Symbolism in ?Young Goodman Brown? Essay -- essays research papers

â€Å"Young Goodman Brown,† by Nathanial Hawthorne, is the story of one man’s journey to find himself. In it, Hawthorne uses many elements as symbols to add significance throughout the chronicle. The author does a good job of portraying some of the people and objects with symbols and allows the story to become more developed. Nathaniel Hawthorne uses many people as symbols throughout "Young Goodman Brown," but the roles that are most symbolic are those of Goodman Brown and his wife Faith. Both of the characters' names are symbolic of their personalities. Goodman is truly a â€Å"good man.† Goodman Brown states, â€Å"With Heaven above and Faith below, I will stand firm against the devil† (322). This shows that he is a good religious man with a lot of faith in God....

Mental and Emotional Development Essay

Going to school marks a new horizon of a child’s life at a time when he/she thinks they are ready for the greater challenges. Children are curious about the use of letters and words to convey meaning, and have the manual dexterity to hold a pen or pencil and begin to write. Together reading and writing broadens the child’s experience enabling him/her to learn more about the world he/she lives in. Their mental ability allows him/her to understand the symbols of letters and numbers and by manipulating these new experiences develop. The vocabulary of a five year old should be 2000 words and with exposure to new ideas and other children this will rapidly increase. The English language, for example are hard to learn, children can use increasingly complex sentences and make fewer grammar errors as they progress through school. One of the key tasks involves in metal development at this age is logical and consistent thinking. The school aged child also learns to create more and more sophisticated classication systems, such as the characteristics of reptiles and mammals, or the differences between towns and cities. They often involve these new skills in their play such as playing cards. Relational concepts such as left and right are tackled during this phase of childhood, although this is difficult for the child to learn. When number skills are developing, concepts such as clock time can be introduced and also the use of money. The mental developments: Five year olds: 2,000 word vocabulary talks consistently, know primary colours; yellow, red and blue, can count to ten, names days of the week, asks for definitions. Six year olds: Learns to read with understanding, knows some streets in local neighbourhood, and knows difference between morning and afternoon. Seven year olds: Begins to show interest in cause and effect, knows the value of coins, gains satisfaction in conclusions and logical endings, understanding past, present and future time concepts. Eight years old: begins to understand logical reasoning and implications, aware of time, can begin to plan activities for a day, develops understanding of left and right, and appreciates degrees of concepts such as light and pain. Nine years old: Likes to have secrets, can break down difficult skills into manageable component parts, focuses on details. Ten years old: enjoys learning, likes to memorise, and identifies facts concrete and specific thinking. Eleven years old: likes action in learning, concentrates well when working, able to identify and discuss problems. Twelve years old: motivated more by inner drive then competition, able to classify, arrange and generalise; can be critical of own work. Emotional Development: During school years the child learns from the peer group and from friends. By comparing themselves with others in their class, children can adjust their behaviour to meet the society’s expectations. They can also gain more insight into themselves. They also learn to identify which situations require co-operation and which are more competitive. Emotions such as anger and aggression can be seen in a variety of expressions physical shoving and swearing. Many will be aware of the child’s enjoyment of jokes and use of humour. Schools can also provide the child with opportunities for self evaluation, developing self confidence and doubt. Being picked by other children to join a team game, or being sent to a remedial group for reading, will give the child messages about how others perceive them this can differ to the perceptions at home. It is important for those caring for children that they are aware of the attitudes of others and offer opportunities to the child to talk about this. Praise means a lot to a child of this age as it would to a lot of other people. Efforts should be made to recognise each child’s special attributes. Summary of Major Developments: For 5 to 11 year olds: 1. Decreasing dependence on family and developing relationships with other adults and children. 2. Becoming an active, contributing member of the family. 3. Learning how to deal with strong feelings appropriately. 4. Learning how to reason and solve problems logically. 5. Developing understandings of concepts such as number, time and money. 6. Adjusting to changing body image and coming to terms with sex role identity. Adolescence Mental and Emotional Development: Adolescence has been charactised as a time of storm and stress, but many adolescents make the transition from child to adult with relative ease and with little trauma either to themselves or to their parents. It is not surprising that, while their bodies are so rapidly changing, youngsters become quite preoccupied with them and wonder what they will become. Girls see their first period as a positive achievement towards adulthood or a dreadful event which signifies the end of childhood. Boys fear to speak as their voice breaks or they are delighted as their facial hair becomes obviously present. The attitudes displayed will often reflect the attitudes and values held by those close to them, the family or the peer group. Friendships with peers become increasingly close during adolescence as young person seeks acceptance and also friends with who to share the new feelings and experience. It is important that the adult determines the best way to cope with this. Each child is an individual, so the problem will have dealt with taking the child’s particular personality, needs etc into account. The older child also needs to think about their diet school children grow and develop rapidly and expend vast amount of energy. This calls for a diet which is high in protein, iron, calcium and essential vitamins. Studies have shown that there is a difference in the eating pattern between adults and children. Children tend to want to eat more frequently, at any time of the day and prefer foods which they can eat with their hands. Eating habits are established early in the childhood and in societies where television and advertising play a large part in family life it is difficult for parents and carers to insist that the child adheres in a healthy diet. Exercise: All children need to make sure they are getting enough exercise. It is important to encourage activities such as: swimming, walking and cycling. Children should also be encouraged to participate in exercises which they enjoy and which makes them feel good about themselves. They should also make sure that they get plenty of rest and sleep the amount of sleep differs from one person to the next. The amount of sleep for the average child is 8 to 10 hours sleep a night.

The Iridescence Of Art Art - 902 Words

The Iridescence of Art Although it seems obvious, an interesting fact about art that is frequently glanced over is that art is meant to be shared. An artist such as Damian Hirst didn’t put his great his artwork of the shark with its mouth open and suspended in a tank of formaldehyde in a dark room to let it collect dust. Rather he shares his piece and hopes â€Å"anyone will buy it.† Hirst’s eagerness to display his work stems from wanting to display the bond he had with his art. However, if a viewer were to have a different bond from examining the art, creating the art might seam fruitless because the artist will go through the trouble to share their connection when the viewer would see something different. It would be as if a child excitedly runs towards their parent to present their drawing of a cat and the parent says â€Å"Oh look at this great tree.† Hirst describes his art when he says, â€Å"A shark is frightening, bigger than you are, in an environment unknown to you. † His description of his own work demonstrates his experience he as the artist felt when he made the piece. He points out the danger of the shark and its power over humans with it being in its confortable domain. Hirst continues to describe his experience with his work as the shark looking â€Å"alive when it’s dead.† â€Å"You expect the shark to look back at you† Hirst says expecting life from the dead animal. Hirst’s bond towards the artwork he created is described as an encounter according to John Berger’s essay â€Å"StepsShow MoreRelatedThe Mosque Lamp1053 Words   |  5 Pagesthroughout the work. Besides the use of gold as a major color choice, the artist used iridescence which encompasses all colors. This use of iridescence creates a texture on the piece, which allows the viewer to see multiple colors at differe nt angles. Another item on the lamp that creates texture is the sacred inscription that is in blue, circling the entire piece. This inscription is also the subject of the art itself. Within the inscription on this Mosque Lamp, it states, â€Å"†¦ the lamp was endowedRead MoreSocial Criticism in Blakes Chimney Sweeper and Haydens Monets Waterlilies1274 Words   |  6 Pagesof Monets more famous pieces of art. The relief experienced by the poet is established in the first lines, which read,    Today as the news from Selma and Saigon poisons the air like fallout, I come again to see    the serene great picture that I love.    As in much of his poetry, Haydens work captures the connection between a tragic and irredeemable world and the possibilities for transcendence that exist in sensory delight, art, and religion (African 177). Read MoreElements And Skills Used For The Creation Of The Props2057 Words   |  9 Pagesstatus. J.K Rowling used Celtic calendars to decide upon the wood in which Harry, Hermione and Ron’s wands would be made from, based on their birthdates. â€Å"On the handle of Horace Slughorn’s wand are two little antennae, like a slug or snail† says art director Hattie Storey, which often occasioned a search for special materials. Once the final design was finalised, the construction of the wands began: â€Å"We looked for interesting pieces of pieces woods, with burs or interesting shapes. Then, we’dRead MoreBureaucracy And Activism : How Public Art Essay2090 Words   |  9 Pages II - Subversion of bureaucracy and activism: how public art is key to the education of criticism. Art did not start off by being ‘anything the art world says is art is art’.1 During the 18th century the maxim that art ‘was not to serve any master but itself’2 corroborates ‘the notion of artistic freedom. This was (†¦) an integral value to an artistic practice; it was contrasted (†¦) with the unfreedom of institutions, the state or the bourgeoisie’3. With neo-liberal practices being implementedRead MoreAnalysis Of Michael Walzer s On What Does It Mean For An American?2244 Words   |  9 Pagesused as a cultural or spiritual indicator at the end they are all Americans. That is like what Mr. Walzer says Americans are American by the â€Å"virtue of coming together† (Walzer). The United States is a mosaic art piece; there are many smaller pieces that once placed together forms a new bigger art piece. It is from the individual characteristics that show our greatness as a nation. Odds are likely that we have a citizen who originates from every country in the world. Like Mr. Walzer says the American