Robert Frost :: essays research papers

Robert Frost was born in San Francisco in 1874. He moved to New England at the age of eleven and became interested in reading and writing poetry during his high school years in Lawrence, Massachusetts. He was enrolled at Dartmouth College in 1892, and later at Harvard, but never earned a formal degree. Frost drifted through a string of occupations after leaving school, working as a teacher, cobbler, and editor of the Lawrence Sentinel. His first professional poem, "The Butterfly," was published on November 8, 1894, in the New York newspaper The Independent.In 1895, Frost married Elinor Miriam White, who became a major inspiration in his poetry until her death in 1938. The couple moved to England in 1912, after their New Hampshire farm failed, and it was abroad that Frost met and was influenced by such contemporary British poets as Edward Thomas, Rupert Brooke, and Robert Graves.There are probably three things that account for Robert Frost's 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 Frost's 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 doesn't 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 Frost's 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).

The Devil in the Shape of a Woman

The Devil in the Shape of a Woman by Carol Karlsen (1987) astutely focuses attention upon the female as witch in colonial New England, thus allowing a discussion of broader themes regarding the role and position of women in Puritan society. Karlsen's work, which has been well-received, focuses on the position of accused witches as largely females placed in precarious social and economic positions, often because they stood to inherit, had inherited, or lost an inheritance in property.Karlsen departs from the idea that women accused of witchcraft were boisterous beggars, a depiction â€Å"tantamount to blaming the victim† (Nissenbaum) and instead points to these â€Å"inheriting women† as being socially vulnerable in a patriarchal culture. Karlsen's work is not merely of historical significance to the Salem outbreak of 1692. In fact, â€Å"that year remains something of an anomaly† (Nissenbaum) as one-third of the accused witches then were male compared to less tha n one-fifth of accusations made otherwise in colonial New England.Instead, Karlsen's study brings â€Å"women strongly back to center stage, locating them in a rich patriarchal matrix that integrates it with class and family. † (Nissenbaum). One reviewer notes that within this context, Karlsen offers significant insights. The first is a look at the â€Å"ambivalent assessment of women within New England's culture. † (Gildrie). Karlsen finds a scenario marked by its time and place in which women embodied the â€Å"Puritan ideal of women as virtuous helpmeets† (Boyer).In an odd duality, women were both the new stewards of God's spiritual leadership on earth, while subservient to a Medieval, misogynist gender role which largely placed their fate at the hands of men. Secondly, Karlsen focuses attention on the accusers and finds that they were engaged in a â€Å"fierce negotiation†¦ about the legitimacy of female discontent, resentment, and anger. † (Karl sen; see Gildrie). Accusations of witchcraft were often an outlet where this negotiation boiled over into violence, as men persecuted female neighbors who threatened an established, but precarious, social order.The crucial thesis on which much of the book rests is that witchcraft accusations were most often made against women who threatened the orderly transfer of land from father to son – a process at best fraught with tension and anxiety and at worst marked by the shift of scarce, valuable properties from one family to another by way of an intervening woman in a patriarchal inheritance system. The possessed girls played a dual role in this â€Å"symbolic cultural drama† in which they rebelled against the social role to which they had been predestined at birth by simultaneously acquiescing in that role by resisting the â€Å"witch. If nothing else, Karlsen's recent work proves that there is still room for substantial study and scholarship surrounding witchcraft, gend er, and other issues in colonial New England. One commentator writes, â€Å"Karlsen's study is provocative, wide-ranging, accessible, and frank. † (Lindholt). Another, that the book's â€Å"descriptions and analyses stand on their own as valuable contributions to our knowledge of witch lore and the ambiguous status of women in early New England. † (Gildrie).Paul Boyer and Stephen Nissenbaum, whose Salem Possessed set the standard for social histories of the outbreak in Salem, find that Karlsen's work is one of â€Å"formidable intellectual power† and â€Å"a major contribution to the study of New England witchcraft. † It places the central role of women as witches under the microscope and â€Å"for the first time as the subject of systemic analysis† a considerable 300 years after the events transpired. Karlsen's work is required reading for the student, scholar, or general reader seeking to understand and interpret the broad picture of colonial wit chcraft in New England.

African American Parents With Special Education - 2782 Words

Discussion Because African American children represent a large percentage of students in special education programs, an understanding of their parents’ views on the special education process should be an integral aspect of professional preparation and professional practice (Harry, 2008). This review was conducted to understand the experiences and perceptions of African American parents who have children with disabilities and are receiving special education services. I have reviewed a total of thirteen studies that investigated the experience of Africa America parents. A total of 105 parents/guardian participated in all the studies reviewed and their years of experience with special education system ranges from 2 years to 24 years. What follows is a discussion of the findings from the review. African America parents experience with special education process In the present study, three themes were identified to discuss the experiences of African American parents with special education process (a) parents’ perceptions of the evaluation process (a) parents’ expectations from special education program and (c) parents’ perception of special education services and programs. Three out of the thirteen studies examined parents’ experience with the special education evaluation process, findings from this present study reveal that African American parents shared deep concerns about the special education evaluation process of their children. Many parents that participated in theShow MoreRelatedEducation Is Not Preparation For Life1350 Words   |  6 Pagesâ€Å"Education is not preparation for life; education is life itself.† If one accepts the quote by John Dewey to be true, then depriving someone of their education is depriving them of their life. 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