed together in line to an object will allow both of their powers to add together. P1 + P2 = Ptotal Therefore, by using a combination of 2 lenses, one of which the power is known, I can find the focal length of the combination of lenses and then calculate the total power. The power of the converging lens can be subtracted from the total power to find the power of the diverging lens. Variables: Independent: Object distance Dependent: Image distance Control: Object size and shape, power of both lenses, material of both lenses In my pre-tests, I have found that I obtain a reasonable range of results using a converging lens of 10 Dioptres that is larger than the power of the diverging lens therefore giving reasonable results. Method: 1. Set up apparatus as shown in diagram. 2. Adhere the unknown diverging lens to the known, pre-selected converging lens with plasticine ensuring that the plasticine does not interfere with the light i.e. the plasticine does not cover the main central portion of the lenses. 3. Fix the lenses on to the stand with plasticine, making sure that they are perpendicular to the ground therefore the light that falls upon the light will be in line with the normal at the centre of the lenses. 4. Use a piece of card with a triangular hole in it with mesh stuck over the top to be used as the object, one, to block out most of the light to prevent shadows forming, two, it discern whether the image was formed inverted or not, three, the mesh helps me judge when the image is at its clearest. 5. The light, object, lens stand, lens and screen will be arranged in a straight line and kept in a straight line, so that there wont be any undue error caused in the measuring of object and image distances from the centre of the lens, parallel to the metre ruler used to measure the distances. 6. The object distance can then be varied to give difference image distances from which the power of the combined lenses can be calculated. 7. The screen will be held perpendicular to the table to ensure that the measuring is accurate and the image will be formed properly. 8. There will be a range of distances from the lens, which the image will be judged as to being clear and this range will be recorded. 9. Repeat experiment with at least 6 difference object distances 10. Carefully repeat all measurements 11. Use the results to plot a graph to find the power of the combined lenses. Safety: Having considered the safety aspects of the experiment, I am confident that normal safety procedures are adequate and there is no particular danger in this experiment apart from the fact that the light could heat up to rather high temperatures. The electrical equipment should also be handled with more care because of the possible electrical hazard. Uncertainties and Errors Extensive pre-testing proves that the following are likely sources of uncertainty and error. 1. Uncertainties in measurements Length. The metre ruler is accurate to à ¯Ã‚ ¿Ã‚ ½ 0.001 metres, however, the range over which the image is clear vary around à ¯Ã‚ ¿Ã‚ ½ 0.020 metres this value may change as clarity of the image may change with distance. A range can be measured, but those upper and lower boundaries will also be affected by the error in measurement by the ruler therefore if the range is à ¯Ã‚ ¿Ã‚ ½ 0.020 metres, the range including measurement errors is à ¯Ã‚ ¿Ã‚ ½ 0.021 metres. 2. Errors in the Experiment Distance between lenses and the thin lens formula. Errors will occur because the light will converge inside the space between the two lenses, therefore the focal distance will be incorrect. If the light converges between the lenses, then the light that hits the second lens will have converged and therefore the focal length will change, as shown in the diagram, Large Gap Small Gap There must always be a space between them, because they are not one lens the only possibility is that if both their curvatures were equal, then their powers would cancel out (the converging lens has a positive power, diverging has same power, but negative) and then the light emitted would be parallel, therefore no image will be formed at any point and the power cannot be calculated. Also, the thin lens formula is only an approximate model to finding the power of thin lenses, this is because the formula applies 100% accurate only to a infinitely thin lens, but because all lenses will have a certain thickness, the formula can only give a good approximation. The thinner the lens, the better the approximation given by the formula. Errors in judgement of which position creates the clearest image is the probably the most significant error in the entire investigation because there may be a range of positions where the image appears to be clear. Therefore a range of values will be taken as the position for the maximum clarity of an image thereby reducing the error that could be involved and also means, graphically, that a best fit line can be drawn within the error bars that fit the hypothesis. Analysis After collecting all the results, I can plot the range of values of each different object distance with their corresponding image distance. To draw this graph and obtain a linear relationship, I can rearrange the thin lens formula to the linear graph form y = mx + c where y and x are variables, m is the gradient of the line and c is the y-intercept. Where and but, because the formula can also be arranged thus, That means that will be both the y-intercept and the x-intercept, therefore giving a graph like this, where both intercepts are equal to the power (Power = reciprocal of focal length, P = f-1) I will also include error analysis, which is shown here with a set of pre-test data using a converging lens of 10 dioptres, TABLE 1 Object Distance (m) Minimum Length for Clarity (m) Maximum Length for Clarity (m) Mean Length for Clarity (m) Subsequent Power of Diverging Lens (D) Error in measurement (m) 0.550 0.660 0.700 0.680 -6.71 à ¯Ã‚ ¿Ã‚ ½ 0.001 0.500 0.750 0.790 0.770 -6.70 à ¯Ã‚ ¿Ã‚ ½ 0.001 0.450 0.830 0.870 0.850 -6.60 à ¯Ã‚ ¿Ã‚ ½ 0.001 0.400 0.930 0.970 0.950 -6.45 à ¯Ã‚ ¿Ã‚ ½ 0.001 0.350 2.230 2.270 2.250 -6.69 à ¯Ã‚ ¿Ã‚ ½ 0.001 Then the error in the object, image minimum, image maximum and image mean length will be à ¯Ã‚ ¿Ã‚ ½0.001 but because the lengths are made into reciprocals, their errors become neither absolute nor percentage, therefore to calculate it, the maximum and minimum values must be used, so there will be 2 more columns where the error is added to the values, TABLE 2 Absolute Minimum Length for Clarity (m) Absolute Maximum Length for Clarity (m) 0.659 0.701 0.749 0.791 0.829 0.871 0.929 0.971 2.229 2.271 If the values themselves are used to calculate the power of the diverging lens mathematically, it would be as such, including Table 1 TABLE 3 Lower Boundary Power (D) Upper Boundary Power (D) Mean Power (D) Error of Mean Power (D) -6.670 -6.750 -6.710 à ¯Ã‚ ¿Ã‚ ½0.040 -6.670 -6.700 -6.685 à ¯Ã‚ ¿Ã‚ ½0.015 -6.570 -6.620 -6.595 à ¯Ã‚ ¿Ã‚ ½0.025 -6.420 -6.460 -6.440 à ¯Ã‚ ¿Ã‚ ½0.020 -6.690 -6.700 -6.695 à ¯Ã‚ ¿Ã‚ ½0.005 Average -6.625 à ¯Ã‚ ¿Ã‚ ½0.021 Therefore the power of the diverging lens is -6.625 dioptres with an error of à ¯Ã‚ ¿Ã‚ ½ 0.021. The graph can be drawn including these errors, and it makes it possible to draw a graph with a linear relationship where the x and y intercepts are equal within the range of the error of the results to find the correct power of the diverging lens. See graph of pre-test results. From the graph, the intercepts are at 3.3 D, therefore the resultant power of the combined lenses is 3.3 D. The pre-selected lens is 10 D, therefore, 10 + d = 3.3 ? d = 3.3 10 ? d = -6.7 D So, the power of the diverging lens is -6.7 dioptres.

Development of Phoneme Perception Essay Example | Topics and Well Written Essays - 1250 words

Development of Phoneme Perception - Essay Example It is possible that there could be listeners whose discrimination patterns nearly manifest the phonetic system of their corresponding native language(s). In relation to this, Maye, Werker and Gerken (2002) demonstrated that there are possibilities by which infants may lose their ability to distinguish certain foreign language contrasts according to their sensitivity to the dispersal of sounds in the language input. When a child becomes aware that spoken words are comprised with sounds, he or she is described to have achieved "phonological awareness." The phonological awareness can exist in the form of awareness of rhyme, awareness of syllables, awareness of the onsets of words, etc. Phoneme awareness is essential to the process of learning to read; and explicitly teaching phoneme awareness facilitates reading acquisition, in the later stage of childhood. Research have shown that reading failure is linked to deficiency of phoneme awareness. It is important therefore, that early childhood teachers should be active in phoneme manipulation; demonstrate knowledge on the spoken words as it made up of phonemes which can be rearranged to make different words. Added cognitive benefits for young children that are at the same time exposed to more than one language is that they may have greater neural activity as well as denser tissue in the fragile areas of the brain which are related to many functions like memory, association, attention, and language than those who are monolingual learners. These variables are connected with long-term and positive cognitive outcomes (Bialystok 2001, Kovelman, Baker, Mechelli et al., 2004; & Petitto, 2006). Investigation on Performance on Native-languageStudies on the performance on native language is not new. Kuhl, et al. (2004) have conducted experiments on this topic. They compared and contrasted the 6-8 and 10-12 months Mandarin learning infants and American infants' listening to their respective native-language. The participants of the study were the 17 American infants whose mean age is 6-8 months (ten boys; seven girls) and 19 American infants whose mean age is 10-12 months (ten boys; nine girls). The two groups were recruited via the database of an Infant Studies Subject Pool ISSP based in University of Washington. There was same inclusion and exclusion criteria in the selection of the subjects. As part of the procedures, computer synthesized tokens in English were utilized and created using a male voice. The voice were matched in all acoustic details aside from the temporal features in the event of the initial portion of the consonants. The amplitude elevation time was 30 ms lo wer than the frication period to generate more natural-sounding conversation for English speakers. Also, the duration of the vowel reached 245 Your Name 3 minutes. The procedure and apparatus were just the same to that used to investigate perceptual development among infants' speech differentiation on native and non-native contrasts. Results/Findings The English and Mandarin-learning infants manifested