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The power of nature
Streetcar named desire character analysis
Streetcar named desire character analysis
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Recommended: The power of nature
The Character of Stanley in A Streetcar Named Desire
Animals are, by nature, passionately instinctive; that is, when reacting to a situation, they do so forcefully and spontaneously. Therefore, we can think of passionate instinct as an intense, innate reaction to a particular situation. Animals also lack what we call ‘inhibition’ -- the suppression of a natural drive, instinct or feeling. For instance, when a skunk senses danger, it will not restrain its natural, defensive reaction and will not hesitate to spray a foul-smelling substance in the direction of the danger for self-protection. When cattle sense a threat to their environment, they do not try to rationalize their way to safety -- they stampede. If a bull’s passions are aroused, it will either charge or mate with the nearest cow.
Passionate instinct drives us, as well. Although we often try to reason our way through situations as civilized, rational beings should, there is sometimes a point where we can no longer be controlled by reason. This point often comes when we feel some strong emotion, and our rational halves become shadowed by our darker, instinctive sides. We often conceal this darker half because the instinct, which is so much a part of it, may lead to violence when released. It appears that the very idea of being ruled by instinct has become distasteful; people who use their instincts to get through a situation are often labeled as being ‘unpredictable’, ‘maverick’, and ‘dangerous’. Although we consider ourselves to be civilized, we were once a race ruled by instinct -- and still are, to some extent.
A man’s instinct can also reach the point where it nearly drowns his ‘civilized’ side, as in the case of Stanley Kowalski. In A St...
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...that cannot be prevented. However, if mankind does manage to squelch all inhibitions and allow his actions to be ruled by instinct alone, then humanity’s tenuous hold on civility will be loosened and the results could be catastrophic.
Works Cited
Adler, Thomas P. A Streetcar Named Desire: The Moth and the Lantern. New York: Twayne, 1990.
Brownmiller, Susan. Against Our Will. New York: Bantam Books, 1975.
Dworkin, Andrea. Intercourse. New York: The Free Press, 1087
Lant, Kathleen Margaret. "A Streetcar Named Misogyny." pp. 225-238 in REDMOND.
Miller, Jordan. Twentieth Century Interpretations of a Streetcar Named Desire: a collection of critical essays. New Jersey: Prentice-Hall, 1971.
Redmond, James (Editor). Violence in Drama. Cambridge University Press; 1991.
Williams, Tennessee. A Streetcar Named Desire. Signet: New York, 1947.
While “The Yellow Wallpaper” mainly touches on the treatment of women in Gilman's time and only majorly addresses how negative the reception was for them while the men of her world were well-respected individuals, “A Streetcar Named Desire” makes a commentary on the gender roles of masculinity and femininity as a whole, including the two different portrayals of masculinity and how femininity was still generally looked down upon by American society in the late 1940s, unfortunately noting that not much had changed in the time between the stories passed.
In Williams’ A Streetcar Named Desire, its form of a Southern Gothic enables the playwright to base the play on sexual identity and judgement and the female characters all experience their struggle to liberate from their current position. For example, Blanche is notably known for her situation – The ‘polka dot’ which recurs throughout the play as a testimony to Blanche’s past. The playwright presents these situations using the play’s structure of a recurring cycle of a daily life of the characters. Unlike Alfieri in A View from the Bridge, A Streetcar Named Desire has no narrator and mostly focuses on the characters to establish Williams’ point of view. Perhaps, t...
Dubose, I can see that she was a strong and courageous woman. Although Mrs. Dubose was often prejudice about Atticus helping a nigger, she fought a battle against herself. This chapter allows the reader to understand two themes of the story, which are courage and human dignity. Even though she knew she was defeated, she fought against the morphine addiction. As stated by Atticus on page 112, “’I wanted you to see something about her—I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin but you begin anyways and you see it through no matter what.”’ In other words, Atticus is saying courage is not within holding a gun but rather standing up for what’s right, regardless of whether they win or lose. Furthermore, it teaches the readers that we need to fight in what we believe in.
Character Conflict in Tennessee Williams’ A Streetcar Named Desire. Tennessee Williams’ A Streetcar Named Desire is a play wrought with intertwining conflicts between characters. A drama written in eleven scenes, the play takes place in New Orleans over a nine-month period. The atmosphere is noisy, with pianos playing in the distance from bars in town.
Written in 1947, A Streetcar Named Desire has always been considered one of Tennessee William’s most successful plays. One way for this can be found is the way Williams makes major use of symbols and colours as a dramatic technique.
The characters in “A Streetcar Named Desire”, most notably Blanche, demonstrates the quality of “being misplaced” and “being torn away from out chosen image of what and who we are” throughout the entirety of the play.
'Nazi Germany ' represented the period from 1933s to 1945s, which played an important role in prosperous German history and the modern European history. After Germany participated in First World War in the first half of the 20th century, the whole society was glutted with unemployment, poverty, hunger, inflation and moral corruption. The public couldn’t feel the republican democracy benefits.
A Streetcar Named Desire by Tennessee Williams is a play about a woman named Blanche Dubois who is in misplaced circumstances. Her life is lived through fantasies, the remembrance of her lost husband and the resentment that she feels for her brother-in-law, Stanley Kowalski. Various moral and ethical lessons arise in this play such as: Lying ultimately gets you nowhere, Abuse is never good, Treat people how you want to be treated, Stay true to yourself and Don’t judge a book by its cover.
One of the fasting growing juvenile treatment and interventions programs are known as teen courts. Teen courts serve as an alternative juvenile justice, to young offenders. Non-violent, and mostly first time offenders are sentenced by their peers’ in teen courts. Teen courts also serve as juvenile justice diversion programs. Teen courts vary from state to state, and sometimes within the same state. With this program, all parties of the judicial setting are juveniles with the exception of the judge. Each teen court, is designed specifically to meet the needs of the community it serves. Teen courts were created to re-educate offenders throughout the judicial process, create a program with sanctions that will allow the youth not to have a juvenile record, and to also instil a sense of responsibility.
Tennessee Williams was one of the greatest American dramatists of the 20th century. Most of his plays take us to the southern states and show a confused society. In his works he exposes the degeneration of human feelings and relationships. His heroes suffer from broken families and they do not find their place in the society. They tend to be lonely and afraid of much that surrounds them. Among the major themes of his plays are racism, sexism, homophobia and realistic settings filled with loneliness and pain.1 Tennessee Williams characters showed us extremes of human brutality and sexual behavior.2 One of his most popular dramas was written in 1947, and it is called A Streetcar Named Desire.
In the Juvenile Justice system many ways have been explored and researched to determine the best means to prevent delinquency and help children who are juvenile delinquents. Programs have been developed starting in the early years as attempts to solve the juvenile delinquency problems. Houses of refuge were established as places of confinement for juvenile offenders. Later an alternative to houses of refuge, the cottage system, was created. The cottage system provided homes where children were sent to live with families who clothed, fed, provided them with supervision and had them work to teach discipline and responsibility. Later, special a Juvenile Court system was established around the country. Programs such as Upward Bound, Technical Schools (Automotive mechanic) counseling sessions, after school programs and government agencies were developed to find answers to and stop juvenile delinquency. After many years of seeking solutions; nothing is working as it should.
The Merriam-Webster Online Dictionary defines euthanasia as the act or practice of killing someone who is very sick or injured in order to prevent any more suffering. That sounds a little harsh, does it not? Here is the definition, restated with some different words, the intentional action of a licensed medical professional, to kill someone who is very sick or injured in order to prevent any more suffering. While the first definition may not seem so bad, the second one is distinctly harsher.
Euthanasia, as defined by the Encarta Encyclopedia, is the “practice of mercifully ending a person’s life in order to release the person from incurable disease, intolerable suffering, or undignified death” (Encarta, 2004). Euthanasia is a Greek word, which means “good death.” As humans, we understand death is something we cannot avoid but having some control over death is empowering and reassuring to us. If someone is suffering from a terminal illness, intolerable pain, or in a long-term coma, euthanasia is an acceptable option for someone to end his or her life. With the consent of their doctor(s) these people should be able to have the law on their side supporting their decisions.
A leader is described as a person who guides others and has authority and influence over others. They work to influence others into meeting certain goals. There is no right or wrong definition of a leader and there is no recipe that ensures effective leadership. Successful leaders have a good balance of vision, influence, and power. Leaders gain their authority from their ability to influence others to get the work done; because of this, anyone has the potential to be a leader. (Finkelman. 2012, p15)
Keep a Reading Journal: Write questions, write what you enjoy, and list questions to be answered along with the ones that were overlooked.