Poetic Reflections on Mortality and Ephemerality Essay Example for Free

Poetic Reflections on Mortality and Ephemerality Essay Have you ever hypothetically pondered the details of your own fatality? Everyone covets a bit of certainty that not many realities allow, but mortality -while a glum concept- is a definite fate we will all ultimately encounter in our respective lifetimes. â€Å"Nothing is more predictable than death. Each of us will die without any need to take adventuresome risks. † (Kelly, 1986). This is likely the reason prolific poets Emily Dickinson and Robert Frost have created quite similar themed poems using dissimilar imaginative slants in which they optimistically convey the topic of human transience. Death is a disheartening, tragic matter that not very many individuals readily wish to discuss. Because ephemerality is, however, an extremely ordinary notion to countless expressive artists, it is vital to notice the literary elements these renowned authors applied which set such works apart from less potent pieces. The symbolism, tone, assonance, rhythm, and other literary techniques behind the elegies â€Å"Nothing Gold Can Stay† (Frost, 1969) and â€Å"Because I could not stop for Death† (Dickinson, 1893) fervently beg for further exploration. No matter which approach authors apply to such deviations, one truth remains; the amount of life contained in the works by Frost and Dickinson is somewhat ironic to say the least. If you envision the scenery described in literary pieces you read as if you are a participating, fictional character, you exceptionally possess â€Å"The human power that shapes artistic expression † (Clugston, 2010 a). Put in simpler terms, you clearly have a vivid imagination! Prodigious writers can and will effortlessly incorporate such imagery into their work by imploring the implicit values of society and culture(s). Nothing Gold Can Stay† by Robert Frost (1969) is unquestionably far from the exception as he connects the way leaves grow, change, and die to our eventual demise with ease. Frost wrote, â€Å"Natures first green is gold, Her hardest hue to hold. † (Frost, 1969). With the introduction of this allusive writing technique, he develops a clear yet slightly ambiguous mental picture for his readers to envisage. Of course, we know nature is not a person nor does have hands in which it could literally grasp a color. Hence, the meaning of Robert’s words is symbolic and figurative. Sure, Mr. Frost could very well have written something resembling â€Å"Beings age like leaves change colors. † Instead, this brilliant poet was aware of the fact that generating embodiment versus the aforementioned simile delivers the most enticing reading experience to the audience. In â€Å"Because I could not stop for Death† (Dickinson, 1893), the author similarly dishes out a full serving of powerful metaphors making this another comparable aspect to personification found in Frosts’ poem. At the very beginning, Emily Dickinson refers to unescapable, human cessation as a chivalrous gentleman when she states, â€Å"Because I could not stop for Death, He kindly stopped for me;† (Dickinson, 1893). The author is actually being extremely facetious as a deliberate, artistic maneuver in order to give life to the darkest of subjects. She selects to represent passing away in a more graceful process. It is a steady flowing motif continuing throughout the body of this work to form a concise, elucidating theme. From centuries beyond the grave, the narrator describes the peaceful process of her passing, in which Death is personified and escorts her in his carriage. During the leisurely ride, she passes many ordinary sights: a school house, fieldsbut finally realizes that the ride will last for all eternity. † (Chen Aull, 1993). Dickinson’s apparent intention in this poem is depiction via exemplification. Her language is a quintessential representation of an all egory with more thought provocation than verity. Again, readers should prepare themselves to observe a nonliteral or rhetorical scenario and focus on ascertaining the seriousness hidden behind a much more abstract meaning. Symbolism is another conceptualized, literary element featured in both stories despite being more prevalent in â€Å"Nothing Gold Can Stay† (Frost, 1969). Frost used the typical colors of nature (green and gold) imply symbols of spring, that progress as the remaining cycles of nature seasonally occur. Furthermore, he hints at a deeper meaning behind death— a period of transformational change. In order to appreciate this impression, â€Å"Recall Socratess argument: ‘the state of death is one of two things: either the dead man wholly ceases to be and loses all consciousness or, as we are told, it is change and a migration of the soul to another place’. † (Deppman, 2000). He picked the color gold to symbolize the fragility and eventual insignificance of even our most valuable physical and emotional possessions. By his statement, â€Å"Then leaf subsides to leaf, So, Eden sank to grief. † (Frost, 1969), Frost selects to demonstrate the sorrow felt after loss of life as well as depicting an analogous allusion to the biblical Creation story. Whereas in â€Å"Because I could not stop for Death† (1893), Emily Dickinson poses a more unconventional attitude toward her own demise. In lines five through eight, she writes, â€Å"We slowly drove, he knew no haste, And I had put away, My labor, and my leisure too, For his civility. † (Dickinson, 1893). When the speaker refers to ‘his’ â€Å"kindness† and â€Å"civility†, she is articulating death as a slow, patient, and compassionate. â€Å"She progresses from childhood, maturity (the gazing grain is ripe) and the setting (dying) sun to her grave. The children are presented as active in their leisure (strove). The images of children and grain suggest futurity, that is, they have a future; they also depict the progress of human life. † (Unknown Author, 2009). Thus, the carriage ride actually symbolizes the act of abandoning her life and the memories it contained. She humbly revers death as the calm, quiet finally of incarnation. Dickinson even insinuated the harsh reality of visiting of her own grave when she wrote, â€Å"We paused before a house that seemed, A swelling of the ground; The roof was scarcely visible, The cornice but a mound. (Dickinson, 1893). Aging to the point of loss of life does remain the central theme inside both poems, but representations are a tad more distinct in Frosts’ than in Dickinson’s symbolic approach. Have you ever witnessed one’s mood shift completely? Authors generally try to maintain the same theme throughout one work. It is equally as important to discern the how t he author’s tones contribute to the clarity of each piece. Sometimes, whether done by the author accidentally or with intent, we observe a change in the mood(s) of a motif. While Emily Dickinson and Robert Frost mutually demonstrate the qualities of human temporariness, their tones are also diverse. By writing, â€Å"Nothing Gold Can Stay† (Frost, 1969), the permanent state of leaving this world is denoted in a matter of fact way. Frost does not truly elude to his personal outlook on an afterlife, but focuses more on the cycle of life itself. Dickinson not only utilizes the same facet, but also takes it a step further when she states, â€Å"Since then tis centuries, and yet each, Feels shorter than the day I first surmised the horses heads, Were toward eternity. (Dickinson, 1893). She began her countenance with succinct tenor that later becomes a bit clouded. Dickinson’s audience receives a definite resolve rather than experiencing the need to imply ideals she holds about her faith. Each of these poems is incredibly whimsical, but Frost concisely manipulates the setting of nature giving his work the currency of application to any period i n time. Sound patterns are another inspired technique both composers have exposed us to in the intricacy of their work. We automatically follow the rhythm these superb authors display. For instance, Frost uses alliteration in â€Å"Nothing Gold Can Stay† when he writes, â€Å"So dawn goes down to day. † (Frost, 1969). The repetition of words that begin with a â€Å"d† is a strategy meant to make the thought stronger and more emphatic for readers. His rhyme scheme is comprised of modest, consonant couplets (non-alternating). Dickinson actually used the complete opposite effect. In her poem â€Å"Because I could not stop for Death† (Dickinson, 1893), she integrated the repetition of vowel sounds by presenting an alternating pattern of words known as assonance. Again, an example is unmistakable in the lines, â€Å"We slowly drove, he knew no haste, And I had put away, My labor, and my leisure too, For his civility. † (Dickinson, 1893) and more specifically the poetic harmony of the words â€Å"away† and â€Å"civility. † With the rhythm in this poem, there is rhyme, but it has a much greater reliance on pronunciation. She may have started a trend in literature as, â€Å"Assonance is frequently substituted for end rhymes in modern poetry. † (Clugston, 2010 b). The authoring style Frost exercised was extra simplistic, yet multidimensional as well. Is it not an astounding conception to think of the distinguished artistry that must have went into two ostensibly austere compositions about the matching theme of impermanence? The fact that we cannot artlessly disregard the scholarly adeptness and literate gifts of Dickinson and Frost is surpasses distinction. Even more significant than the expiry themes both versifiers applied is the presence of underlying secondary themes. Frost hints life as being â€Å"golden,† leading one to surmise he is ‘saying’ to â€Å"Carpe Diem† or â€Å"Enjoy the day. (Online Etymology Dictionary, 2010). Therein, he selects to show life has precious intrinsic worth. Even though there are purity and a biblical reference in Frost’s â€Å"Nothing Gold Can Stay† (1969), his nature theme additionally highlights environmental/scientific characteristics. Syntax expended by Dickinson in â€Å"Because I could not stop for death† (Dickinson, 1893), in fact, alludes to a compassion and sympathy being felt for the persona. A prime example is her statement, â€Å"The carriage held but just ourselves, And Immortality. † (Dickinson, 1893). If the dramatic concentration of this author was to deliver a graceful reflection on her evolution, she was unequivocally efficacious. Some find it helpful to get an outsider’s opinion of the depressing conversational topic of human immortality. While our passing lingers as a fully common subject for individuals to contemplate spiritual principles, authors have written pieces that include a plethora of other beneficial notions worth uncovering. â€Å"Because I could not stop for Death† (Dickinson, 1893) is exquisitely illustrated by Emily Dickinson and venerated as an allegoric requiem with assonance that produced solid imagery. Likewise, Robert Frost impeccably regulated â€Å"Nothing Gold Can Stay† (Frost, 1969) to communicate symbolism with a classic form of consonance that is painless to identify. Both literature icons fine-tuned those components with figures of speech, personification, and tone and themes, rhyme schemes, and other literary techniques all requiring immense, prior critical thought in â€Å"Nothing Gold Can Stay† (Frost, 1969) and â€Å"Because I Could Not Stop for Death† (Dickinson, 1893). They expel an aura of chirpiness that renders as a refreshing and unique outlook encompassed in positivity. These poetic mavens wanted their audience(s) to derive a deeper message about making the most of our lives. Two notorious, inspirational pieces of literature are calling upon us to take some risks and make an impression before we take our last breathe.

Samuel Clemens :: essays research papers fc

The Life of Samuel Clemens A.K.A. Mark Twain Samuel Langhorne Clemens is better known as Mark Twain, the distinguished novelist, short story writer, essayist, journalist, and literary critic who ranks among the great figures of American Literature. Twain was born in Florida Missouri, in 1835, To John Marshall Clemens and Jane Lampton. As a new born Twain already had moved four times westward. In 1839 the family moved again, this time eastward to Hannibal, Missouri. Hannibal was a frontier town of less than 500 residents. As small as the town was it offered valuable materials and opportunities for a young writer. Most of the residents knew Samuel well, considering they were on the lower half of the social scale, such as poor whites and slaves. The town of Hannibal was mostly used for farmers coming in from the countryside. It was also a river town, swamped with travelers moving up stream and down stream. Some of the travelers were steamboat men, circus performers, minstrel companies, and showboat actors. Since all this action was going on all the time, that opened a big door to the beginning of Samuel’s stories. It provided a huge source of literary material. Shortly after the death of his father in 1847, he ended the brief period of his schooling to become a printer’s apprentice. Like many nineteenth century authors, he was preparing for his writing career later in life. Working as a Printer’s apprentice he got practice as a typesetter and miscellaneous reading. The first thing Samuel wrote as a used piece was a few skits for his brothers Orion’s Hannibal newspaper and a sketch, for The Dandy Frightening The Squatter, published in Boston in 1852. The first real book ever published by Mark Twain was Life on the Mississippi River. Between 1853 and 1857 Clemens worked a journeyman printer in seven different places. During this trip of making sketches and writing stories, he began eastward by boat. Twain started writing letters telling a bout his visits to New York and the Middle West in 1867. On his trip he seemed to have gotten him self in a lot a trouble such as disorderly conduct. After time passed Mark kept writing short stories here and there and a few sketches also. However, in 1869 he became part owner of the Buffalo Express. In 1870 Mark met the girl of his dreams and Olivia Langdon and

Autism Awareness

Autism Awareness Angi Reid Sisk ESE Instructor Pillar October 24, 2011 Autism Awareness Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting.There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the students due to this disability. It is vital to be knowledgeable in the best teaching strategies and have access to support services and aids available to give children with this disorder the tools needed to achieve success along with their non-disabled peers. Autism has six distinct characteristics that involve students with the disability, (Turnbull and Wehmeyer, 2009).Several characteristics accompany students with autism that can drastically impact their progression in a general classroom environment. One common characteristic that children on the autism spectrum face is difficulty with speech. Children with autism are likely to develop speech more slowly than other children. In some children they may never start talking and with others they could develop speech and then lose it suddenly or over a period of time. Students with autism may experience the lack of social language skills; they can also exhibit lack of eye contact and unusual facial expressions.These deficiencies are not done intentionally, but because students with autism have an inability to communicate on the same level as their other peers, (Brittish Columbia; Ministry of Education, 2000). For the students who have developed speech it can differ in other ways such as o dd pitch tones or repetitive speech patterns. In the past studies were done and showed that only about fifty percent of individuals with autism would acquire full use of complete accomplished speech, (Turnbull and Wehmeyer, 2009).Today those statistics have drastically increased and show that with appropriate therapy including help from speech pathologists and other trained educators; the number of individuals that increase effective speech has grown to eighty five to ninety percent especially with early intervention. Speech therapists can help children with severe language impairments develop great communication skills and give them the needed skills to better communicate with their peers, (Powers, 2000). Social development is another common characteristic that students with autism share.Many find this characteristic to be the most alarming trait that children with autism share. Social interaction between autistic students and their classmates and teacher can be extremely difficult . This often occurs because these students may not have the ability to socialize well with others and could also exhibit other attributes like poor eye contact and can be resistive to comforting from others including their parents. Autistic students have difficulty understanding the feelings of others and how to distinguish that those feelings are separate from their own.They also have a hard time being empathetic and understanding the needs of their classmates and instructors, (Turnbull and Wehmeyer, 2009). Commonly children with autism can have a hard time establishing relationships in school settings because they tend to interact with others awkwardly and in a rigid manner, British Colombia: Ministry of Education, 2000). Most children with autism do not begin exhibiting the strong lack in social interaction until around the age of two years, (Powers, 2000).The progression that children make socially depends widely on their cognitive development; children who are less cognitively impaired ten to react better in social situations. Repetitive or stereotypical behavior is very common and can range from motor movements to repeated verbalizations. Autistic children can have very powerful interests and preferences that may be quite different from other students in their classroom. Sometimes distress can be caused accidentally by disrupting a student’s routine, (Powers, 2000).Unfortunately these behaviors can have a large impact on students learning process and the way that they handle themselves in a classroom. Situations or happenings that can seem insignificant to us can throw them completely off and impede their quality of learning. One reason for this is because students with autism can be insistent with routines being the same and can have obsessions with certain objects or belongings, (Turnbull and Wehmeyer, 2009). On many occasions autistic students will have a hard time with transition from their house to the school environment because of the urgenc y for the structured routine that they thrive on at home.This characteristic can display stereotyped behaviors such as lining up toys or objects or repetitive flapping of their bodies or toys. Students with autism also have challenges with sensory and movement behavior. Children with these issues can react very differently to their peers and various situations in the classroom. Children facing sensory problems may not respond the same to environmental stimuli. They may not have a reaction to something that is hot in the same way that a child without sensory problems would react.On the other hand they could over respond to the stimulant, (Autism Society of North Carolina, 2009). This characteristic could also cause students to exhibit hypersensitivity to light or certain taste, smells, or how objects feel, (Turnbull and Wehmeyer, 2009). Sensory issues can cause problems with intervention and teachers should always be aware of the risks that therapy can bring to students due to sensor y differences, (Volkmar and Weisner, 2009). Environmental stimuli can be very disturbing and even painful at time for children with autism.This can apply to limited types of sensory input or all forms of it; this can be caused by a disorder with the child’s sensory processing, An individual’s tactile system which includes the skin and brain allows a person to perceive and respond in the right manner to experiences in the environment, for example staying away from fire or snuggling up with pleasure in a cozy throw blanket. When autistic students have problems or disturbances in their tactile systems they may do the opposite. They may withdraw from trying to be comforted or from affection; this is called tactile defensive.These responses are a result of a tactile misconception and can lead to other behavioral problems. (British Colombia: Ministry of Education, 2000). Problem behaviors is a commonly shared by autistic children. This can be aggression toward oneself or oth ers. This happens more often when the student is frustrated or in a situation that cause over stimulation or confusion, (Autism Society of North Carolina, 2009). This can cause major disturbances in a classroom setting if the student shows violence toward the teacher or their other classmates. Even if he child is not aggressive toward others, there is the worry of them hurting themselves by biting, scratching, and in more severe cases head banging. Teachers can help to control these situations by modeling the appropriate behavior and helping the students with the right way to handle stress and positive reinforcers, (Turnbull and Wehmeyer, 2009). Student with autism that are entering the schools system have many needs and all of these factors should be taken into consideration for the optimal success of any child with a disability in a general curriculum classroom.One important need for a student is their physical space and how it is cohesive to their comfort ability. The environment where a child with autism learns is extremely important because students on the spectrum have a hard time regulating their focus and attention especially in complex classroom settings, (Volkmar and Weisner, 2009). The nature of the environment of a child’s classroom when faced with a disability can either help them progress or encumber their educational experience.It is important that the class be appealing for all of the students attending but equally as important that it not be distracting for a student with autism. Organization of the room is key in getting the child to engage with his or her peers and to do this in a manner that is comfortable to them. There should be a special place for the student to remove themselves if needed that has a serene and calming meaning it should be free from clutter and other things that could over stimulate. Obvious distractions such as computer screens should be kept out of eye sight so the focus can remain on the teacher.Predictability is also an important need to address with students with autism. A good way to address these needs is by having set routines where the student knows what to expect next. The teacher could use bells or timers to help the student know when to transition or to signal other daily reminders. Making transitions and moving from one exercise to another can be difficult and cause stress to the student which can be eased by incorporating simple techniques into the classroom which give the student a sense of security.Students with disabilities have a need for more one on one interaction in the classroom because they have hard time processing information as quickly as the other students. This need can be addressed by having a well trained para-professional that can help the student complete school work and other tasks assigned during the day. An aid can help the students to make the right decisions for positive behavior and can provide overall assistance in areas of need. Positive reinforcement is greatly needed on a daily basis and can be very encouraging to student with a disability.Focusing on the students strengths are a great way to motivate and help them excel in other areas. Collaborating with families is a good way to see what kind of methods work at home and then try to incorporate them into the classroom. Encouraging the student to participate in all of the activities along with the rest of their classmates will show that you believe in them and expect the best from them. A huge need for children with autism is help with social interaction. It is not that they do not want to make friend, it is that they do not possess the skills to know how.It is not an easy task to influence a child with autism’s social development. Social settings can cause distress so they need to be handled correctly and it helps to limit their social experiences to shorter time limits so that the experience does not become unpleasant, (Powers, 2000). When children have a good relation ship with their teacher they are shown to have better relationships with their peers, (Turnbull and Wehmeyer, 2009). Environmental stimuli have a large affect on the outcome that a student with autism has in the classroom.Teachers need to be aware of their responses to certain stimuli and learn what bothers the student and try to accommodate these needs whenever possible. Factors such as sound and lighting should be considered into the planning of the classroom and the configuration of the room. A need for extra time is a must for students with any type of disability. The teacher should always give the student extra time to complete assignments and class activities. The student may need extra time to process general information and request that you give them pertaining to instruction. Extra time will allow them to process the information more clearly.When children begin school especially primary grades after they have left preschool, they are faced with new challenges and expectatio ns based on increased â€Å"psychological and physical maturity†, (Volkmar and Wiesmer, 2009). Students are provoked to work more independently and there is much more self directed learning occurring in the classroom. It is possible and is happening more frequently now that students with ASD’S are functioning well in school with the help from all of the options available now. There are fully inclusive classes and programs that supply mainstream teaching along with special education services.When teachers make accommodations for students with autism it helps them to function on a more appropriate level. Students with autism can have a difficult time with various sounds and lights that they hear and see throughout the course of their school day. Ear plugs or noise cancelling headsets can be very beneficial in helping them eliminate some of these disturbing factors, (Stokes, 2011). When students leave the classroom to go to lunch or other activities they are introduced to sounds that they are not familiar with; these components will help in these situations.Another great tool and accommodation for students are visual or graphic schedules. These are good tools to let the students know what activity come when and in what sequential memory order they are to perform them in, (Powers, 2000). These schedules should be composed from left to right or top to bottom so they are not confusing to understand and have very clear graphics. Students with autism can become very involved in computers and it can give them a sense of calmness and really help to educate them on various subjects.Computers like visual charts give a clear and concise message for the activity being focused on. Computers can also be used as a reward and a bonus for good behavior. If the children are exposed to computers at home it gives them a sense of familiarity at school. Another way that educators can accommodate their students is by collaborating with the special education teacher on ti ps and strategies on the best methods to implement in the classroom and positive reinforcers that can help the teacher help the child to put forth their best effort.Special education teachers can also spend time with the paraprofessional or the aid to help them in specific instruction on how to help the students on individual learning skill sets. A crisis plan is a tool that all teachers who have students with disabilities in their classrooms need on file. These are put into place in case a child has an emotional outburst or some other type of emergency during the day that would call for immediate assistance, (Stokes, 2011). This plan should cover everything from sensory issues to obsessive compulsive factors and how to address them in the best possible way.This plan should be collaboration between the parents, administrative staff, the special education teacher, and the general classroom teacher. This plan could coincide with the IEP plan which addresses learning goals and outcomes . Both of these plans in conjunction with each other make a great tool for the teacher. Autism affects so many live today; almost everyone has contact with or knows someone affected with this disability. Education and early intervention is the key to giving students with this disability the best opportunity for success.Understanding all of the characteristics for this disability can greatly help the educator to understand and meet the needs of their students and achieve success. All students deserve the right to an education in the most least restrictive environment with the best services available. If educators use their resources and work in collaboration with the families and other support systems; their students will learn in a positive and stable environment.Reference Page Autism Society of North Carolina, (2011). Common Characteristics of Children with Autism Disorders. British Colombia Ministry of Education. Special Programs Branch, (2000). Teaching Students With Autism: A Re source Guide For Schools. Powers, M. D. (2000). Children With Autism, A Parents Guide. Second edition Stokes, S. , (2011). Interventions and Strategies for Success Turnbull, A. , Turnbull, R. and Wehmeyer, M. (2009). Exceptional Lives: Special Education in Todays Schools. Sixth Edition Volkmar, F. and Wiesnar, L. (2009). A Practical Giude to Autism: What Every Parent, Family member, and Teacher Needs to Know.

Hurricane Katrin The Worst Environmental Catastrophe Essay

Hurricane Katrina A disaster is a sudden, catastrophic event that seriously disrupts the functioning of a community or society and causes human, material, and economic or environmental losses that exceed the community’s or society’s ability to cope using its own resources. Natural disasters such as earthquakes, floods, typhoons, and hurricanes inflict serious damage and so seem to be bad for the economy. This topic will give the example of Hurricane Katrina, deal with its different effects and also will examine some solutions to prevent its various damages. Katrina is considered as the worst environmental catastrophe that the United States has ever known. In the morning on August 29, 2005, Hurricane Katrina hit the Gulf Coast of the United States. When the storm surge (as high as 9 meters in some places) arrived, it overwhelmed many of the city’s unstable levees and drainage canals. Water seeped through the soil underneath some levees and swept others away altoge ther. Eventually, nearly 80 percent of the city was under some quantity of water. As a matter of a fact, the storm itself did a great deal of damage, but its aftermath was catastrophic. Thousands of people were displaced from their homes, and experts estimate that Katrina caused more than $100 billion in damage. Basically, natural disasters affect our daily lives in several ways. They effectively stop the economy of the area. For examples, natural disasters destroy tangible assets such as buildings and equipment