The Lonely Miss Brill Essay Example for Free

The Lonely Miss Brill Essay With a unique blend of symbolism, imagery and setting Mansfield brings us into the world of †Miss Brill†. The story is narrated in the third person; the narrator primarily acts as the voice of Miss Brill. By telling the story through the eyes of Miss Brill, Mansfield is able to convey to the reader the loneliness and the lack of self-awareness of the main character. She gives no explanation as to the Miss Brill’s past, leaving it to the readers to draw their own conclusions. At the same time the author provides clues from which the reader can derive the theme of this story. The central theme of â€Å"Miss Brill† is the pain of loneliness, and inadvertent attempts to experience life through the experiences of total strangers. Miss Brill, has many symbols that clearly point out that Miss Brill is an old maid without close contacts. Firstly, Miss Brill lives in northern France teaching English. She is an immigrant everyone she knows, with the exception of her students and a elderly man, lives in England. This makes Miss Brill a stranger in a strange land despite the fact that she speaks French. Another reason the reader can tell Miss Brill is alone stems from the title. She has never been married and therefore has no family. Also brill is French for bearded. Symbolically bearded people are old. These are some symbols that point the loneliness and age factor in Miss Brill. From the beginning of the narrative it becomes apparent that Miss Brill is starving for warmth and companionship. She tenderly caresses her fur as if it were a beloved pet when she rubs â€Å"the life into the dim little eyes† (p. 0) of the old fox boa. Another sign of Miss Brill’s need for companionship is evident in her perception of the music which the band is playing at the Jardins Publiques: â€Å"It was like some one playing with only the family to listen (p. 50). † Despite of her loneliness, she is considering herself a part of this family that the band is entertaining with its music. But in reality she is more of an observer, a observer, and not an active participant in life as it unfolds at the Jardins Publiques. She is looking forward to eavesdropping on other people’s conversations, believing herself to be quite an expert in remaining unnoticed. Miss Brill adopts a more critical, at times even hostile, attitude toward the women that she observes in the park than toward their male companions. She seems to view the man who shares her â€Å"special† seat as â€Å"a fine old man,† while the woman is â€Å"a big old woman (p. 50). † When she recollects the events of the previous Sunday at the park, she remembers a patient Englishman with the difficult to please wife, whom â€Å"Miss Brill wanted to shake (p. 0). † These observation of the women carry perhaps a note of envy that she feels toward the women who have male companionship. At this point in the story the reader still does not know much about her, except that she is a lonely observer. Then one of her observations about the â€Å"odd, silent, nearly all old people, and from the way they stared they look ed as though they’d just come from dark little rooms or even – even cupboards! (p. 51)† whom she sees every Sunday at the park hints to the reader that she might be one of those people. The pieces of the puzzle, of course, fall into place at the end of the story, when her room is described as â€Å"the little dark room-her room like a cupboard (p. 52). † This is the conclusion of the story, when Miss Brill is able to see herself and her surroundings in the new light. Her new self-awareness is brought about by disparaging remarks of the young lovers who refer to Miss Brill as â€Å"that stupid old thing (p. 52),† and to her precious fur as â€Å"a fried whiting (p. 52). † This is Miss Brill’s moment of epiphany. She is as old as the other park-goers, her fur is a pitiful necklet, and she foregoes her usual Sunday slice of honeycake. In spite of her newly found self-awareness, Miss Brill still denies some of her own emotions when â€Å"she thought she heard something crying (p. 52)† at the very end of the story. The tears are obviously her own. Yet another look at the same lines of the story you realize that the young man and girl are repulsed by her not really because of how she is dressed but she and the other older people represent their own mortality and one day they know they too may be like this.

negroes with guns :: essays research papers

-  Ã‚  Ã‚  Ã‚  Ã‚  in June of 1961, the NAACP chapter of Monroe, North Carolina decided to picket the town’s swimming pool that was forbidden to Negroes although they formed one quarter of the population -  Ã‚  Ã‚  Ã‚  Ã‚  the blacks started the picket line and the picket line closed the pool. When the pool closed the racists decided to handle the matter in traditional southern style, they turned to violence -  Ã‚  Ã‚  Ã‚  Ã‚  the pool remained closed but we continued the line and crowds of many hundreds would come to watch us and shout insults at the pickets -  Ã‚  Ã‚  Ã‚  Ã‚  on June 23, Williams was driving when a heavy car came up from behind him and tried to force his car off the embankment and over a cliff with a 75 ft. drop off. The bumpers of the two cars were stuck and the cars had to pass right by a highway patrol station, which was a 35 mile and hour zone, but the car was pushing his at 70 miles per hour. Williams started blowing his horn hoping to attract the attention of the patrolmen, but when they saw they just lifted their hands and laughed. He was finally able to rock loose from the other car’s bumper and make a sharp turn into a ditch. He went to the police about it, but they would not do anything because he was black. The police in Monroe never did anything to help blacks -  Ã‚  Ã‚  Ã‚  Ã‚  the picket lines continued and the whites were getting mad. One day a white person fired a pistol and started screaming, â€Å"kill the niggers†. The black people then showed the whites that they too were armed and then all of the sudden the police decided to help because they realized the whites were outnumbered and outarmed -  Ã‚  Ã‚  Ã‚  Ã‚  the southeastern regional headquarters of the Ku Klux Klan was also in Monroe -  Ã‚  Ã‚  Ã‚  Ã‚  Williams had been in the Marine Corps and when he got out he knew he wanted to join the NAACP, so he did -  Ã‚  Ã‚  Ã‚  Ã‚  The Monroe branch of the NAACP got the reputation of being the most militant branch of the NAACP -  Ã‚  Ã‚  Ã‚  Ã‚  The swimming pool they were fighting over had been built with federal funds, but yet negroes could not use it -  Ã‚  Ã‚  Ã‚  Ã‚  First the blacks had asked city official to build a pool in the negro community. the city officials said they couldn’t comply with this request because it would be too expensive. Then they asked if two days out of each week the blacks could use the pool.

Do Not Go Gentle Into That Good Night

C. S. Lewis once said, â€Å"no one ever told me that grief felt so like fear. † In Dylan Thomas’s villanelle, â€Å"Do not go gentle into that good night,† written within the Emerging Modernist Period, illustrates a man grieving his old and dying father to rage at death for people should look over their lives and have confidence of having accomplished the defining moments by taking risks and having no fear before death is upon them. Within the first tercet, a young man reacts to the closeness of death with a fighting approach as to rebuke the acceptance of the end.Throughout the poem, the repetition and rhyming of the last words helps to allow the reader to understand the making of a form of writing know as a villanelle. One of the two key phrases within this villanelle, â€Å"do not go gentle into that good night,†(1) occurs several times to emphasize the plea against death the speaker has toward men in old age and the personification â€Å"of Glouceste r’s son Edgar† (Cyr) from William Shakespeare’s play King Lear.The diction of â€Å"gentle†(1) is an adjective in place of an adverb making the â€Å"less grammatically correct†(Hochman) â€Å"gentle†(1) an epithet for his father and involving the relationship shared between the two men through their personal background. The second key phrase, â€Å"rage, rage against the dying of the light,†(3) gives insight towards Thomas’s following poem, the â€Å"Elegy,† when the detail of the relationship between a young man, Dylan Thomas, and his father.Furthermore, the metaphor of â€Å"the dying of the light†(3) conveys the history of one of Thomas’s favorite poets, W. B. Yeats and his military background within the phrase â€Å"†Black out†Ã¢â‚¬ (Cyr) helps to clarify that death draws near. Within these two lines, the author uses words such as â€Å"gentle† and â€Å"rage,† â€Å"dyingâ €  and â€Å"good,† and â€Å"night† and â€Å"light† as a contradictory term within the diction.Likewise, the alliteration and the consonance of the â€Å"g† in â€Å"go gentle†¦ good†(1) and â€Å"rage, rage against†(3) help to signify as the â€Å"chorus†(Overview: â€Å"Do Not Go Gentle into that Good Night†) within the remainder of the villanelle. Within the next four tercets, the achievements of four different kinds of men in old age neglected to lessen the gloom within their surroundings. â€Å"Wise,†(4) â€Å"good,†(7) â€Å"wild,†(10) and â€Å"grave men†(13) are metaphors for men who have â€Å"failed to enlighten the dark world in which they live. †(Hochman)Thomas uses the metaphors of â€Å"at their end,†(4) â€Å"last wave by,†(7) â€Å"too late,†(11) and â€Å"near death†(13) to stand as the appearance towards death. The imagery within the vill anelle, â€Å"words had forked no lightning,†(5) â€Å"danced in a green bay,†(8) and â€Å"caught and sang the sun in flight†¦ they grieved it on its way†(10-11) is that of dark descent towards a â€Å"more dangerous world†¦ of human wildness†(Hochman) which is followed by the diction of â€Å"be gay†(14) as a â€Å"state of lightness†(Hochman) to â€Å"contrast the light and dark imagery. (Overview: â€Å"Do Not Go Gentle into that Good Night†) Within line fourteen, the consonance of â€Å"bl† in â€Å"blind†¦ blaze,†(14) the alliteration of the â€Å"i† sound inside â€Å"blind eyes†¦ like,†(14) and the assonance of the â€Å"z† sound in â€Å"eyes†¦ blaze like meteors†(14) helps to explain the syntax of the tercet.In addition, Thomas’s purpose of â€Å"grave men,†(13) serious men, who can see but have no vision now understand the capability of posses sing a serious and happy life style functions as a paradox for the men â€Å"are blind†(Overview: â€Å"Do Not Go Gentle into that Good Night†) and cannot see yet have a better understanding than a man with sight and this comprehension of sudden enlightenment continues into the final lines of this intimate villanelle.The last quatrain contains a personal request to a young man’s father to show true emotions during the hardship before death comes within the night. Thomas begins the last stanza addressing the audience, his father, which reveals to the reader an â€Å"obliquely drawn persona†(Cyr) of the personal relationship between a sickly father and his caring son. Following, the author uses â€Å"on the sad height†(16) as a metaphor towards death as well as a paradox to enlighten the aspect of life achievements.Thomas’s use of the â€Å"religious overtones†(Welford) in â€Å"on the sad height, curse, bless†(16-17) relates to the imagery in the book of Deuteronomy in the Bible for a â€Å"sad height†(16) is â€Å"sad†(Westphal) sense Moses cannot enter the Promised Land he dies on the summit of Mount Nebo and Joshua, his â€Å"’son,’†(Westphal) grieves at the loss of a â€Å"solid rock in his life. †(Welford) The imagery, â€Å"curse, bless, me now with your fierce tears†(17) stands as a specific plea to the audience to give the speaker the blessing of fearful and uncontrollable tears that he had not done prior and to â€Å"curse†(17) those â€Å"who will be left behind. (Hochman) The devises of the â€Å"s† sound as assonance occurring on line 17, â€Å"curse, bless†¦ fierce tears† allows the rhythm of the poem to continue the elaborate patterns throughout the poem. The final quatrain portrays the theme of the villanelle that the grieving of man at the sight of his dying father allows the fear of loss or suffering to change any perceptions towards death.

Interventions for Children with Autism Essays - 1757 Words

Interventions for Children with Autism Name Institution Tutor Date Interventions for Children with Autism Individuals with autism demonstrate delays or deficits in social interaction and behaviours. Autism is apparent from early childhood, but can emerge in early adulthood. It is associated with a wide range of possible causes, but genetic factors are the main causes. Children with autism have impairments in cognition, language delays, and lack of or poor social interactions. Lack of communication may force these children to adopt repetitive behaviours such as self-inflicted injuries and violence. The teaching process requires interventions that address the repetitive behaviours, skill development, and play†¦show more content†¦The programme provides a prosthetic environment where difficulties experienced by autistic individuals can be circumvented in order to enable them to live and learn without unnecessary stress and anxiety (Jordan, Jones and Murray, 1998). Trainers conduct an assessment that identifies the emerging skills and addresses them as the first teaching goals. Students begin by learning functional skills, and good work habits that enable them to function with little intervention provided they are within the TEACCH structure (Jordan, Jones and Murray, 1998). This is the most widely used approach for teaching autistic children. Visual information, predictability and structure help the children understand what they are supposed to do, where and when it should be done, and the order of doing the activity. Parents are also involved in the programme, and their work is to promote a feeling of competence and well-being among the children. They work as co-therapists and participate in home activities when TEACCH instructors make home visits (Jordan, Jones and Murray, 1998). Parents also provide home training for goals such as independent play, increasing communication, and toilet training. They are provided with parent support in formation that helps them learn strategies of effective training. The TEACCH programme has advantages such as supporting autistic adults in the employment sector. There are employment support models that includeShow MoreRelatedEarly Intervention For Children With Autism Spectrum Disorder Essay1638 Words   |  7 PagesIntroduction Autism spectrum disorders are a set of similar disorders that each have their own challenges that educators must address. Although K-12 educators are not directly responsible for the types of interventions that individuals receive before they begin school, it is beneficial for educators to be aware of how those interventions work so they may incorporate useful elements in future teaching. Additionally, educators should have a stockpile of knowledge that they can draw from. This shouldRead MoreA Study Based Interventions Of Children With Autism Spectrum Disorder3343 Words   |  14 Pages Faculty of Health and Environmental Sciences Department of Occupational Science and Therapy Paper Name: Evidence Practice Paper Code: 537333 Assignment Title: Family- Centered Play-Based Interventions of Children with Autism Spectrum Disorder. Student ID: 1383124 Word count: 2748 Declaration - This assessment has been written by me and represents my own work. - This work has not previously been submitted by myself or anyone else. - All sourced information has been appropriatelyRead More Physical-Based Intervention Therapies For Children with Autism Spectrum Disorder1616 Words   |  7 PagesAutism Spectrum Disorder (ASD) is not one specific disorder, but a group of disorders that have similar behavioral characteristic, such as difficulty with communication and socialization. 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The results of this research have given professionals a greater understandingRead MoreEducation Of Autistic And Related Communication Handicapped Children1548 Words   |  7 Pagesâ€Æ' Abstract Autism is a developmental disorder that is having a great effect on our nation. Something must be done to slow the rising instances of cases of autism. Treatments and interventions must be implemented into a child with autisms life. Without these interventions the level of autism in a child will increase (Francis, 2005). The Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) method and Early Intensive Behavior Interventions (EIBI) method areRead MoreAutism Spectrum Disorder1446 Words   |  6 PagesPublic Health Problem Autism or autism spectrum disorder ( ASD) is a developmental disorder that has been found world wide. However unlike many other disorders, autism is fairly new in the sense that there is no cure nor a set factor causing it. 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