Effectiveness of Play Therapy in Enhancing Social Skills

Effectiveness of Play Therapy in Enhancing Social Skills Effectiveness of Play Therapy in enhancing Social skills in Intellectually Disabled Children by Azka Tauqeer Asjad Abstract The present study was targeted to measure the effectiveness of play therapy in enhancing social skills in pre-diagnosed intellectually disabled children of mild and moderate level. The research was comprised of ten intellectually disabled children of mild and moderate level of ages 5-15 from Army Special Education Academy Rawalpindi. Social skills were considered as dependent variable, whereas play therapy as independent variable in this study. The method of this research was quasi, pretest-posttest type with an experimental and control group. Social Skills Checklist (Heather Thomas, 2013) was administered in pretest and posttest. It was hypothesized that play therapy on experimental group will be effective as it will produce significant positive results in enhancing social skills as compared to the control group. The analysis included paired sample t-test and findings were presented in tabulated form. The current study will help in understanding the use of play therapy to facilitate children with intellectual disability and it will bridge the gap between the mental health needs of exceptional children and the available services. Play therapy is a therapeutic process between the client and the therapist where the therapist uses play as a therapeutic intervention for solving the child’s emotional and social difficulties and for incorporating required skills and appropriate behavior (Association for Play Therapy). Play therapy acts as a mode of communication between the therapist and the child. This method is based on the assumption that play is a way of children making contact with their environment. Play therapy is to children what counseling and psychotherapy is to adults. Young children express themselves comfortably through play when they cannot through meaningful conversation. Therefore, play is an indirect way for therapists to understand and alter children’s perceptions, cognitions, and behaviors. Intellectual disability stands for impairments in overall mental abilities which affects adaptive functioning skills of three multiple domains or areas that arise during the passage of children’s development. Limitations should be present in comparison to other peoples of the same age, gender, and social-cultural upbringing. These individuals show difficulties perceiving and assimilating new informa ­tion, learning new things quickly and completely, applying knowledge and skills to solve new problems, thinking imaginatively and flexibly, and responding swiftly and correctly. The criteria identify three domains of adaptive function ­ing i.e. conceptual, social, and practical. Individuals with intellectual disability should show impair ­ment in at least one domain. The first one is conceptual domain that includes skills in language, reading, writing, mathematics, reasoning, knowledge and the ability to learn and remember information and skills. The second domain is social skills which includes interpersonal communication skills, empathy rules following, social adjustment, understanding others, making and maintaining friends. The last domain is Practical skills and it includes activities of daily living skills including personal care safety, home activities, school/work skills recreational activities and using money. (DSM V) In the case of children with intellectual disability, thorough training is required to integrate appropriate social behavior. If the intellectually disabled children are provided the opportunity to socialize with others during childhood, they will achieve social competency. Therefore training should be started very early (NIMH, 1990). Social development is multidimensional processes through which children gain competencies and the required social behavior that enable them to function in a social environment appropriately, in a way that is favorable to their welfare and to that of others as well. Social skills have been described in various terms. Eisenberg and Harris (1984) have defined it as developmentally related abilities that lead towards achieving the optimal level of social competence. According to Charon (1986), social skills are a composition of skills that enables us to interact, socialize and develop relationships with others. They are comprised of both verbal and non-verb al types of communication. According to American Psychological School Association (2012), schools are a source of enhancing and developing social skills. According to them, social skills stand for the acceptable set of behavior and etiquettes to behave and interact in the society and to refrain from the negative behaviors unacceptable in the community as a byproduct of these positive influences and interactions. If there are services provided in school environment where concern is focused by the counselor on the social skills and interpersonal development of the students, it can also boost the academic performance (McClelland, Morrison, Holmes, 2000). If the children achieved meaningful and positive interpersonal relationships in the elementary years i.e. 6-12 ages; they will have the ability to face the challenges of adolescence and perform much better in their social and academic lives (Feldman, 2014). Wlkinson and Carter (1982), author of the Social Skills Training Manual; included social behaviors which are: greeting behaviors such as hand shaking; smiling; hugging; saying: â€Å"Hi†; in communicating with others, maintaining eye contact and be at a reasonable distance. Inappropriate social behavior of intellectually disabled children may be due to their incorrect perception about their social environment and situations. They may be facing difficulties in understanding and identifying social relationships, misguiding others feelings and inability to understand the required social rules conformity. They may also be unable to understand different manners and ways of communicating with peers, adults and family (Kronick, 1983). Children express themselves freely in play therapy because it is a condition which does not lead to any serious consequences although it is fun and joyful. It helps the child in forgetting the frightening world and it provides a safe environment where risk can be taken and there can be no rules or social conformity and the child is independent from the real world (Skynner Cleese 1983:298). Play is not any artificial environment created by the therapist or experimenter; instead it is child’s natural world where they could be free from obstacles of daily life charades. Office of the United Nations High Commissioner for Human Rights states that play is an undeniable right for every child in 1989. The American Academy of Pediatrics published a white paper to commemorate the significance of play for the healthy growth and development of the children (Ginsberg, 2007). Play therapy provides a safe, nurturing and comfortable environment where children play out what they have experienced, their reactions and feelings about those experiences, what they need in their lives, and how they feel about themselves. Play is also use to teach new skills to the client. Therefore it is a complete therapeutic process. Play therapy is the most effective way as it makes the child feel safer. It is a place which is completely safe, a place where the child is accepted as the person he is. It is an active process where the child is allowed to be creative, make mistakes and be himself. Play is a mode of embracing new information and making it part of their personalities. Social Skills and Play Therapy Social skills stand for the ways which the child could in order to relate with others, to make new friends, to express their needs. It makes the child understand his boundaries, others feelings and needs and he learn cooperation. For the social skills to be developed completely, the child has to understand and be familiar with multiple actions and behaviors and be aware about the consequences. As stated by Landreth (2001), all children can gain positive behaviors and influences by engaging in a controlled play therapy where they are given the chance to exercise their social skills. Group play therapy could also benefit the child in refining new skills, accepting their social self and their peers, identifying their social capabilities and in achieving self-control (Landreth et al., 2005). Counseling provided at elementary level in the school setting help children in learning of new skills as well as in becoming aware and responsive of their customs, values and priorities (Gladding, 2011). Working along a small group who are experiencing the same difficulties enhance the abilities of students to work out their social, psychological and emotional challenges (Campbell Bowman, 1993). Functional skills are important for the intellectual disabled children to learn in the educational process as unlike to normal children who could adopt the required behaviors and skills through observation of their environment and daily experience. The curriculum of intellectually disabled children is planned by keeping in the view the importance of teaching daily life skills. Even the basic things such as putting nuts and bolts together are practiced by the children. The intellectual disabled children require direct training in specific activities and tasks lo learn generalization and to perform the tasks more regularly and easily (Narayan Kutty, 1998). Teaching the age appropriate social skills helps the child in acquiring the skills compulsory for living independently in the social community. The program for teaching such skills differs from the regular academic curriculum and it maximizes the self-esteem, independence and competence in daily life of the children (Heward, 2006). It is stated that a small group intervention can contribute positively in the process of developing social skills (Kayler Sherman, 2009). Group interventions provide the opportunity to develop and sustain relationships as well as enhance the personal characteristics that could influence accomplishment. It is a multidimensional, effective and efficient method of teaching new behaviors and skills (Akos Milsom, 2007). Theories of Intellectual Disability The intellectual disabled also progress through the same cognitive developmental stages defined by Piaget as their peers (Zigler, 1969). The only difference is that their cognitive stages develop much slower and their cognitive abilities cannot be compared with a non-disabled individual. An intellectual disabled individual cannot reach the mature level of cognitive functioning at any point. According to the various studies, intellectual disabled individuals will perform poor on cognitive tasks as compared to the control group of same mental age level. It was known was â€Å"mental-age lag† phenomena (Spitz, 1982). According to developmental theorists, children suffering from intellectual disability also experience the similar information restructuring as explained by Piaget, but their process is much slower as compared to the normal children. According to Anderson, Children with intellectual disability have slower speed of processing and this is the reason that they could understand information in chunks as compared to information in whole. The individuals with intellectual disability, whether they are children or adult, they will face deficits in intellectual abilities and knowledge processing in comparison to the individuals with same mental age. It means that intellectual disability has an enduring and lasting effect which cannot be reversed. The consequences of intellectual disability may differ from person to person as different abilities level present in people without any such difficulty. Approximately 90% of the intellectual disabled are at mild level and they only differ from normal population as they are much slower in learning new set of skills and information. Rest of the 10% will have complications in daily functioning and social skills (Gallagher et al., 2000). If they are diagnosed in early years and a proper individual educational plan is formulated according to their specific needs; they can become a supportive and contributing member of the society. Children with intellectual disability have the capability to learn things in the same 12 learning techniques as other normal children do, but due to their labeling and exclusion from normal education, they are often failed to see as learners. This is the lead reason which cause low literacy level in intellectual disabled population. The researcher conducted a meta-analysis of the researches on intellectual disability and learning in special education and only one of the research results pointed out that special education proved useful for children with intellectual disabilities. In the other researches, learning at home and normal institutions also seemed to benefit the intellectual disabled (Jackson, 1994).

Research on Primates at the Zoo

[pic] A Zoo for a Primate Observation 11/15/2012 For this paper I decided to visit Zoo Atlanta to observe lowland gorillas. I got to the zoo at around eleven in the morning and found out the feeding times for the gorillas. Once I found them, after watching them for a little while I selected the most active group to go watch during feeding. The point of this trip was to make me feel as if I was doing a field laboratory observation of primate social behavior and it definitely did.As you read my paper I will include what I saw, my feelings towards it, and also any questions or facts I received during my visit from volunteers or signs throughout the exhibit. To put this paper into perspective with this anthropology class I will be using five terms that are from chapter seven to relate the field observation. I hope you enjoy my paper, cause I sure enjoyed writing it. At Zoo Atlanta there are four troops of Lowland Gorillas although only three are located on the yards right now.The three d ifferent groups are Taz's group, Ozzie's group, and the Bachelor males. While observing the different groups Taz's was the most active and therefore I decided to observe them especially during feeding. Feeding was at two fifteen in the afternoon and the feeder stood on top of the building that had a huge glass window to watch out. A volunteer gave the following information to me or I observed it for myself during my visit. Every group eats about six times a day including snacks.The most important meal being breakfast just like anatomically modern humans is served right before or right as the park opens. This meal is cute up in small pieces and scattered throughout the park so that they must forage for the food since this is what they would have to do in the wild. Before this meal they are served pre-breakfast which is considered a primate chow very similar to what dogs eat made my pedigree. They also get snacks throughout the day, mainly fruits. One thing that really shocked me is t hat they are ALL vegetarian.They are all so big and by first glance you would never imagine that. The thing that shocked me the most was during the feeding when every single gorilla got into a certain spot and that’s where he or she was fed this is mainly because they are not good at sharing, especially mothers. This process of them learning that they must get into their own spot is a great example of enculturation. Enculturation is the process of learning culture and transmitting it throughout generations. The last thing with feeding is that they do a process called RNR if they are still hungry.This act is known as regurgitation and re-eating. As nasty as that sounds they do it over and over until they are finally full. One crazy interesting fact is that on an average day a male gorilla consumes sixty-six pounds of vegetation a day. Other than food, other interesting things I found were the similarities of the lowland gorillas compared to humans. Can you believe they take th e same medications as us? Well they do! They take heart medications due to genetic heart problems and see cardiologist just like us.Another similarity is when females are pregnant, there pregnancy last just about the same length of time, eight to nine months and they have only one at a time. One of their females actually had twins within the last couple years and the lady I spoke with kept repeating herself at how rare twins are between gorillas. She made a joke and I thought it was kind of funny, she said â€Å"she gave birth on Halloween so I think that was her way of saying â€Å"trick or treat†. The Atlanta Zoo is actually the only zoo with mother-reared twins, isn’t that awesome?Another thing is when the little gorillas were playing they were pretty rough just like little kids are when they are playing around. This is more of a comparison than a similarity but a sign in the zoo in the area that the gorillas were in, said â€Å"Gorilla’s have distinct nose prints like humans have distinct fingerprints. † Just like when the police are trying to identify someone they use fingerprints, well when people are trying to identify the gorilla they can use the different nose prints. I am now going to tell you what I learned while at the zoo and I will start that with the gorilla’s social behaviors.First off the gorillas were in the back of the park in the Ford African Rain Forest. Ford Company sponsors this area and they actually named one of the gorillas, Henry Ford. The first group I observed was the Bachelor’s and only two were out that you could see but three is apart of the yard. Their names are Stadi, Kekla, and Charlie. The two that were showing any social interest was Kekla and Charlie according to the volunteer but all they did was either sit down or move from branch to branch and sit again. I decided to move on after about ten minutes and that is when I saw Taz’s group.This group was constantly moving aroun d, playing, â€Å"being rough†, climbing on rock figures set up for them in the exhibit, eating leaves, or relaxing in the sunshine. Henry Ford is also apart of Taz’s group. Gorillas live in families of two to twenty members, with usually one being male and the rest female and offspring. This is exactly the case with Taz’s group. There is nine altogether and I will list them from oldest to youngest: Kuchi, Taz, Kudzoo, Sukari, Lulu, Kazi, Macy B, Henry, and Merry Leigh (Willie B’s granddaughter).Within that group Taz is the only male other than Henry who is his offspring. Since these gorillas were actively on the move I did get the chance to hear and see a couple noises they make. The first was when Henry started running it sounded almost like drums, but vocally I did not hear anything and I asked the attendant and she said that all you really ever hear is them running around. The other thing that caught my attention that I thought was so cute was when Me rry Leigh came up to the glass and thumped her chest.I thought that only happened it movies but it was the cutest thing. The volunteer said that this is her way of showing that she is the cutest one out there but can also be a sign to intimidate. Before Taz’s group was fed I observed their behavior for a couple hours. They were active especially compared to the Bachelor’s. The first thing I noticed was that Taz was sitting to the left of everyone at the back close to the fence/window. This brought me to question why and I was assured it was due to him being the â€Å"silverback† of the group.That means he is the protector, which is the father’s place. He sits there just about all day watching to make sure everything is going smoothly and that no one is acting up or is unsafe. He makes sure everyone is cooperating or using cooperative behavior. Just like in human families how the dad’s are the protectors it is the same scenario here. The children or â€Å"baby† gorillas played with each other throwing their arms around on each other while the mothers sat and watched. When they were done playing they would go climb on things or just be active.During my visit there was no conflict but at any point it could arise but the father, in this case Taz would take care of it. Some really interesting facts I found are that they do not have to drink water because they receive enough in their diet, although they are the largest primates. The average male gorilla weighs about three to four hundred pounds and can end up being six foot tall. Gorilla’s love sleep and an important thing to them is making a new nest to sleep in every night. As long as they stay healthy, especially ones in captivity can live to their late forties to early fifties.Overall, these little, well should I say big fellows are becoming endangered and unfortunately there is only about one hundred thousand left running around in the wild. One thing that really stuck out to me was that they have opposing thumbs, which is used for grasping and climbing. The full definition for opposing thumb is a thumb that can touch all the other fingers. Also, they see in color and in three-dimensional. Not only are they unique but also smart. At this point, they are undergoing cultural transmission along with the orangutans, which is a transmission through learning, basic to language.Overall, I must say they are very interesting mammals. In this paper I went over the socialization of lowland gorillas, along with their eating habits, similarities to humans, and also included some random facts in that I thought were very interesting. This trip to the zoo was enjoyed to the fullest and I hope this paper reflects that. Lowland Gorilla’s are actually very interesting and there is a lot more to them than I ever expected. Learning all this stuff about the gorillas makes me wonder what all I am really missing out there and what else there is to know abou t everything.Gorillas, lowland in particular live in troops usually with one head male and the rest females with offspring. They usually reach three hundred to four hundred pounds and have only one baby at a time. Their pregnancies last for nine months or just about, just like humans. They eat their vegetarian meals about six times a day, and do not have to drink water to survive because they receive enough in their meal. Some seem very active, especially younger ones while the bachelor troop seemed very laid back but that may be because they are older.On average, gorillas range from two to twenty per troop but the biggest I saw on my trip was nine. They can take prescription medications just like you and me! Even have some of the same problems such as cardiovascular problems and arthritis. Overall, we are very much alike although the chimpanzees are the closest versions of mammal to us. They have their own forms of communication, birth is very similar, we eat some of the same thing s, take some of the same medication, can reach the same heights, and we all have bodies with hair.This has definitely opened my eyes to things I have never seen or thought of before but learning new things is great so I believe this experience was well worth the price. My impressions of the zoo was that it was very well maintained and clean, yet kind of pricy but I understand that they need to make money to feed those beautiful animals. I enjoyed this assignment a lot, and I am glad I had the opportunity to do this. ———————– One of my favorite pictures I took at Zoo Atlanta while observing Taz’s group.

Problem Question on the Registration of Pharmacists in Malaysia - Free Essay Example

Sample details Pages: 4 Words: 1273 Downloads: 4 Date added: 2017/06/26 Category Law Essay Type Case study Tags: Act Essay Pharmacy Essay Did you like this example? Ms Rose Mah is a recent graduate from an approved pharmacy school in Malaysia. She decides that she wants to work locally as a registered pharmacist. Describe the process and requirements for registration as a pharmacist in Malaysia. Don’t waste time! Our writers will create an original "Problem Question on the Registration of Pharmacists in Malaysia" essay for you Create order Rose needs to possess a pharmacy qualification recognized by the Pharmacy Board Malaysia. After she checked to have a recognized pharmacy qualification, she shall be eligible to apply for provisional registration as a pharmacist. To apply for provisional registration, Rose needs to submit Form 1 (as in Registration of Pharmacists Regulation (ROPR) 2004 Subregulation 6(1)). Before registering her by the Registrar (Director of Pharmaceutical Services), she may be required to produce a certified true copy of the original degree or an official transcript of degree or other proof of qualification that may be considered satisfactory by the Pharmacy Board and an evidence of identity. The Registrar will then issues a certificate of provisional registration to her after satisfied with her condition.1,2 In order to apply for a full registration, Rose needs to obtain experience through involvement in pharmacy practice. Once she is being provisionally registered, she needs to complete he r practice as a pharmacist in any premises listed in Second Schedule of Registration of Pharmacists Act (ROPA) 1951, recognized by the Pharmacy Board Malaysia for a period of not less than a year until the Board satisfies. If her performance is not satisfied by the Board, the Board may extend her employment as a provisionally registered pharmacist for a period of not more than a year. If she failed to engage in the employment as a pharmacist, her state of being provisionally registered will be revoked.2 After gaining experience as required and satisfied by the Board with issuance of certificate of satisfactory experience and a certificate by Minister under Section 6B(3) of ROPA 1951, Rose can proceed to apply for full registration. She needs to submit Form 5 (as in ROPR 2004 Subregulation 8(1)) and the following should be attached: (1) a certificate of satisfactory experience, (2) a certificate issued by Minister, (3) two passport size photographs and (4) pays a hundred ringgit. The Registrar will then issue a certificate of registration to Rose.1,2 After obtaining a full registration, Rose needs to serve as a pharmacist in public service for a period of not more than a year with an issuance of written notice by or on behalf of the Director General of Health as stated under Section 11C(1) and (5) of ROPA 1951.2 Before the end of every year, if she wishes to retain her name on the register, she shall make an application in Form 10 (as in ROPR 2004 Subregulation 12(1)) and pay fifty ringgit, during the ensuing year. After application and payment being made, she shall be entitled with an annual certificate issued by the Registrar.1 After gaining five years of experience, Rose decides that it is time for a change in scenery and would like to practice in Australia. Discuss the process she requires to register in Australia for the first time as well as maintaining her active Australian pharmacist registration thereafter. Rose needs to apply for initial eligibility assessment through Australian Pharmacy Council (APC) which costs AUD 700.3,4 It is a process which involves a detailed look at her relevant documents, qualification and working experience she possessed. Through this process, APC will determine whether she is eligible to undertake either the Stream A or Stream B pathway. Stream B pathway is usually for candidates from the United Kingdom, United States of America, Canada and Ireland as the educational process and approach to practice are similar between the countries.3,5 In this case, Rose will be in Stream A. After receiving a confirmation letter on her eligibility from APC, she can proceed to the next step to apply for Knowledge Assessment of Pharmaceutical Sciences (KAPS) examination.6 Before that, she will need to fulfil the English language requirement set. She has to take either Occupational English Test (OET) or International English Language Testing System (IELTS) academic module s and achieve a score of either à ¢Ã¢â€š ¬Ã‹Å"Aà ¢Ã¢â€š ¬Ã¢â€ž ¢ or à ¢Ã¢â€š ¬Ã‹Å"Bà ¢Ã¢â€š ¬Ã¢â€ž ¢ in all four components for OET or an overall band score of at least 7.5 with a minimum score of 7.0 in all four components for IELTS. APC will accept the English test result which is two years from the date of the test.3,4 After fulfilling the requirements, she can apply to sit for KAPS examination at a cost of AUD 1400 at Australian venue or AUD 1600 at overseas venue before 5 January for March sessions and 1 July for September sessions.3,4,5 She has two years to pass both papers after successfully passed one paper. Her results will be valid for four years once she passed both papers.3,4 Upon completion of KAPS, she can apply for provisional registration with the Pharmacy Board of Australia (PBA). Rose needs to practise in Australian hospital or community pharmacy supervised by a registered pharmacist for 1824 hours.3,4,7 Before that, she must hold an appropriate working visa , arrange paid supervised practice by herself and check that her placement is approved by the PBA. Besides supervised practice, she also needs to complete an intern training program which includes attending a series of seminars and workshops and completing assessment tasks. Rose needs to complete at least 30% of her supervised practice hours in order to be able to sit for intern written examination which is conducted by APC on behalf of PBA. She will be assessed on her competence to practice in Australian pharmacy setting, her understanding of laws and ethics governing the pharmacy practice in Australia and also her ability to perform pharmaceutical calculations accurately.3,4 After she passed her written examination and completed 75% of her supervised practice hours, she is eligible to sit for oral examination which is conducted by PBA.3,4,7 Upon satisfactory completion in her supervised practice, intern training program, intern written examination, oral examination and proficiency in English, she is able to apply for general registration. The PBA will consider her application and conducts a criminal history check.3,4 To maintain her active Australian pharmacist registration, Rose will need to renew her registration with the PBA annually by 30 November and latest by 31 December. She will need to meet the registration standards which include criminal history, professional indemnity insurance, recency of practice and continuing professional development (CPD) when renewing her registration.8 Every registered pharmacist is required to do CPD each year.7 Total words: 982 words References Legal Research Board. Malaysian Laws on Poisons and Sale of Drugs. Selangor Darul Ehsan, Malaysia: International Law Book Services; 2014. Registration of Pharmacists Regulations 2004; p. 275-294. Legal Research Board. Malaysian Laws on Poisons and Sale of Drugs. Selangor Darul Ehsan, Malaysia: International Law Book Services; 2014. Registration of Pharmacists Act 1951 (Act 371); p. 245-273. Australian Pharmacy Council. Information for Stream A Candidates [Internet]. Australia: Australia Pharmacy Council; Date Unknown [cited 2015 Apr 25]. Available from: https://pharmacycouncil.org.au/content/index.php?id=10 Australian Pharmacy Council. Examinations Fee Schedule [Internet]. Australia: Australia Pharmacy Council; 2013 Jul 1 [cited 2015 Apr 25]. Available from: https://pharmacycouncil.org.au/content/index.php?id=15 Australian Pharmacy Council. Information Handbook for Stream A Candidates [Internet]. Australia: Australian Pharmacy Council Ltd; 2015 [cited 2015 Apr 25]. 18 p. Available from: https://pharmacycouncil.org.au/content/assets/files/Examination Guides/Candidates Information Handbook Stream A 3.2.15.pdf Australian Pharmacy Council. Skills Recognition and Examination Process Frequently Asked Questions [Internet]. Australia: Australian Pharmacy Council; Date Unknown [cited 2015 Apr 25]. Available from: https://pharmacycouncil.org.au/content/index.php?id=38 The Society of Hospital Pharmacists of Australia. How to become a pharmacist [Internet]. Australia: The Society of Hospital Pharmacists of Australia; Date Unknown [cited 2015 Apr 25]. Available from: https://careers.shpa.org.au/index.php/how-to-become-a-pharmacist/ Pharmacy Board of Australia. Renewal FAQ for Pharmacists [Internet]. Australia: Pharmacy Board of Australia; 2013 Sep 25 [cited 2015 Apr 25]. Available from: https://www.pharmacyboard.gov.au/Codes-Guidelines/FAQ/Renewal.aspx

A Tale of Two Cities by Charles Dickens - 1073 Words

Key Characters Charles Darnay is on his way to Paris in the fall of 1792 in search of Gabelle. Along the way, he is stopped in several villages by revolutionaries, and is scorned as an emigrant and an aristocrat. At one point, he is forced to hire two men to â€Å"escort† him to Paris. When he finally gets to Paris, he is declared to be a prisoner and is taken to La Force prison. He encounters several other aristocrats and French royalty who are imprisoned there, and who seem so lifeless and dead that he refers to them as â€Å"ghosts.† Darnay is said to be at the prison â€Å"in secret†, and although he does not realize it at the time, means that he will be kept in solitary confinement. He is brought up to a small room at the top of a tower that measures â€Å"five paces by four and a half.† Locked alone in the small room, Darnay resorts to pacing back and forth in an effort to clear his mind. He seems helpless and confused, unsure of how he ended up in this predicament , and more importantly, how he is going to escape from it. Monsieur Defarge is the man who escorts Darnay to La Force prison. Along the way, he recognizes him, and asks Darnay if he is the son-in-law of Doctor Manette, the father of Lucy Manette, who once visited his wine-shop. Darnay confirms that he is indeed that man, and pleads with Defarge to have mercy on him. However, Defarge states that he is a patriot, and therefore will absolutely not help an â€Å"aristocrat† such as Darnay. He even refuses to tell Mr. Lorry, a friend ofShow MoreRelatedA Tale of Two Cities, by Charles Dickens1420 Words   |  6 Pageshistory – the best of times and the worst of times. The violence enacted by the citizens of French on their fellow countrymen set a gruesome scene in the cities and country sides of France. 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Dickens juxtapositions suspense and humor in a intricate tale of love and loyalty. The book takes place in the late 18th century, during the french revolution. the book is set in England and France, more specifically London and Paris. These are the two cities that the book centers around. In the city of London, the neighborhood of SoHo, and Paris, the french countryside, and city of Dover. b city houses, palace of Versailles. The house in Paris where the Darnay s stayedRead MoreA Tale Of Two Cities By Charles Dickens1363 Words   |  6 PagesTale of Two Cities A Tale of Two Cities is a 19th century novel that conveys the terror of the French Revolution through the story of the Manette and Darnay family. Charles Dickens intertwined characters throughout the novel to convey the equivocal viewpoint of the citizens throughout England. The ambiguous characters of Charles Darnay, Madame Defarge, and Mr. Carton, work to show both the innocence and savagery of the revolution. Charles Darnay spent the early years of his life as nobilityRead MoreA Tale Of Two Cities By Charles Dickens1426 Words   |  6 Pagesanxiety, and misery, the French Revolution was a trying time for all involved, even the characters crafted by Charles Dickens’ imagination. Charles Dickens’ strongly enforces the hardships of this arduous era in his remarkable novel, A Tale of Two Cities, while exhibiting his keen ability to leave hints for the readers, allowing them to predict upcoming events in his skillfully fashioned plot. Dickens utilizes vivid imagery to construct menacing settings. He presents his characters as impulsive to indicateRead MoreA Tale Of Two Cities By Charles Dickens1398 Words   |  6 PagesHuman Cruelty is a Result of Hatred Charles Dickens is a very famous novelist, who was born on February 7, 1812, in his home of Portsmouth, England. He was a very dedicated man with a great imagination, and he shows his writing skills in his book A Tale of Two Cities, a historical fiction that focuses on the French Revolution. In this book Dickens uses both atmosphere and imagery to describe how brutal and inhumane men can be to each other. He uses scenes of a man’s need for tyranny, a man’s needRead MoreA Tale Of Two Cities By Charles Dickens1301 Words   |  6 PagesThe famous paradoxical line throughout history, â€Å"It was the best of times, it was the worst of times†¦Ã¢â‚¬  captures the essence of the French Revolution. Charles Dickens, the Victorian age author of A Tale of Two Cities vividly captures the fright and upheaval of the Pre-Revolution time period. By evoking the French Revolution, love is evident throughout all characters in the novel. Love eclipses tyranny, poverty, and all ot her problems that sansculottes in the novel face as love cannot be taken away