Blanche Dubois A Tragic Hero - 862 Words

Throughout Tennessee William’s play â€Å"A Streetcar Named Desire,† Blanche Dubois exemplified several tragic flaws. She suffered from her haunting past; her inability to overcome; her desire to be someone else; and from the cruel, animalistic treatment she received from Stanley. Sadly, her sister Stella also played a role in her downfall. All of these factors ultimately led to Blanche’s tragic breakdown in the end. Blanche could not accept her past and overcome it. She was passionately in love with Alan; but after discovering that he was gay, she could not stomach the news. When she revealed how disgusted she was, it prompted Alan to commit suicide. She could never quite overcome the guilt and put it behind her. Blanche often encountered†¦show more content†¦Blanche repeatedly lied to make herself look pure to others. It only served as a masquerade to hide her dirty, sinful reality. She lied about her age, alcoholism, promiscuity, and why she had to le ave Laurel. When Stanley asked her if she wanted a shot, she replied, â€Å"No, I—rarely touch it† (Scene 1, page 1548). She could not confront her reality, so she retreated to her world of illusion. This was Blanche’s most prominent flaw. If she could have accepted things for what they are, she could have salvaged her sanity. If, from the beginning, she had been truthful to Stanley’s friend Mitch, he could have forgiven her. Dismally, Mitch would not trust her after finding out everything she said was fabricated. â€Å"I don’t want realism. I want magic! Yes, yes, magic! I try to give that to people. I misrepresent things to them. I don’t tell truth, I tell what ought to be truth. And if that is sinful, then let me be damned for it† (Scene 9, page 1590). Blanche feared lights which symbolized her fear of reality. She claimed that with Alan’s death, all light had gone out of her life. â€Å"And then the searchlight which had b een turned on the world was turned off again and never for one moment since has there been any light that’s stronger than this—kitchen candle.† Blanche desired gentleness and kindness, but it was always out of her reach. She could not seek kindness from her family, so she sought it from strangers. â€Å"Whoever youShow MoreRelatedBlanche Dubois As A Tragic Hero In A Streetcar Named Desire1570 Words   |  7 Pageshe or she is responsible; then, through the downfall of the hero and the resolution of the conflicts resulting from the hero’s tragic flaw, the tragedy achieves a purging of the audience’s emotions† (Masterpieces of World Literature). Tragic plays have one or more tragic heroes within them; A Streetcar Named Desire is no exception. According to Dr. Hebert, a tragic hero must meet the following criteria: they â€Å"must be Noble, have a tragic flaw such as hubris, they go through a sequence of fall, sufferingRead MoreA Streetcar Nam ed Desire : A Tragic Desire969 Words   |  4 PagesA tragic hero in literature is a type of character who has fallen from grace, where the downfall suggests feelings of misfortune and distress among the audience. The tragic flaw of the hero leads to their demise or downfall that in turn brings a tragic end. Aristotle defines a tragic hero as â€Å"a person who must evoke a sense of pity and fear in the audience. He is considered a man of misfortune that comes to him through error of judgment.† The characteristics of a tragic hero described by AristotleRead MoreA Streetcar Named Desire-A Tragic Hero1422 Words   |  6 Pagesplots, cliches etc. Among those is the classic tragic hero, one who is destined to fail no matter what. In a Streetcar Named Desire, the tragic hero is Blanche Dubois, an aging Southern Belle living in a state of perpetual panic about her fading beauty. In this essay it will be discussed what makes Blanche a tragic hero and how she compares to a typical tragic hero. A typical tragic hero is first and foremost, born of noble stature. This gives the hero something to fall from, so they can fall fromRead MoreWhat Defines Blanche Dubois856 Words   |  4 PagesWhat defines Blanche Dubois? Does tragic define her? Does heroine define her? As Aristotle once said â€Å"a man cannot become a hero until he can see the root of his own downfall†. Every hero/heroine has a tragic flaw which ultimately leads to their downfall, but can we call Blanche Dubois a tragic heroine? In theatre a tragic heroine is â€Å"a literary character who makes an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy† Looking at this definitionRead MoreA Streetcar Named Desire By Tennessee Williams1054 Words   |  5 PagesJamie Razo Mr. Baker Period 7 22 September 2017 Tragic Downfalls In the play and book called â€Å"A Streetcar Named Desire†, there are numerous amounts of tragic events that not only affected the person in the event, but others around them as well. A tragedy, or tragic event, is known to bring chaos, destruction, distress, and even discomfort such as a natural disaster or a serious accident. A tragedy in a story can also highlight the downfall of the main character, or sometimes one of the more importantRead MoreStreetcar To Desire Character Analysis848 Words   |  4 Pagesare many tragic moments they are events that causing great suffering, destruction, and distress, such as a serious accident, crime, or natural catastrophe. The book takes place in a New Orleans during the 1940’s. Blanche is wanting to visit her sister for a little while but she realizes that she lives in crappy old apartment. She decided to stay with them and throughout her stay there were many tragic events that happened. The main tragic events in the play cau se Blanche to be a tragic hero. In sceneRead MoreStreetcar Named Desire1179 Words   |  5 Pagesto the tension as we realise that the two main protagonists, Blanche Dubois and Stanley Kowalski, are polar opposites. Both Blanche and Stanley can be interpreted as representing aspects of the classical tragic hero. In the first scene, we learn that Blanche has experienced a shift towards unhappiness with the loss of ‘Belle Reve’, the Dubois family home, and also through the death of her husband. We immediately realise that Blanche is in a state of peripeteia which has happened as a result ofRead MoreA Streetcar Named Desire - Sympathy for Blanche1054 Words   |  5 Pagesinteresting play, by Tennessee Williams. The character Blanche DuBois is created to evoke sympathy, as the story follows her tragic deterioration in the months she lived with her sister Stella, and brother-in-law Stanley. After reading the play, I saw Blanche as the victim of Stanleys aggressive ways, and I also saw her as a hero in my eyes. Blanches devistating past is just one of the reasons I felt sympathy for her. Troubled from her past, Blanche has a sence of falseness, which increasingly becomesRead More Tragic Comedy of Tennessee Williams A Streetcar Named Desire1350 Words   |  6 PagesA Streetcar Named Desire as Tragic Comedy      Ã‚   Tennessee Williams’ A Streetcar Named Desire is considered by many critics to be a â€Å"flawed† masterpiece. This is because William’s work utilizes and wonderfully blends both tragic and comic elements that serve to shroud the true nature of the hero and heroine, thereby not allowing the reader to judge them on solid actuality. Hence, Williams has been compared to writers such as Shakespeare who, in literature, have created a sense of ambiguity andRead MoreA Street Car Named Desire Analysis1090 Words   |  5 PagesThe Play â€Å"A Street Car Named Desire,† was written byTennesse Williams in 1947. This is a tragedy that begins in 1947 in the French quarters of New Orleans after the tragic hero, Blanche Dubois, is forced to move from her family home of Belle Reve in Laurel, Mississippi due to poverty. Blanche suffers from a form of psychosis that makes it difficult for her to deal with reality. She often hears a music play when ignoring the trut h of a past issue or something she sites not believe. She struggles with

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Learning Styles, Motivation and on the Job Training Free Essays

The first learning style is sensing vs. intuitive learning style. Sensing learners like learning facts and solving problems by well established methods. We will write a custom essay sample on Learning Styles, Motivation and on the Job Training or any similar topic only for you Order Now Unlike intuitive learners, sensor learners resent testing on material that has not been explicitly covered in training. (p 169) Intuitive learners often prefer discovering new relationships and can be innovative in their approach to problem solving. They dislike repetition and are better at grasping concepts than sensor learners. Unlike sensors, intuitive learners don’t like courses that involve a lot of memorization and routine calculations. In order to get the most out of training, sensor learners need to be intuitive learners at times and at times intuitive learners need to be sensor learners. The trainer can help the sensor learner by organizing the training by using a problem first method. Intuitors can be more difficult to train especially if the training involves a lot of memorization. The trainer can help these people by creating incentives such as a game with a reward for memorizing certain key points of the training. Next there is the visual vs. erbal learner. Visual learners remember best what they see, pictures, diagrams, flowcharts and demonstrations. 169 Verbal learners get more out of words; both written and spoken. Visual learners are among the easiest to train. There are a wide variety of materials available to supplement lectures for the trainer to use to engage the visual learner. The trainer can help the verbal learner by having handouts of the presentation available or providing paper in which the trainee can summarize the presentation in his/her own words. Sequential learners vs. global learners. Sequential learners gain understanding when things are presented step by step. The global learner is one who needs to see the whole picture before being able to absorb the details. The sequential learner can be helped by providing a copy of the lecture material with blank spaces for the sequential learner to fill in key terms and definitions. The global learner can be helped by explaining how each new module fits in with the overall purpose of the training. Active learners vs reflective learners. Active learners need to do something. They can be helped by applying the information, discussing it, or explaining it to others. Reflective learners prefer to think about the new information before applying it. â€Å" Let’s try it out and see how it works† is how the active learner might respond. The reflective learner on the other hand might say, â€Å" Let’s think it through first†. The active learner can be helped by the trainer by being placed in group settings. They have a particularly hard time sitting in a lecture and taking notes. The reflective learner, however, prefers working alone so it might be beneficial to give this type of learner questions to answer at the end of each training module. One of the most frequently used training methods is on the job training (OJT). Compare and contrast the characteristics of an informal OJT program with that of a formal one. Before the advent of training classrooms, on the job training was the most predominant form of training.. This was commonly referred to as apprenticeship. Master craftsmen passed on their skills to novices who worked alongside of them Today, on the job training is used primarily for teaching new technology or increasing skills in the use of current technology. Informal OJT consists of using more skilled co-workers or supervisors to train the less skilled or less experienced employee. The informal OJT has not been thought out or prepared (p 236). The workers generally learn on a trial and error basis with some feedback from supervisors or coworkers. It is also done on an ad hoc basis with no predetermined content or process. With informal OJT there aren’t any objectives or goals and trainers are often chosen on the basis of their technical expertise not their training ability because they haven’t had any formal training on how to train. This creates more room for error because the trainers are often inconsistent and may even be introducing methods that are not approved by the organization. Formal OJT programs are just the opposite. They have a carefully thought out sequence of events. Like informal OJT the trainee gets to observe the trainer performing the job related tasks. Unlike informal OJT, the procedures involved in the tasks are discussed, before, during and after the training. In formal OJT, the trainee does not begin performing the tasks until the trainer feels that they are ready to do so. The trainee is given more and more of the job to perform as he/she masters the each skill necessary to perform the task. Because a trainer is used who is not only experienced with the task but trained as a trainer, the company can be assured that the new employees are learning the tasks more quickly and systematically than in an informal training. Another advantage is consistency of training. The company can be sure that all of the workers performing the same tasks in any of the company departments or locations will be performing in the same manner. With formal OJT, inputs and outputs can be assessed to determine if any modifications need to be made to the training. Describe four factors that should be considered when developing an effective computer based training (CBT) program. One of the biggest factors to consider is the cost of the program. Developing a CBT can be a costly endeavor. Costs of the program include the wages of the course developer as well as the wages of the trainees while they are taking the program (p 276). Then the organization must also consider the costs of the hardware and software needed to conduct the training. The company must then weigh these costs against the number of trainees that will be using the program and how often the program will be needed as well as the frequency of updating the material. The second factor to consider is the control of material and the training process. Because the content is built directly into the program, the company has complete control over the content of the learning material that all trainees are getting. This is advantageous for companies with multiple locations because it allows for consistency in the training. Also, the trainees are moved through the training process based on their understanding of each training module. The trainees can also start and stop the training rocess which allows for minimal disruption in production. CBTs can help employees enhance their knowledge. The CBT can present the facts in several different formats and presentation styles. It also can provide a variety of modules to show the employees how to apply the knowledge to their actual job. Analyze the three things an organization should do to motivate a trainee before the trainee attends training. An organization can have one of the best training programs available, but if the trainees are not motivated they will not learn. When conducting a training program, it is important to remember that the trainees all have different learning styles. Each of the trainees will have a different learning style than the others. Most likely they will have a combination of the sensing/intuitive, active/reflective, visual/verbal and sequential/global learning styles. Because of this it is important to remember that a variety of training methods be incorporated into the training and it is also important to remember that there will be modules of the training that will be more effective for some trainees than others. How to cite Learning Styles, Motivation and on the Job Training, Essay examples