Regaining Control in Anna Karenina Essay -- Tolstoy Anna Karenina Essa

Regaining Control in Anna Karenina Anna Karenina features significant clusters of scenes, all of which describe notable moments in the development of the novel's major figures. One of the most important clusters is when Anna travels to see Vronsky. On her way her perceptions change; she throws her "searchlight" upon herself. Arriving at the next station she sees the rails and knows what must be done. Anna has had control over her own life taken away from her, due to the societal limitations on her choices as a woman. She becomes resentful of the society she lives in, and turns that frustration on the unsympathetic Vronsky, who retains his own freedom as well as control over her own happiness. She is too proud and passionate to live in subordination, as Dolly Oblonsky does. Anna cannot conceive of going on indefinitely as she has been, and at the same time can take no pleasure from contemplation of her past, or her future, which holds no prospect of change. Feeling trapped and untrue to her own unwanted desires, she begins to see the entire world as a wretched place populated by miserable, entrapped individuals just like herself. Through death alone, she feels she can secure a place in Vronsky's heart. Death is also the only decision that she is free to carry out on her own. The place that Anna occupies is like that of a child, making up tasks for herself to fill the time, while others make the decisions that affect her life. Anna tries to interest herself with educating the English girl, writing a children's book, but these are all distractions from the fact that she has nowhere to go. Oblonsky and Karenin meet to try to settle the question of Anna's future, without inviting Anna to plead for herself or otherwise a... ...bout whether or not the maidservant will remember to put clean sheets on the guests' beds. But neither of these women's roles are true to her own desires. To stay on this earth is to place control of her life in the hands of a man whom she is not certain loves her. Anna's decision is incomprehensible to Madame Vronsky: "Can you understand these desperate passions?" (812). But from our view of Anna's mental landscape, we can understand them all too well. Works Cited Jahn, Gary R. â€Å"The Images of the Railroad in Anna Karenina,† Slavic and East European Journal 2 (1981): 1-10. Mandelker, Amy. â€Å"Feminist Criticism and Anna Karenina.† Tolstoy Studies Journal III (1990): 82-103 Nitze, Paul H. & Foreword. The Complete Idiots Guide to Leo Tolstoy. London: Henry Z. Walck, 1994. Tolstoy, Leo. Anna Karenina. Trans. Joel Carmichael. Toronto: Bantam Books, 1960.

Colligative Properties

Name: JOANNA CELESTE M. QUINTANA Date performed: NOV. 12, 2012 Section: C-1L Date submitted: NOV. 21, 2012 Group Number: 3 Exercise No. 2 COLLIGATIVE PROPERTIES (Full Report) I. INTRODUCTION Colligative properties In liquid solutions, particles are close together and the solute molecules or ions disrupt intermolecular forces between the solvent molecules, causing changes in those properties of the solvent that depend in intermolecular attraction. For example, the freezing point of a solution is lower than that of the of the pure solvent and the boiling point is higher.Colligative properties of solution are those that depend on the concentration of solute particles in the solution, regardless of what kinds of particles are present the greater the concentration of any solute, the lower the freezing point and the higher the boiling point of a solution. FREEZING POINT LOWERING A liquid begins to freeze when temperature is lowered to the substance’s freezing point and the first few molecules cluster together into a crystal lattice to form a tiny quantity of solid.As long as both solid and liquid phases are present at the freezing point, the rate of crystallization equals the rate of melting and there is a dynamic equilibrium. When a solution freezes, a few molecules of solvent cluster together to form pure solid solvent and a dynamic equilibrium is set up between the solution and the solid solvent. In the case of a solution, the molecules in the liquid in contact with the solid solvent are not all solvent molecule.The rate at which molecules move from solution to solid is therefore smaller that in the pure liquid to achieve dynamic equilibrium there must be a corresponding smaller rate of escape of molecules from solid crystal lattice. This slower rate occurs at a lower temperature and so the freezing point of the solution is lower than that of liquid solvent. The change in freezing point ? Tf is proportional to the concentration of the solute in the same way as the boiling point elevation. ?Tf = Kf ? msolute ? ?soluteHere also, the proportionality constant Kf depends on the solvent and not the kind of solute and isolute represents the number of particles per formula unti of solute. For water, the freezing point constant is -1. 86 oC-kg/mole. Freezing point or melting point is the temperature of transition between solid and liquid. Melting point can be measured more accurately than freezing points. This is becauses so in freezing point measurements, supercooling may occur which would yield a lower than sslkdjs freezing (melting point).CHANGES IN VAPOUR PRESSURE: RAOULT’S LAW At the surface of an aqueous solution, there are molecules of water as well as ions or molecules from the solute. Water molecules can leave the liquid and enter the gas phase, exerting a vapour pressure. However, there are not as many water molecules at the surface as in pure water, because some of them have been displaced by dissolved ions or molecules/ ther efore, not as many water molecules are available to leave the liquid surface, and the vapour pressure is lower than that of pure water at a given temperature.From this analysis, it should make senses that the vapour pressure of the solovent above the solution, Psolvent, solution, that is , to their mole fraction. Thus, since Psolvent ? Xsolvent, we can write Psolvent = Xsolvent ? K (where K is a constant). This equation tells you that, if there are only half as many solvent molecules present at the surface of a solution as at the surface of the pure liquid, then the vapour pressure of the solvent above the solution will only be half as great as that of the pure solvent at the same temperature. If we are dealing only with pure solvent, the above equation becomes Posolvent = Xsolvent ?K where Posolvent is the vapour pressure of the pure solvent and Xsolvent is equal to 1. This means that Posolvent = K; that is, the constant K is just the vapour pressure of the pure sovent. Substitutin g for K in the foremost equation, we arrive at an equation called Raoult’s law: Psolvent = Xsolvent ? Posolvent If the solution contains more than one volatile component, then Raoult’s law can be written for any one such component, A, as PA = XA ? PoA Like this ideal gas law, Raoult’s law is a description of a simplified model of a solution.An ideal solution is one that obey Raoult’s law/ although most solution are not ideal, just as most gases are not ideal, we use Raoult’s law as good approximation to solution behaviour. In any solution, the mole fraction of the solvent will always be less than 1, so the vapour pressure of the solvent over an ideal solution (Psolvent) must be less than the vapour pressure of the pure solvent (Posolvent). This vapour pressure lowering, ? Psolvent, is given by ? Psolvent = Psolvent ? Posolventwhere Psolvent < Posolvent Boiling point elevationRaoult’s law tells us that the vapour pressure of the solvent over a solution must be lower than that of the pure solvent. Assume for example that you have a solution of a non-volatile solute in the volatile solvent benzene ? ? ? ? II. MATERIALS A. Reagents 4. 00 g naphthalene 0. 20 g unknown solute A unknown solute B (assigned amount per group) distilled water B. Apparatus 250-mL beaker 400-mL beaker 100-mL graduated cylinder test tubes thermometer iron stand, iron ring, iron clamp hot plate C. Other Apparatus wire gauze tissue paper graphing paper timer III. PROCEDURE Freezing Point of NaphthaleneIn a clean and dry test tube, 2. 0 g of naphthalene was weighed. To measure the temperature while heating, a thermometer was suspended by tissue paper at the mouth of the test tube. It was placed in a water bath with the water level above the sample in the test tube. To avoid the contact of the test tube to the bottom of the bath, it was supported by an iron clamp. The water bath was then heated until the entire sample has melted and until the temperatur e of the sample reached 90o C. The flame was put off and the temperature reading was recorded every 15 seconds until the temperature has fallen to 70oC.The set up was put aside for the next part of the experiment. Data gathered were tabulated and plotted for analysis and evaluation. Freezing Point Depression of Naphthalene Pre weighed 0. 20 g of unknown solute A was added to the previous set up of naphthalene. The same procedure was done with it. The thermometer was again suspended at the mouth of the test tube by tissue paper. With the help of iron clamp, it was again placed in a water bath, with the water level above the sample in the test tube, to avoid contact to the bottom of the bath.The water bath was then heated until the entire sample of unknown solute A and naphthalene has melted. When the temperature reached 90oC, the flame was put off. The temperature reading was recorded every 15 seconds until the temperature has fallen to 70oC. Data was also tabulated and plotted toget her with the data from freezing point of naphthalene. Boiling Point of Water In a 250-mL beaker, 100-mL of distilled water was boiled until it completely boiled. The temperature reading was recorded. In a separate 250-mL beaker, 0. 20 g of unknown solute B was dissolved in 100-mL distilled water.This was also heated until it finally boiled. The boiling point was also recorded. It was tabulated together with the boiling points of solutions with varying amounts of solute from other groups. Comparison was made for evaluation of the results. IV. DATA/OBSERVATIONS Table 1. 1. Observations on cooling of naphthalene at 15-second intervals. Time (sec. )Temperature (oC)Appearance 1590clear liquid 3090clear liquid 4587clear liquid 6086clear liquid 7585clear liquid 9085clear liquid 10584clear liquid 12084clear liquid 13583clear liquid 15083clear liquid 16582clear liquid 18081clear liquid 9581clear liquid 21080clear liquid 22580clear liquid 24079clear liquid 25579clear liquid 27078clear liquid 28577clear liquid 30077clear liquid 31576solidification 33075solidification 34575 36075 37575 39075 40575 42075 43575 45075 46575 48075 49575 51075 52575 54075 55575 57075 58575 60075 61575 63075 64574 66074 67574 69074 70574 72073 73573 75073 76572 78072 79571 81070 Mass of naphthalene used (g): 2. 00 g Table 1. 2. Observations on cooling of solution of naphthalene and unknown solute at 15-second interval. Time (sec. )Temperature (oC)Appearance 1590clear liquid 3090clear liquid 587clear liquid 6086clear liquid 7585clear liquid 9085clear liquid 10584clear liquid 12084clear liquid 13583clear liquid 15083clear liquid 16582clear liquid 18081clear liquid 19581clear liquid 21080clear liquid 22580clear liquid 24079clear liquid 25579clear liquid 27078clear liquid 28577clear liquid 30077clear liquid 31576clear liquid 33075 34575 36075 37575 39075 40575 42075 43575 45075 46575 48075 49575 51075 52575 Mass of naphthalene used (g): 2. 00 g mass of unknown solute B (g): 0. 20 g Table 1. 3. Data on freezing point depression of naphthalene. Mass of naphthalene used (g)2. 0 g Mass of unknown solute A used (g)0. 20 g Mass of solution (g)2. 20 g Freezing point of pure naphthalene (oC)75 oC Freezing point of solution (oC)73 oC Freezing point difference of pure naphthalene and of solution (oC) Molality of solution (mol/kg) Moles of solute used (mole) Molecular mass of solute (g/mole) Table 1. 4. Summary of data on boiling points of solutions with varying amounts of solute. Group No. Amount of solute B used (g)Boiling point (oC) –100 10. 5099. 0 21. 0090. 0 31. 5099. 5 42. 0099. 5 52. 50100 V. DISCUSSION ? ? ? ? VI. CONCLUSION ? VII. LITERATURE CITED/BIBLIOGRAPHY

Factors Shaping Recycling Habits Essay - 2232 Words

Factors Shaping Recycling Habits The United States generates more solid waste each year than any than any other nation. The total cost of disposing of this waste has reached nearly $75 billion annually. Only 17% of the municipal solid waste is recycled in the United States, compared with 40% in Japan and up to 60% in some Western European countries (Oskamp et al., 1995). Americas landfill system for disposing of this waste is quickly reaching its limits, and managing this waste is becoming increasingly costly and problematic. There are two solutions available for this problem: reduce the amount of waste originally generated or to increase recycling (Porter et al., 1995). In focusing on the second solution to this problem, I have†¦show more content†¦Research findings regarding the relationship between recycling attitudes and recycling behaviors have been generally consistent with general attitude-behavior theories, showing a significant, though relatively small relationship (Schultz et al., 1995). In explai ning what ideas other than pure environmentalism shape peoples recycling attitudes Huhtala sites reasons given in his surveys which were not purely environmental. Recycling was also seen to represent a viable alternative for a throw-away societys wasteful lifestyle (1999). In addition to the growing number of materials being recycled today, there have been changes in the typical types of recycling programs, from short-term campaigns and drop off programs, to voluntary curb-side collection, and later to community wide recycling, with recycled materials either being separated by the household or commingled (placed in a single container, rather than separated by type). Despite procedural differences, most recycling programs have one thing in common -- reliance on individual participation (Shultz et al.,1995). In attempting to develop reliable and sustainable ways to reduce the amount of trash buried in landfills, scientists, policy-makers, and community leaders need to understand the factors that lead people to recycle. 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Is It A Statement - 2449 Words

Swetha Balaji Phil 186, Section 2 6/22/15 Undoubtedly, businesses make a statement in today’s world. Businesses affect a wide part of society from technology to food. In order for businesses to run efficiently and properly, rules must be met. Managing and working with several groups of people are not easy jobs, it takes commitment and motivation to take on various roles. In general when people make decisions, it comes from their morals, and what they consider right and wrong. A number of moral theories are behind the final decisions made in businesses. Specifically, Utilitarianism, founded by John Betham in the 1800s was one of the normative moral theories that was used to basically maximize utility and increase happiness. Under the branch†¦show more content†¦Utilitarians look at the entire picture and the whole outlook of their actions. They take an interest in the positive results of their actions and as well as the overall outcome. Happiness and satisfaction is what most utilitarians center their actions and morals behind around. They believe that when it brings about joy, it is the right thing to do. Just as utilitarians look at overall outcome, they also consider the long-term effects of their actions. The example in the lecture that helped me understand this concept is the one where it talks about lying might seem like easy and convenient way to get out of hard situation, but if the people that that were lied to found out, your reputation will most likely be spoiled. There are no better words to describe â€Å"util itarianism† other than it being â€Å"universal, maximizing and aggregative† for the following reasons. The theory of utilitarianism is universal because it tries to understand everyone’s interests. I think this is great since everyone can equally receive the chance to be heard. This system is not based on ranks nor is priority given to a particular class. There needs to balance in a society but in this case everyone is an equal. It is associated with being aggregative because not only is happiness the one that is measured but also unhappiness of each person affected by the action establishes its whole value. The negative consequences are taken into account but in the aggregate, the undesirable

Women Play A Special Role - 1589 Words

I believe that â€Å"women play a special role in religious life†. Firstly, the dictionary definition of a ‘role’ is ‘the function assumed or part played by a person or thing in a particular situation’. So a ‘special role’ in the context of the question is an important part played by women in religious life. This is very true in relation to Christianity and Judaism. In Christianity I will look at important women saints in the religion and the leadership roles that women can play in the church. In Judaism I will look at the importance of women in the faith and the special roles they play in the home and the synagogue and Rosh Chodesh. Important figures like saints ‘play a special role in religious life’ because they often give an image of what people should and should not do and give a guideline on how to be like them in Christianity. A very important woman in Christianity is Mary. 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Effective Broadcasting of Channel One Free Essays

There is a large debate erupting within our nation†s education system. Corporate America is invading our classrooms and campuses at an alarming rate. Corporate conglomerates such as Coca-Cola, Pepsi, Nike, and US West are making their presence felt in the hallways, gyms and classrooms from grade schools to colleges. We will write a custom essay sample on Effective Broadcasting of Channel One or any similar topic only for you Order Now Should these companies be allowed to buy their way into the classroom? The answer is no. Corporate restructuring of our educational systems is not the way to solve our schools† funding problems. Big companies want to get into the classrooms as soon as possible. Next year, 53 million American children will make up approximately $250 billion dollars worth of immediate spending (Long, 2000:1). If the children are properly marketed, this figure would rise exponentially in later years, leading to a lifetime of brand recognition. These children are beginning to associate certain products with the brand names that they see and use at school every day. This will then likely cause these children to continue to buy the same products later in life as well. This lifetime of purchasing power could lead to incalculable profits in future years. Channel One is a daily newscast that is offered to students around the country. Nearly 40 percent of American schools tune into Channel One everyday (Manning, 1999:1). A controversial entrepreneur, Chris Whittle, founded this company in 1989. These students are supposedly tuning into this program every day in order to keep up on current events and issues around the world. However, Channel One is now known as the most profitable in-school marketing campaign in the nation. The company gives the schools, which will allot time for students to watch the program, free satellites and television sets. What it also gives them is two minutes of paid advertising (Stark, 2000;1). Nearly all of the 86,000 schools across the country use some sort of program where the schools receive money or equipment in exchange for proof-of-purchase coupons or receipts (McQueen, 2000:2). Is our public education system nothing more than an incentive based purchasing program, or are we trying to teach independent thought and creative thinking? Third grade math is being taught by using â€Å"Tootsie Rolls. † Classroom business courses are being taught by touring students through McDonald†s facilities. Coca-Cola and Pepsi are feuding over multi-million dollar contracts that would ensure student consumption of their products first (Manning, 1999:1). Nike offers free apparel and equipment for sports programs, only if the athletes will become walking billboards, wearing large logos on their jerseys and clothing. US West builds team scoreboards only for schools that will agree to exclusive vending deals. However, there is something else to be said about the commercialism of our nation†s public education system. In standardized testing, our nation†s education system is falling behind the rest of the world. The government has been lagging on education reform, and fewer dollars are being pumped into most areas of public education. Some would say that commercialism is a great opportunity to put money back into the schools. South Fork Highschool In Marlin County, Florida gave Pepsi the exclusive right to to market and sell its beverages to their students in exchange for $155,000 (Stark, 2000:3). A school that was in dire need of funding received compensation and Pepsi, in turn, gets to be the sole distributor of beverages to the school. This is the business exchange. These companies will provide money and services for schools that are lacking proper funding in exchange for what is turning out to be rudimentary corporate brainwashing. This may not be necessarily bad for the students, but it does pose a threat to true consumerism. Another great example of this is The Wal-Mart Corporation. More than 1,800 Teacher of the Year awards are given by Wal-Mart, each teacher receiving $500 that can be turned around and spend at Wal-Mart to purchase goods and supplies for the class (Long, 2000:2). This is where Wal-Mart†s investment begins to pay off. When the students see that Wal-Mart has recognized a teacher of theirs, and has in turn given money for the school, than the students will begin to see Wal-Mart as a good company. This may, in-turn, cause sub-conscious purchase intent in the future for these students. While this may seem like a fair trade, money in exchange for consideration, but there is a deeper issue at bay. Should this potential corporate brainwashing be allowed to occur when our children†s susceptible minds are at risk? If this is allowed to happen, then our entire society could be interpreted as being one large marketplace, where commercialism dominates over everything, even basic public education. There are some people who are fighting back against the onslaught of corporate propaganda, and it can make a difference. A group in Seattle, known as the Citizen†s Campaign for Commercial-free schools (CCC), has been organizing meetings and â€Å"commercialism walk-throughs† in order to raise public awareness of the situation (Manning, 1999:3). In these walk-throughs, groups from the CCC will go and collect as much marketing material in the schools as they can, and send copies of their reports to the appropriate school boards. One schoolboard, with pressure from the CCC and other supporters, issued a resolution stating â€Å"We are opposed to exposing schoolchildren to corporate values in an educational environment where they assume that whatever is presented to them carries the approval of the educational establishment (Manning, 1999:3). After this resolution was issued, members of the CCC were put on a school-community task force responsible for studying the issue and making policy recommendations. Four states have also begun to limit certain types of advertising and other commercial activity from their public schools: California, Florida, New York, Maine, and Illinois (McQueen, 2000:1). According to the Center for Commercial-Free Public Education in Oakland, the Madison School Board in Wisconsin was the first ever to reject renewal of an existing corporate contract when they cancelled their contract with Coca-Cola after months of public debate (McQueen, 2000:2). In closing, it is imperative that this corporate desecration of our education system be stopped now. If this problem is not remedied, then businesses could quite feasibly end up running our public education. People are making a stand, but the results are too far and in-between for any real difference to be seen. Consumerism will eventually take the place of learning as the goal of our schools, and we will fall further behind in terms of international education standards. How to cite Effective Broadcasting of Channel One, Papers

Nothing Gold Can Stay Poetry Analysis Paper Essay Example For Students

Nothing Gold Can Stay Poetry Analysis Paper Essay While reading the speaker will make notice that between the physical and material level of existence, there is a constant pattern of loss or something that is considered great ending and losing the shine. This pattern is helpful in predicting why Frost decided Nothing Gold Can Stay was an appropriate title for his poem. The poem begins with the idea of nature and seasonal change, while this stands true, if the poem is read more closely and with greater attention to detail the reader will clearly see the link between seasonal changes and how it conveys a life cycle. Although Frost only wrote four rimmed pullets, he has created an explosion of genius throughout his poem, completely and in detail with so few words Frost describes life while using seasonal change as his symbolism. The syntax of the poem is not understood so easily at first but when the season changes are made clear the idea of a life-cycle becomes clearer because Frost made it so that the two can be easily related to one another. Natures first green is gold (1), clearly the poems setting is nature but we are talking about natures first green, which usually is related to spring. Spring is the young and adolescent years of life, or the golden years before maturity. Frost also conveys the idea of morning, when the sun rises and shines light on the earth making everything a little bit more gold than normal. Her hardest hue to hold (2), Now that Frost has made it clear that nature is gold before it is green, he goes on to say that gold is the hardest color for nature to keep. Notice the rhyme scheme in this poem is very clear and sing-song like. The poems first rhyme couplet is formed in line 1 and 2 with gold and hold. This poem follows the abscond rhyme scheme and it is easily noticed throughout the poem. Because the first two lines have the same number of syllables the reader an predict there is a meter, an iambic trimester. The idea of nature having a hard time holding onto something is an example of personification because nature is given human characteristics. Nature is not only being personified here but it is actually made in to a female figure because Frost uses the word her in line two, as shown above. There is also the use of alliteration with the letter H and the words her, hardest, hue, and hold and because the lines of the poem are so short, Frost is actually forcing the reader to slow down and read it slower to gain a greater understanding of the lines. Her early leafs a flower; (3), elaborating on line 1, Frost becomes more clear with his transitions because in spring, trees bloom with flowers and then those flowers fall off and are replaced by green leaves in the summer. This is symbolism for the transitioning years into adulthood and maturity. Not only is line 3 symbolism but it is also a consonance because the word leaf is repeated. This poem is actually a huge example of figurative language. Line 4 ends the first season, spring. But only so an hour (4), is also Jumping back to line, the first four lines of the poem are all tied together. Because natures first green, gold, does not stay then neither does the flower, because remember nothing gold can stay (8), meaning all beautiful things will die and a flower is usually seen as beautiful. So the flower falls off and the leaf comes in signaling the seasonal change and transition into old age and the last stretch of someones life. Then leaf subsides to leaf. So Eden sank to grief (5, 6), this line explains what happens after the flower becomes a true leaf. Notice the assonance in these two lines and the internal rhyme. Frost uses the word subsides instead of becomes because in society people believe that young, old, and beautiful is key and as individuals reach middle to old age they are no longer important or viewed as beautiful. .ubf0b6d53beb4603135c1a6a5a7e25dc8 , .ubf0b6d53beb4603135c1a6a5a7e25dc8 .postImageUrl , .ubf0b6d53beb4603135c1a6a5a7e25dc8 .centered-text-area { min-height: 80px; position: relative; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 , .ubf0b6d53beb4603135c1a6a5a7e25dc8:hover , .ubf0b6d53beb4603135c1a6a5a7e25dc8:visited , .ubf0b6d53beb4603135c1a6a5a7e25dc8:active { border:0!important; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .clearfix:after { content: ""; display: table; clear: both; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubf0b6d53beb4603135c1a6a5a7e25dc8:active , .ubf0b6d53beb4603135c1a6a5a7e25dc8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .centered-text-area { width: 100%; position: relative ; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubf0b6d53beb4603135c1a6a5a7e25dc8:hover .ctaButton { background-color: #34495E!important; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubf0b6d53beb4603135c1a6a5a7e25dc8 .ubf0b6d53beb4603135c1a6a5a7e25dc8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubf0b6d53beb4603135c1a6a5a7e25dc8:after { content: ""; display: block; clear: both; } READ: Construction, Design and Analysis of a Single-lesi EssayFlowers are gold and they cannot stay for very long in this world. The word gold in this poem can also be used as symbolism because the word gold represents beauty but Frost makes it very clear that beauty and youth is only brief in this life because like the flowers, all things grow old and die and all people will eventually die. So like the flower falling off and being pushed aside because it is getting older or because they are less beautiful, it makes room for the new leaf. Although it may seem sad when the beautiful flower falls from the tree there can possibly be an upside, or Frost is Just being blunt and saying that it is simply the way of life and all good things must come to an end and no one can change that because it is simply a fact of life. So dawn goes down to day (7), notice frost uses slant rhyme in this line with the words dawn and down. In this line frost is comparing the rising of the sun or dawn going to mid-day. Dawn would be considered more beautiful because it is fresh and new and the early golden light on everything makes it more lovely, but when the sun rises to mid-day the newness has Ron off and do remember the seasonal change to summer after line 4, mid-day is hot and day is considered a lower level and that is why Frost used the word down to signify the decrease of importance. This is similar to the way people are viewed as they get older as well, Just like in previous lines. Finally Nothing gold can stay (8), this line is connects the reader to the title. This line wraps up all Frosts use of metaphors throughout the poem like the early spring leaves and flowers, the Garden of Eden, and dawn are all considered to be gold but none of them can stay or live in this world forever. Frost makes it clear to his reader in the last line that nothing good can last forever but hopefully the reader can take from this poem and appreciate something that is good while they still have it.