Faulkner’s Family Life in William Faulkner: a Life on Paper

Faulkner’s Family Life in William Faulkner: a Life on Paper The presence of the father – The Father? – haunts William Faulkner, a Life on Paper; daughters play a supporting role. Mothers, curiously enough, are noticeable in their absence. On both the spoken and unspoken levels, the film suggests that the power of genesis derives from the male alone. The creative power passes from father to son to grandson, or from father to daughter, and it is from this lineage that the artist is endowed to â€Å"create a cosmos of his own,† as Faulkner said of his novel, The Sound and the Fury. First, there is the matter of the movie’s tone. Early camera shots of the Mississippi countryside, its forests and swamps, are accompanied by a melancholy melody played by oboe, piano and French horn; composed in a minor key, this music offers an aural equivalent to the text of the narration, a passage of Faulkner’s, in which the author describes the region’s autumn as â€Å"gallant, evanescent and forlorn.† This is an evocative description, unique in its assigning to the natural world a quality associated with the male, gallantry. To be gallant is to be noble and brave in service to an ideal; the word specifically indicates chivalry toward women, and in this context it conjures most certainly the dual spectres of the southern gentleman and the Lost Cause. Thus, in Faulkner’s imagination, the age-old mythos of nature as Mother is recast in the light of the male/Father; his South, his Mississippi, his fictional county, is a land not of sunlight and f ecundity, but of dark, primordial forests, swamplands, things forgotten and fading away. Again and again in William Faulkner, a Life on Paper, images of the countryside are repeated with this same â€Å"forlorn† chamber ... ...s been reborn in daughter; the role of Mother, Estelle, is seemingly bypassed. We see or hear little of Estelle after her marriage to Faulkner; what interests the filmmakers is her alluring persona as a vivacious southern belle who drew boys to her like â€Å"bees to honey,† one interviewee remarks. Post-marriage, she returns to the film’s hazy background. â€Å"Mrs. William Faulkner† exists onscreen primarily as an open hand demanding money for food and bills; their daughter, Jill, functions in the film as a repository of less-than-pleasant memories, recited in thin-lipped reminiscence. â€Å"If I had gotten in his way Pappy would have walked on me,† she notes, a point that is painfully underscored later in the film when she recalls his words to her: â€Å"No one remembers Shakespeare’s child.† If there was much tenderness between father and daughter, we see little of it in this film.

Reflection Essay :: Reflection Essay

REFLECTION PAPER Chapter 10 is entitled Conflict Management in Groups. This is a very essential chapter for all members of a group to read and understand. Fortunately, my group members and I have not had a problem with getting along. It just so happened that four members of my group already know each other from another class they are in together. So, they already got along and had some connection with one another. I think we all have good personalities and we enjoy working with each other. The characteristics of our group allow us to be a successful group. The semester is coming to an end, and we have worked hard together to perform all tasks and accomplish all our goals. Getting to the stage where we are now involved a lot of comprimising and negotiating. So, the two terms I would like to concentrate on from Chapter 10 is comprimise and negotiation. To me, comprimise is meeting someone half way. You may have to adjust some of your beliefs or ideas to fit the beliefs or ideas of another group me mber. the book defines comprimise as a middle ground. You show a moderate concern for both task and social relationships in groups. The next term I would like to look at is negotiation. I would define negotiation as giving and taking to reach a common goal. The book’s definition of negotiation is a process by which a joint decision is made by two or more parties. After researching information for my group project and listening to another group’s presentation, it is evident that everyone thinks comprimise and negotiation are very important. There was a strong emphasis on avoiding conflict in the group

Ambiguity in Hawthornes Young Goodman Brown Essay example -- Young Go

Ambiguity in â€Å"Young Goodman Brown†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         There is no end to the ambiguity in Nathaniel Hawthorne’s â€Å"Young Goodman Brown†; this essay hopes to explore this problem.    Peter Conn in â€Å"Finding a Voice in an New Nation† makes a statement regarding Hawthorne’s ambiguity:      Almost all of Hawthorne’s finest stories are remote in time or place. The glare of contemporary reality immobillized his imagination. He required shadows and half-light, and he sought a nervous equilibrium in ambiguity. . . . Where traditional allegory was secured in certitude, however, Hawthorne’s allegorical proceedings yield only restlessness and doubt. The stable system of correspondences that tied allegory’s images and ideas together was lodged squarely upon the religious orthodoxy that Hawthorne rejected. In his belated version of the sacramental world, the links binding visible to spirit have become vexed and problematic. . . . The flickering, uncertain revelations offered by the physical world in Hawthorne’s fiction allow simultaneously for confession and concealment, for discovery and disguise. This doubleness generates tensions that can be felt throughout Hawthorne’s work. . . .   (82-84).    R. W. B. Lewis in â€Å"The Return into Rime: Hawthorne† mentions the ambiguity associated with the key imagery in â€Å"Young Goodman Brown†:   â€Å"For Hawthorne, the forest was neither the proper home of the admirable Adam, as with Cooper; nor was it the hideout of the malevolent adversary. . . . It was the ambiguous setting of moral choice. . . .† (74-75). Henry James in Hawthorne, when discussing â€Å"Young Goodman Brown† mentions how allegorical Hawthorne is, and how it is not clearly expressed with this author:    The only cases in which ... ... Lang, H.J.. â€Å"How Ambiguous Is Hawthorne.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Lewis, R. W. B. â€Å"The Return into Time: Hawthorne.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Martin, Terence. Nathaniel Hawthorne. New York: Twayne Publishers Inc., 1965.    Melville, Hermann. â€Å"Hawthorne and His Mosses.† In The Norton Anthology: American Literature, edited by Baym et al.   New York: W.W. Norton and Co., 1995.      Ã¢â‚¬Å"Nathaniel Hawthorne.† The Norton Anthology: American Literature, edited by Baym et al.   New York: W.W. Norton and Co., 1995.    Wagenknecht, Edward. Nathaniel Hawthorne – The Man, His Tales and Romances. New York: Continuum Publishing Co., 1989.            

Outline Ways to Help Children to Develop Communication and Language Skills Essay

Parents play a critical role in a child’s language and communication development. It is thought that children who are read to and spoken with during early childhood, will have a larger vocabulary and better grammar than those who aren’t. There are different ways in using language. Verbal ways are to question, clarify, describe, explain and debate. There are also non-verbal ways to communicate like listening, looking and touching. There are many ways to nurture your childs language and communication development. Being able to communicate and express ones self can build self confidence, self esteem and the knowing of ones self and surroundings Talking to your child, tell your child what is going to happen for example, â€Å"Now we’re going to take a bath. When you get dry, we’ll get dressed.† Reading. Parents can start with simple board books and progress to picture books and longer stories as their child gets older. Story times where they can use their imagination and have an input in the stories are also effective. Follow your child’s lead. Repeat there babbles and laughs back to them, ask questions and interact with them. If the child seems interested in a picture in a book, by talking about it and discussing it, this helps the child to develop an interest. Music. Young children love music and dance. When they listen to lively songs or rhymes they learn about the world around them and the rhythm of language. This can help the child learn to thread words together to form sentences. Repeat their statements back to them with the correct pronunciation or word usage. Give your child lots of praise for their efforts. Try not to pressure or expect to much from your child as this can discourage them in exceeding. Television and computers can influence speech and communication. Some educational programs can be beneficial to kids but tv shows don’t interact or respond to children. Computer games are interactive, but they aren’t changeable to a child’s ideas. Go on days out. A visit to the zoo, the aquarium or a museum will open up a whole new world. They may even want to learn the names of all the creatures and activities they experienced Role play. Role play is great for expanding your child’s imagination and introducing new vocabulary. Games involving different characters will allow you to introduce lots of new related language and stretch your child’s creative play skills. Pretending to be a firemen putting a fire out can introduce many relating words fire, fireman, fire engine, ladder, water, hose, burning, building, driving, climbing, up, down, smoke, hat, boots, jackets, save, squirt, bucket, fire out, hero, etc. Role play with others encourages the sharing of ideas and opinions.

Professional Teachers Essay

â€Å"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires† (William Arthur War). Teaching is more than a profession; it is about being full time parents to the students. Students spend most of their hours with teachers, thus when you are a teacher, you don’t just teach the basics; teachers are expected to go the extra mile for their students and ensure all the necessary requirements are met. On the other hand, learning can be defined as gaining knowledge or skills that can be useful or beneficial (www. cidde. pit. edu). Beliefs about teaching and learning strategies do not always help one to become a good teacher. Beliefs can be defined as â€Å" the mental act, condition or habit of placing trust or confidence in something or someone† (www. thefreedictionary. com), therefore as you can see if a teacher believe in using a wrong strategy for learning or teaching is the correct application this may cause devastating results for students. Good teaching is an act of generosity, a whim of the wanton muse, a craft that may grow with practice, and always risky business (www. couragerenewal. org). I believe that teaching, if done wholeheartedly and effectively can make a profound impact on students. The impact would not just be restricted to the transfer of knowledge but understanding and guidance. Teachers should develop a bond with their students and a relationship so that students can feel safe and protected by teachers. They should be able to have the same sense of feeling they have towards their parents or guardians. They can serve as effective caregivers — loving and respecting their students, helping them succeed at the work of school, building their self-esteem by treating each student as having worth and dignity, and enabling students to gain a first-hand appreciation of the meaning of morality by being treated in a moral way (www2. cortland. edu). After participating in this course I understood that these small factors make up the bigger picture. I learned that by having these qualities would make you a memorable teacher and would impact on the children in a positive way. Being a patient teacher is also an essential factor that leads to good teaching. As a teacher, you encounter a variety of situations and it is your responsibility to be patient and understanding in all events. A good teacher must remain patient with his or her students at all times. However, that doesn’t mean the teacher should let the students get away with whatever they want to. Discipline and fairness must be used as well. A teacher with these qualities is able to understand his or her students and know how to help them succeed. A teacher with little or no patience can easily give up on a troublesome student as a way to avoid the problem (sithpenguin. hubpages. com). My in class session showed me that some teachers are not patient because of troublesome children and they give up on the students to make their lives easier, but this should not be so. Meanwhile I also learnt that as teachers we should try our best with the students to help them become better people. If their home is not stable, we should help them as much as possible in school and do not turn them down. We should give them the guidance and comfort they are not getting at home. It is our job to be affectionate with students because teachers are like the second parents/guardians for students. Different children adapt to different learning methods, therefore learning can be universal and can be accessed via multiple avenues to facilitate all learners. I believe that learning should be an engaging and rewarding experience. When children attempt to do something instead of criticizing them, I think they should be applaud when they are right and corrected if they are wrong. When they achieve something, they should be rewarded and motivated to do better. If they do not understand something, teachers should correct them in a positive way and make it an engaging and interactive experience. According to Professor Michele Clarke of the School of Geography, learning should be fun; an engaging, challenging and rewarding experience both for student and teacher. Of course, making complex ideas fun for all participants is a far from easy task but if you can enable students to use their own imagination and creativity in an interactive manner which develops critical thought and deep understanding, the academic achievements can be impressive, the task memorable and the benefits for the individual long-lasting (www. nottingham. ac. uk). My Practicum course showed me that learning is supposed to be an engaging and rewarding experience for students. It must be this way in order for learning to take place, especially in primary schools because they consist of small chidden at a tender age who works well when learning is fun, rewarding, engaging and motivating. During our in class group discussions I also understood that when learning is rewarding, it actually makes the children want to come to school and be enthusiastic about doing the work. Children learn best in a secure and supportive environment where provision is made for discovery, challenge and choice. Inviting surroundings enhance children’s positive disposition towards learning and a sense of belonging. Creating environments for learning is more than just a simple classroom arrangement (www. education. gov. sk. ca)The indoor environment receives the most attention from educators, children and other adults, therefore as teachers we should create an environment where colours, graphs, charts, pictures and arts and crafts are seen in abundance. This way the children would be excited about learning and they would find themselves enjoying their class sessions while, using graphs, pictures and charts as references when the teacher is teaching. Apart from the indoor environment, the outdoor environment is important. The indoor environment communicates the values and beliefs that underpin the living and learning that takes place in that space (www. education. gov. sk. ca). Learning should felicitate guide play, exploration and discovery also. Outdoor activities also lead to effective learning. Doing this course, I got a further understanding of how the environment impacts on a child’s learning. I understood as a teacher it is my job to ensure that I develop a proper learning environment for my students. During our Practicum Seminar when one of our speakers; a teacher from San Fernando Boys RC school came and introduced us to her classroom, I was amazed with the environment she provided for her students. Her classroom was like a resource centre with millions of materials to enhance learning in the classroom. My beliefs on teaching changed in that the traditional method of teaching by role does not do the job anymore and guarantees that any teacher using methods of lecture, copy what’s on the board and memorization will lose the student’s attention and kill the desire of students to learn (www. themommydaddy. com). Teachers must now evaluate themselves and move forward from these â€Å"old school† ways and norms and bring new and innovative ways of bringing across the lecturers/ lessons across to the class in a more interesting and interacting way. They should develop new and innovative learning strategies for the students. Groups are composed of individuals who may share some of the same knowledge and skills, however, oftentimes, members come from different educational backgrounds and have different work and volunteer experiences, which uncovers strengths that one group member may have, while others are lacking. (ehow. com) During my form three days at school, my Technology Education teacher would often divide us into groups of four to five to do projects. These projects would not be just any plain portfolio hand up. Mr Awesome would instruct us to actually brainstorm, think critically and creative and build innovative objects and/or create our own piece of work. By doing this our teacher encouraged us to exchange ideas and know how creative our peers could be. Group work along with brain storming also taught me to look at a problem from different angles and understand that it could be solved via a wide range of solutions by my peers. This would encourage effective learning by students. During the Practicum course, I even further understood the importance of group work among students, because as a student myself, I do not like group work. My teacher went on to explain that group work also helps students look at how their friends look at problems and how it encourages the child to feel comfortable if he/she does not understand something, so they can ask for help as a group and not individually. Working in a group can help individuals build long-lasting relationships based on trust and loyalty. As group members, people learn about the commonalities they share and differences, which lead them to seek group members they can build relationships with even outside of the group (ehow. com; Esquith, R. 2007). As a teacher, you should do your homework also. I learned this from my lower six teacher who was always prepared for a class. She would never reach to class and question the class where in the syllabus she are supposed to teach or she would never come to class and start organizing her lesson for the day, she would always come prepared and she would always make the extra time to go the extra mile for the class. For effective teaching to take place teachers should always be organized and their class must always be well planned. Lesson plans is always the best method to be organized. When using lesson plans, teachers do not have to think on their feet, they are clear on the procedure to follow and they build on previous teaching and prepare for coming lessons (myenglishpages. com). I always admire my teacher for always including activities in her lesson plan rather than just reading and writing. Including activities in your lesson plan develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: Objectives for student learning, teaching/learning activities, strategies to check student understanding(www. crlt. umich. edu) With the Practicum course, ,my views on lesson planning did not change , because during class, I would often remember my teacher stressing on doing a lesson plans accurately and do it for all areas of teaching. She also explained the importance and benefits of lesson planning so I held my beliefs on lesson planning to a high standard. Without students teaching is nothing and without teachers learning is nothing. All students have had hundreds of teachers in their lifetimes. A very few of these teachers they remember as being exceptionally good. Good teaching is as much about passion as it is about reason. It’s about motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful and memorable. It’s about caring for your craft, having a passion for it and conveying that passion to everyone, but mostly importantly to your students (www. facultyfocus. com) â€Å"Demonstrating that you know it. Teaching is reminding others that they know just as well as you. You are all learners, doers and teachers†-Richard Bach.

For Understandable Reasons, the Founders of Sociology

Jessamy O’Dwyer 18/10/2012 Introduction to Sociology Mark: A- Essay Qs. For understandable reasons, the founders of sociology paid little attention to ‘’ environmental issues’’. However modern-day sociologists do. Discuss the sociology of the environment in terms of globalisation, consumption and sustainability. Introduction Over the course of this essay I will address the area of environmental sociology in two parts. Firstly, I hope to explain why the field of environmental sociology was not an area of relevance to the founders of sociological thought.Then in the second part of the essay I will go on to discuss the birth of the field of environmental sociology. Within this new subfield sociologists have written at great length about the many environmental issues facing the world today. Many of these issues are overlapping and interconnected. I will address three of these challenges I believe to be most acute; (1) Globalisation, (2) Human consumption , and (3) Sustainability.Sociology in context The founders of Sociology (Marx, Durkheim and Weber) paid little attention to environmental issues because they were not seen as relevant or particularly problematic to society at the time, and therefore were not considered as topics of significance to classical social scientists. Instead they focused on matters such as poverty, stratification, social inequality, class systems, industrial development, religion and government.The detrimental impact of human beings on our natural surroundings were not yet acknowledged and the â€Å"natural landscape was taken for granted, simply as the backdrop to the much more pressing and urgent social problems generated by industrial capitalism† (Glidden’s, 2007). The Emergence of Environmental Sociology It wasn’t until the late 1960s that environmental issues were first recognised as relevant challenges in the field of sociology. In the United States the 1969 National Environmental Policy Act highlighted the strain hat the environment was under as a result of human consumption, and the increased demands of agriculture and industry. This was one of the first written laws designed to lay down a broad national framework for protecting the environment (NEPA, 1969). The emergence of this subfield was a direct consequence of the growing interest in environmentalism in the 1970’s. I will now address the environmental challenges posed by (1) globalisation, (2) human consumption, and (3) sustainability from a sociological perspective. GlobalisationOne of the contributing factors that has magnified environmental awareness in the latter half of the twentieth century are the impacts of globalisation. Globalisation is a process where the amount of economic, social and cultural activity carried out across national borders is increased. The process of globalisation has significant economic, social and environmental implications, both positive and negative. It ‘ ’enables free flow of goods, capital and technology and thus it becomes a motivational force for nations to develop themselves and (can) create a more gainful environment in the world scenario’’( Alamar.K, 2010). While this growing flow of capital, technology and trade has arguably helped the developed nations of the world to expand further, this has often come at the expense and exploitation of natural resources in developing countries. For example ‘’the demand for hardwood and woodchips in developed countries, such as Japan and the Netherlands, accelerates deforestation, soil impoverishment and a loss of local biodiversity in less-developed parts of the world, such as Brazil and Indonesia’’ (Dreher.A, Gaston . N. 2008). The world has been recast as one big universal market place and whilst the benefits of this are many, it is also having a negative effect on our environment. Some of the other negative effects of globalisation on the environment manifest themselves in the increase in air traffic, cars, sea transport, waste and the ever rising consumption of water and fossil energy. These factors all have profound impacts on the environment ranging from local to global (Dreher. A, Gaston. N, 2008).Increased Human Consumption As previously stated in the introduction the issues of globalisation and consumption are interdependent. The increased ‘flow of goods’ made possible by globalisation has led to a greater international demand for consumer goods. Much of the debate surrounding environmental challenges centres on this area of changing human consumption patterns. Consumption refers to â€Å"the goods, services, energy and resources that are used up by people, institutions and societies’’ (Gidden's, 2001).There is a direct correlation between high levels of consumption and economic development. As economies have flourished particularly in developed countries, this in turn has resulted i n the average person having more disposable income to spend on luxuries after necessities. These luxuries come in the form of more food, clothing, personal items, leisure time, cosmetics, holidays, cars and so forth (Giddens 2001). In a lifetime the average person consumes tons of raw materials, which must be extracted, processed and eventually disposed of as waste.In industrialised countries it is becoming increasingly difficult to dispose of the enormous amounts of refuse. Landfills are fast filling up and many urban areas are struggling to find places to dispose of domestic waste. For example, a report released by the Irish Environmental Protection Agency for the year 2011 found that uncollected household waste was estimated at 128,000 tonnes, which is a matter for on-going concern given the likely hood that some of it may have been burned or dumped. This is a trend common to most if not all developed economies.The impact of deforestation is not always confined to the local area; it can also have regional and potentially more global effects (e. g. , global climate change). Human impact as a contributing factor to many regional natural disasters (e. g. Bangladesh floods in 2007) cannot be easily quantified. What is clear however is that we are witnessing major shifts in our natural environment. These changes are manifesting themselves at local level in uncultivable soil, desertification, water contamination and air pollution. SustainabilityThe modern concept of sustainable development has emerged gradually over the last 40 years. During this time individuals, communities, governments, and nongovernmental organisations (NGO’s) have developed an awareness for the importance of the environment and humans’ increasing negative impacts on the natural world (Hardisty. P, 2012). Sustainable development is defined as ‘’the use of renewable resources to promote economic growth, the protection of animal species and biodiversity, and the commi tment to maintaining clean air, water and land’’ (United Nations Our Common Future Report 1987).Sustainable development means that growth, ideally, be carried out in such a way as to recycle physical resources, rather than deplete and destroy them, and to keep pollution levels to a minimum (Gidden’s 2001). Currently a third of the world’s population live directly off their own local produce (UNDP 1998). These people’s livelihoods are entirely dependent on the land. Therefore this makes them extremely vulnerable to any environmental change. One example of these changes is soil degradation experienced in parts of Asia and Africa.As local populations grow, so too does the demand for increased agricultural output, which leads to over-farming (Giddens, 2001). More efficient and sustainable methods of farming need to be urgently employed so as not to completely exhaust the land for future generations. In order for sustainable development to make an impac t it requires individuals, businesses, multinational corporations and the government to commit to a policy of reform in how they consume resources and the methods they use to dispose of solid waste and manage air pollution.There is reluctance amongst many to adapt to sustainable development as they argue it will come at the expense of economic growth. Therefore the real challenge facing environmental sociologists is to find ways to convince or incentivise these individuals and organizations that sustainable development is the only way forward. Conclusion Over the course of this assignment I have explored the emergence of environmental sociology beginning in the 1960s.I have analysed three of the most urgent challenges facing scholars of sociology including globalisation, changing human consumption patterns, and sustainability. One thing that has become apparent is that these challenges are all interlinked, and therefore cannot be addressed in isolation. The effects of globalisation and changing consumer patterns are evident on both a local and global scale. In support of this argument I have endeavoured to provide both local and global examples of the impacts of these sociological forces.Clearly the relationship between humans and the environment is a complex one. Our increasing demand for raw materials is stripping the earth of its already scarce resources, and therefore this relationship is unsustainable, and in urgent need of rebalancing. The urgency and scale of these environmental challenges have meant that sociologists have had to redefine the parameters of classical sociology. If the environment was once merely a ‘backdrop’ to the study of â€Å"human social life, groups and societies† (reference), changing circumstances have dictated that it can no longer be side-lined.Instead, environmental sociology must be understood, appreciated and addressed with the same diligence a traditional disciplines of sociology. Bibliography Books: * G iddens, Anthony, Sociology 4th edition, Polity Press, 2001, Ch. 19, Pg 609-621. * Hardisty, Paul E, Environmental and Economic Sustainability, CRC Press, 2010, Ch. 2. Journals: * Alamar. K and Murali. N, Globalisation, the Environment and sustainable Development, Taylor and Francis Group, London 2010. * Alamar. K and Murali.N, Environmental Management, Sustainable Development and Human Health, Taylor and Francis Group, London, 2008. * Dreher. A, Gaston. N, Martens. P, Measuring Globalisation; Gauging its’ Consequences, Springer Science + Business Media, LLC, 2008. * Internet Resources: * National Environmental Policy Act, 1969 http://www. epa. gov/region1/nepa/ (accessed 7/10/12) * Environmental Protection Agency, Irelands Environmental Challenges and Priorities Report, 2012 http://www. epa. ie/ (accessed 4/10/12)

Discuss the Dramatic Devices Williams Uses in the Play to Suggest

Discuss the dramatic devices Williams uses in the play to suggest that Blanche is doomed. A Streetcar Named Desire is a tragedy that is unlike a traditional tragedy in that the characters in it are not struck by some calamity or fall because of unwise choices on their part. Instead, we enter the play in the delayed aftershocks of a tragedy that has befallen the main character, Blanche, as she attempts to hold on to whatever remnants of her beautiful past she can, but ultimately fails due to a combination of her past that catches up to haunt her, and also because of the rough-handed, misogynistic, and brutally pragmatic Stanley.Throughout the play, Williams hints and ultimately cements the idea that the audience will see Blanche fall. This is done through a blend of symbolism, character interaction, musical and auditory cues that foreshadow Blanche’s ultimate fall from beautiful to insane. Blanche’s tragic past is hinted by Williams to audiences even in Scene 1 by the an alogy of the names of the streetcars and place that Stella and Stanley live in.In Scene 1, Blanche tells Eunice about how she got to Stella and Stanley’s place; â€Å"They told me to take a streetcar named Desire, and then transfer to one called Cemeteries and ride six blocks and get off at – Elysian Fields† Blanche’s journey on New Orleans’ streetcars represents the journey of her own life up to now. The streetcar named desire is an allusion for the life she lived after her late husband, Allan, died. Blanche was a promiscuous woman who had sex with random men for the superficial attention she longed for.After, she transferred to a streetcar named Cemeteries, a name for a place of the dead. This must’ve represented that part of her life where she has been ostracised by her hometown of Laurel for her various affairs, that probably disrupted the social and marital affairs of those in the town. After all, that was the â€Å"death† of her time of â€Å"desire†. Finally, she arrives at Elysian Fields, Stella and Stanley’s place. Elysian Fields is a place of Greek Mythology, a transition area for the afterlife.Just as Blanche as â€Å"died†, she has gone to rest in Elysian Fields. In the myth, Elysian Fields was just an area for souls to go to before moving on to their next stage in the afterlife. This alone is enough to show that Williams hasn’t intended for Blanche’s story to end in Elysian Fields. Blanche’s tragic past has effectively â€Å"killed† her, and just as she must move on from Elysian Fields as per myth, her past is due to catch up with her and continue to wreak havoc on her.Furthermore, we see Williams’ use of the dark imagery of â€Å"Cemeteries† and â€Å"Elysian Fields†, as opposed to any more heavenly images (say, â€Å"Heaven†) to suggest that Blanche’s journey after Elysian Fields to be anything rosy – which is ultimately the case. Another way Williams shows that Blanche is destined to doom is through her absolute juxtaposition to life in New Orleans. By showing her as not being able to adapt to and accept life in the seemingly balanced and progressing New Orleans, Blanche is ultimately doomed to be something forgotten and left behind, like an old obsolete symbol of the Old South.From Scene 1, we see Blanche physically standing out in the rough and tumble world of New Orleans, from her striking white clothes in the colourful world of New Orleans, and her delicate description of being a â€Å"moth†. As the play unravels, we see she is unable to adapt to any new situations New Orleans throws at her. She never changes her high register speech which starkly contrasts Stanley and crew’s pidgin English and she constantly ignores the spreading truth about her.Even her sister, who is of same background as her, is able to accept the â€Å"rougher† life in New Orleans, and th is difference is put across by when Stella tells Blanche about her and Stanley’s wedding night. Stella is â€Å"thrilled† by Stanley’s barbaric smashing of the lightbulbs, while Blanche is horrified by it. It is obvious that Stella has at least partially assimilated into New Orleans life, while Blanche never does so throughout the play. By holding on to her beautiful dream of her past life, we see that Blanche sets herself up for disaster by never being able to break away from the past and head forward into the future.Her juxtaposition in New Orleans till the very end of the play serves as a reminder that she is a relic from the Old South and could never survive in the radically changing New Orleans, and is destined to die out with the old traditions. Auditory cues in the play also serve as a symbol as Blanche’s imminent disaster. The Varsouviana Polka appears when Blanche is being confronted with her past and the truth, such as when Mitch confronts her a bout her true age and the truth about her past.The polka symbolises disaster to Blanche, playing when she witness the traumatic death of her husband and whenever situations in the future bring these feelings of disaster to her. The Polka never goes away during the play, instead, we see that the polka is a recurring symbol in the play, showing that disaster has followed Blanche to New Orleans and is affecting her in every facet of her new life there. For example, in the scene where Mitch confronts Blanche about her past, we see the Polka being distorted, coupled with what seem to be Blanche’s hallucinations of the night Allan died.When Stanley provides Blanche with the bus ticket to go back to Laurel, â€Å"The Varsouviana music steals in softly and continues playing†, which represents the disaster Blanche faces should she go back again. As such, we see the Polka (and hence, disaster) never leaving her, instead representing the disastrous past creeping out on her, as it becomes more distorted and skewed throughout the play, representing her confused and deteriorating state of mind and doomed destiny.Ultimately, the polka is also there to play along with her downfall, : where, â€Å"The Varsouviana is filtered into weird distortion, accompanied by the cries and noises of the jungle† to symbolise the final destruction of her humanity (the jungle), and her deteriorated mental wellness (the distortion). Other notable examples of music used in the play to represent doom are songs like Paper Moon, that Blanche herself sings. Say it’s only a cardboard moon, sailing over a paper sea, but it wouldn’t be make believe, if you believed in me. Without your loveIt's a honky-tonk parade Without your love It's a melody played in a penny arcade It's a Barnum and Bailey world Just as phony as it can be Paper Moon by Ella Fitzgerald, a song about make-believe and props for show, is quite fittingly sung by Blanche, who all this while has lived in her make-believe world of her former glory. Such songs surfacing in the play, especially by the perpetrator herself cements the idea to audiences that Blanche is in fact a phony in her own right, and thus cannot survive in the very â€Å"real† world of New Orleans.It is yet another indicator that Blanche cannot and has not accepted the harsh future and reality of this life. It is extremely befitting to Blanche that it is true that if someone believed and truly loved her, she need not live out a make-believe world, where she is as white and as beautiful and as false as a paper moon. As such, songs like Paper Moon show audiences that Blanche embodies the person who cannot move from fantasy out to reality, and is doomed to live out in her fantasy world where she is like a paper moon – a move that ultimately spells her insanity in the harsh real world of New Orleans.The foreshadowing of Blanche’s doomed destiny is also portrayed through other minor characters actio ns. The Mexican flower seller, an old lady close to death, sells flowers for the dead, as if to foreshadow Blanche’s imminent â€Å"death† from reality, while Shep Huntleigh’s continued absence as Blanche’s â€Å"saviour† shows not only her disillusions about who she really is now as a woman, as well as serve as a reminder to audiences that it seems nothing can pluck Blanche out from her dire situation in New Orleans.Blanche is stuck in New Orleans miserable with the increasingly abusive Stanley, and no former beau can offer escape. Williams hints from the very beginning of the play that Blanche is doomed, but it is events throughout the play that signal her refusal and inability to move from fantasy to reality, that cement with audiences that Blanche has little hope of being released from her predicament.A Streetcar Named Desire is littered with small but extremely significant events to show that Blanche is still the paper moon she sings about, an d thus leads to her ultimate fall from the pititful facade of grace we were introduced to at the start of the play, to the hopeless state of delusion she ends up in after New Orleans and the people in it are unable to fed her fantasy anymore.