Virgin Mobile Case Analysis

Virgin Mobile has strategically shaped its marketing mix to appropriately target the younger demographic. First, lets look at it’s the product element. The younger demographic is more open to new things like text messaging, downloading information from their phones, ring tones, faceplates, graphics, having access to popular entertainment on their phone, etc. For younger people, phones are less of a tool and more of a fashion accessory or personal statement. To appeal to these needs, Virgin Mobile created â€Å"VirginXtras,† which involve the delivery of popular content, features, and entertainment. They signed an exclusive, multi-year content and marketing agreement with MTV networks to deliver music, games, and other such content to Virgin Mobile subscribers. Consumers have access to branded accessories and phones, graphics, ring tones, text alerts, and voice mail. In addition to the MTV-branded content, Virgin Mobile also included the following VirginXtras: text messaging, online real-time billion, rescue ring (a prearranged â€Å"escape† call such as to avoid a bad date), wake up calls, fun audio clips, a hit list of top 10 songs in which subscribers can listen to and vote for, a music messenger that allows subscribers to shoot a message to their friends so that they listen to a song, and a movie application that provides descriptions, show times, and ticket purchases in advance. All of these features appeal to the youth market, and generate additional usage and loyalty. Next lets look at the elements of placement and distribution. Virgin Mobile adopted a channel strategy that was more closely aligned to its target-market segment. They decided to distribute their products in channels where youth shop, which means places like Target, Sam Goody, music stores, and Best Buy. These are the stores that kids usually buy consumer electronic products, such as CD players and MP3 players. Virgin Mobile decided to package their products in similar consumer electronics packaging so it would be familiar to these consumers. They created a clear, see through package where consumers can examine the phone without a salesperson helping them and purchase it like they would any other consumer electronics product they would normally buy. Virgin made a contract with the handset manufacturer Kyocera from which it buys different phone models with different features and functions. The first two basic models were bundled with interchangeable faceplates that would be decorated with eye-catching colors and patterns, bundled into a bright red starter pack. This starter pack would be easily visible on large point-of-sale displays, and available at all of the popular retailers that the younger demographic shops at. The younger demographic doesn’t want to be hassled with sales people and extra obstacles in purchasing a phone. They want fashionable, accessible, easily located, and conveniently located products. That is the exact aim Virgin Mobile was going for in its placement and distribution strategy. Another important element of the marketing mix is promotion. Virgin mobile had a much tighter focus and narrower target market than that of their competitors. This meant that they could target the youth demographic in a more direct, efficient, and less-cluttered way. As generally noted, the younger generation is more responsive to advertisement that is up-to-date, modern, fun, and relates to the â€Å"young and hip† attitude of their generation. Since younger consumers often view their phone as a personal statement, it was important for Virgin Mobile to reach this personal and youthful side. They devised an advertising that the company described as â€Å"quirky, offbeat, and completely different. The ads featured teens and made use of strange, quirky metaphors. They named their phone models â€Å"Party Animal† and â€Å"Super Model† to relate to pop culture and the younger generation’s lifestyle. Virgin Mobile used this unique promotional strategy to stand out from the rest of crowd and truly make a statement to the younger demographic with ads that are not boring and â€Å"run-of-the-mill. † They were a lot more unique, creative, and entertaining—all attributes that younger consumers value. Furthermore, the company worked with popular youth magazines to publish â€Å"advertorial† pieces. Virgin Mobile also executed numerous high-profile street marketing events that featured paid performers—dancers and gymnasts dressed in red from head to toe—who engaged in various stunts. Perhaps the most famous and attention grabbing promotional stint was for the launch of the Virgin Mobile USA service. The cast of The Full Monty—a popular Broadway show—appeared with Sir Richard Branson (Virgin founder) dangling from a building in NYC Time Square wearing nothing but a large Virgin Mobile red phone. It is events and promotional stints like these that truly reach out the younger aged consumers—bold, exciting, modern, and fun. Virgin Mobile Case Analysis Virgin Mobile has strategically shaped its marketing mix to appropriately target the younger demographic. First, lets look at it’s the product element. The younger demographic is more open to new things like text messaging, downloading information from their phones, ring tones, faceplates, graphics, having access to popular entertainment on their phone, etc. For younger people, phones are less of a tool and more of a fashion accessory or personal statement. To appeal to these needs, Virgin Mobile created â€Å"VirginXtras,† which involve the delivery of popular content, features, and entertainment. They signed an exclusive, multi-year content and marketing agreement with MTV networks to deliver music, games, and other such content to Virgin Mobile subscribers. Consumers have access to branded accessories and phones, graphics, ring tones, text alerts, and voice mail. In addition to the MTV-branded content, Virgin Mobile also included the following VirginXtras: text messaging, online real-time billion, rescue ring (a prearranged â€Å"escape† call such as to avoid a bad date), wake up calls, fun audio clips, a hit list of top 10 songs in which subscribers can listen to and vote for, a music messenger that allows subscribers to shoot a message to their friends so that they listen to a song, and a movie application that provides descriptions, show times, and ticket purchases in advance. All of these features appeal to the youth market, and generate additional usage and loyalty. Next lets look at the elements of placement and distribution. Virgin Mobile adopted a channel strategy that was more closely aligned to its target-market segment. They decided to distribute their products in channels where youth shop, which means places like Target, Sam Goody, music stores, and Best Buy. These are the stores that kids usually buy consumer electronic products, such as CD players and MP3 players. Virgin Mobile decided to package their products in similar consumer electronics packaging so it would be familiar to these consumers. They created a clear, see through package where consumers can examine the phone without a salesperson helping them and purchase it like they would any other consumer electronics product they would normally buy. Virgin made a contract with the handset manufacturer Kyocera from which it buys different phone models with different features and functions. The first two basic models were bundled with interchangeable faceplates that would be decorated with eye-catching colors and patterns, bundled into a bright red starter pack. This starter pack would be easily visible on large point-of-sale displays, and available at all of the popular retailers that the younger demographic shops at. The younger demographic doesn’t want to be hassled with sales people and extra obstacles in purchasing a phone. They want fashionable, accessible, easily located, and conveniently located products. That is the exact aim Virgin Mobile was going for in its placement and distribution strategy. Another important element of the marketing mix is promotion. Virgin mobile had a much tighter focus and narrower target market than that of their competitors. This meant that they could target the youth demographic in a more direct, efficient, and less-cluttered way. As generally noted, the younger generation is more responsive to advertisement that is up-to-date, modern, fun, and relates to the â€Å"young and hip† attitude of their generation. Since younger consumers often view their phone as a personal statement, it was important for Virgin Mobile to reach this personal and youthful side. They devised an advertising that the company described as â€Å"quirky, offbeat, and completely different. The ads featured teens and made use of strange, quirky metaphors. They named their phone models â€Å"Party Animal† and â€Å"Super Model† to relate to pop culture and the younger generation’s lifestyle. Virgin Mobile used this unique promotional strategy to stand out from the rest of crowd and truly make a statement to the younger demographic with ads that are not boring and â€Å"run-of-the-mill. † They were a lot more unique, creative, and entertaining—all attributes that younger consumers value. Furthermore, the company worked with popular youth magazines to publish â€Å"advertorial† pieces. Virgin Mobile also executed numerous high-profile street marketing events that featured paid performers—dancers and gymnasts dressed in red from head to toe—who engaged in various stunts. Perhaps the most famous and attention grabbing promotional stint was for the launch of the Virgin Mobile USA service. The cast of The Full Monty—a popular Broadway show—appeared with Sir Richard Branson (Virgin founder) dangling from a building in NYC Time Square wearing nothing but a large Virgin Mobile red phone. It is events and promotional stints like these that truly reach out the younger aged consumers—bold, exciting, modern, and fun.

The Need for Computer Education and Access

The need for computer education and access is not a luxury anymore: it†s a necessity. People from all lifestyles can benefit from the Internet. Recently a local agency was giving a grant expand public access to computer networking. The next question would be is where to place the computers outside of school. Any lifestyle still allows people to have access to the internet. For example mentioned in the articles. A homeless person was able to make her own web page. Which resulted in a job with a good company therefore she was able to get her life back on track. The internet is now considered a necessity because present job skills require familiarity with the internet. According to the article † access to the internet is an important part of civic life as parks, public transit, libraries, and cultural centers†. Another reason the internet is a necessity is community assets. Some examples are crime-fighting efforts within the community, accessibility to investigate crimnial active when buying real estate. According to the chart 10 Community Networks, some networks have been place throughout the Eastern part of the U.S. Accessibility has been made possible for recycling programs for the disabled, low-income neighborhoods, and participates in public web markets. Having public access to the people has had many positive impacts on the society as a whole. It†s helped lifestyles, it†s become a necessity and accessibility had been made possible. The Internet provides information to everyone.

Gender Portrayal and Prime Time Comedy Essay Example | Topics and Well Written Essays - 750 words

Gender Portrayal and Prime Time Comedy - Essay Example The proposed portrayal, therefore, was intended to be a young, highly educated attorney whom happened to be female. The cast, however, was broad in terms of characterization and included a number of clearly developed male and female characters. The majority of these characters were attorneys at Ally's law firm. Superficially, at least, the stage appears set for a comedy devoid of gender stereotypes. Ally is a successful attorney and her best friend is a man. She wears pants and is financially independent. A careful examination of the scripts, however, reveals that gender stereotypes remain pervasive even in a prime time television program purporting to be offering a stereotype-free program. I don't believe in equal parenting, and if we have kids I expect you to quit work and while I certainly don't think of you only as a sexual object, I do think of you as someone who should fulfill my sexual needs, and if you put on a hundred pounds, I'd have a big problem there too." (quoted in Lemaster: 2) The gender portrayal is hardly subtle; to be sure, it is a direct statement by a main character to the effect that men should work and women should take care of the home after having children. Billy doesn't believe in equality, he characterizes his girlfriend's duties as including the satisfaction of his sexual needs, and he warns her against gaining weight. So many stereotypes are packed into this simple portion of the television script. The woman must take care of the home, she must be available to satisfy the male's sexual needs, and she must place her appearance at a high level or she will risk losing the man. One can hardly conceive of dialogue which so directly contradicts the aforementioned goal of presenting a modern comedy devoid of stereotypes. The women seem to indulge the men rather than becoming offended or angry; to be sure, when confronted with actions and comments that would most certainly trigger sexual harassment lawsuits in the real world, these female characters instead merely play along. This playing along with the male characters seems to reinforce the stereotypes rather than challenging them or breaking them down. An illustrative portion of dialogue, from Episode 3, involves two of Ally's female colleagues interviewing a male applicant for an entry-level position: Renee: "Would you mind removing you shirt" Male interviewee: "I beg your pardon" Renee: "I just want to see your chest, and your stomach." Male interviewee: "Is that legal" Whipper: "It's illegal to require it, and of course we couldn't do that. Now, basically, the business of law is all about getting clients, now we plan to use our sensuality to do that. Renee and I will provide a little eye candy for the men." Renne: "It would be rude not to have something for the women." Whipper: "Absolutely." (quoted in Lemaster: 4). This dialogue is ironic; it is ironic because the women are at the same time mocking the behavior of their male colleagues and them justifying the use of their sexuality to gain clients. There is no anger or resentment. They may express their views more subtly than did Billy previously, but they see

The Life and Death of Colonel Blimp Essay Example | Topics and Well Written Essays - 1500 words

The Life and Death of Colonel Blimp - Essay Example The following discussion reflects on the events that occurred in the life of Colonel Blimp (Candy) during his tenure in the British army, with relevance to the actual situation at the time (Moor, 2012:45). The British cinematography intended to produce the movie for public viewing as of the year 1943. However, government interventions harbored the intended progress arguing that it contained sophisticated information that would not be allowed to the public as it belonged to the government. Colonel Blimp, characterized by Lieutenant Candy, is a borrowing from David Low’s artistic representations that conveyed militarized stories of a soldier who reflected an extend of stupidity in his decisions (Street, 2005:46). As observed with Candy, the degree of stupidity is undoubtedly high to the extent that he leads his battalion regiment in most weird ways. For instance, after receiving news that a battle would probably erupt in the night, Candy reacts promptly in readiness of the battl e. He carries out a military test to kidnap and imprison some of his seniors without any authority (Moor, 2012). However, his intentions target of ensuring the junior officers that in conducting a successful test, they would probably win in the expected battle. With clear confidence of a win in the battle, they intrude the general’s sauna in a spacious and equally protected building. Candy expresses to his general that he was conducting a test and that he had fallen a victim. The general gimmicks Candy’s confidence as he questions him in the act, whereby Candy recites his wish to win in the forthcoming battle (Connelly, 2005:47). This reflects an act of aggression but on the contrary remains inconsistent with the law since military orders emanate from the highest ranked individual in the hierarchy. Therefore, Lieutenant Candy exceeds his authority but argues out that the exercise would be a motivation and a guarantee that the British would win the battle. Through his u nexpected raid at the general’s house, Candy indicates his insatiable interest in winning the battle and assures his subjects that they shall pursue the enemy before the declaration of the battle (Moor, 2012:48). The approach to the battle portrays the unethical tactics that the British government endured on in combating their enemies during the first and second world wars. The general warns Candy over the untimely invasions citing that they should not advance or strike in the battlefield unless authorities declare the war officially. Colonel Blimp declines to the idea and challenges his superior without showing respect to the rank. The two argue out on the best process but Candy declines and insults his general as one filled with cowardice and lacking the spirit of aggression. The general feels humiliated and retaliates to the youthful lieutenant telling him that he would realize of how stupid a youth is in his olden days. Finally, they engage in a fight and eventually the g eneral draws Candy into the pool. As Candy swims out of the pool, he is older and in accordance to the hospitality drawn towards him, it is easier to establish that he is highly ranked in the army. Currently, Candy seems to have a denial on military duties and continuously has cultivated comical aspects instead of the serious military role model. Michael Powell and Emeric Pressburger write the movie in a way that they portray the characters in

Critical nursing situations Research Paper Example | Topics and Well Written Essays - 500 words

Critical nursing situations - Research Paper Example The study had several limitations regarding the sample population, tools, availability of data, and the role of nurses in pain identification and assessment. First, the study reviewed medical documents from two medical centers with specified care in Quebec City. The study also considered only 52 patients and 183 pain cases. The statistics indicate that the study had a narrow coverage that did not offer an ultimate sample population. Second, the research used reviewed secondary data from the two clinics. It is possible that this clinic lacked proper documentation procedures. Thus, the availed documents had irregularities that result to wrong interpretation of the results. Third, the use of secondary data is an indication that the medical field lacks appropriate tools for conducting pain assessment for patients in this category of care. Thus, inadequacy or lack of the tools might have resulted in wrong data and misinterpretations. Finally, the research focused on non-pharmacological pr ocedures in clinics that used pharmacological procedures. The differences were sources of faults and wrong data. It also failed to incorporate the nursing roles and ideas of assessing pain. Overall, the reliance on medical documentation to identify the best practices for pain assessment created room for wrong entries and findings. The highlighted are the main limitations of this study. In the absence of non-pharmacological equipment for assessing pain in the critical care units, the sector should empower nurses by conducting preemptive education plans.

Articles of Confederation Essay Example | Topics and Well Written Essays - 1250 words

Articles of Confederation - Essay Example Constitution was written in 1787, ratified the next year, and George Washington assumed its presidency one year after that. (Bush Defends Rate of Progress in Iraq, p. A03) However, it is also believed that the cause for the alterations was widespread mistrust of the fundamental authority and jealousy of some states involved in this issue. Unfortunately, these were some reasons which resulted the emasculation of the articles of confederation. When the 13 original American colonies met in 1774 to ratify the Articles of Confederation - the first draft of the US Constitution - smaller states were frightened of domination by larger states and every state was frightened of losing its independence. (United State of Confusion p. 8). Moreover, Strang also believes that "the Articles established a "confederacy" and "firm league of friendship" of "free [] and independent[t]" states. It purported to create a "perpetual Union" between the same". (Strang, P. 909) In fact, when ratified the articles of confederation the articles declared solemnly that each of thirteen states would enjoy freedom, independence and sovereignty. Soon after the ratification of articles of confederation each thirteen states enjoyed equal rights and privileges, freedom of movement, and most importantly the articles of confederation clearly outlined the trials of criminals accused. ... Nonetheless, in this regard, neither separate judicial branches nor executives were provided for. According to Golove D the articles of confederation, though in some few respects national, were mainly of a pure federative character and were treated as stipulations between states.( Golove, p.1697) As a matter of fact, congress was the only authority that had major obligations such as declaring war or peach, maintaining or rotating foreign relations with other nations, army and navy command, foreign disputes regarding boundaries, conducting and settling postal services and so forth. Nevertheless, some aforesaid obligations were shared among states and in one way or another in this respect congress was the alone authority who was dependent upon cooperation of the states for carrying out any of them. "Four visible weaknesses of the articles, apart from those of organization, made it impossible for Congress to execute its constitutional duties. These were analyzed in numbers 15-22 of The FEDERALIST, the political essays in which Alexander Hamilton, James Madison, and John Jay argued the case for the U.S. CONSTITUTION of 1787". ( Golove, p.1697) In this regard, the very first weakness of the articles was that according to it the congress could not legislate for individual peoples; however, it could legislate only for state, consequently, congress could not enforce legislation. Secondly, congress under this article could evaluate its expenses and can distribute those among the states, and it was calculated on behalf of land's value, but congress had no right and power on taxes. In order to raise the money for these expenses and turn the proceeds over to congress, States had rights and powers to mark tax their

Nurse Practitioner Essay Example | Topics and Well Written Essays - 250 words

Nurse Practitioner - Essay Example The examples of various settings where primary care nurse is involved are; homes, clinics, community hospitals and mobile settings (Sines & Forbes-Burford, 2009 p.134). The acute nurse practitioner is employed by a hospital or health care system. The roles of acute nurse practitioner are mostly used in surgery, research, and trauma (Wyckoff, Houghton & LePage, 2009 p.12). The acute nurse practitioner diagnoses and manages acute episodic and chronic illness (Nagelkerk, 2006 p.14). I agree with what Barbara Orange wrote, a registered nurse practitioner who has graduate level of education could acquire advanced clinical knowledge and skills to qualify as an advanced practice nurse(Nagelkerk, 2006 p.5). A registered nurse practitioner has the freedom to choose to work with health care organizations or setup their clinics (Nagelkerk, 2006 p.14). I agree with Barbara Orange that an office setting would be best for patients because the registered nurse would have close contact with the patients (Hamric, Hanson, Tracy & OGrady, 2014). According to Hamric et al. (2014), the Institute of Medicine recommends patient-centered care as the basis of safe, effective and efficient health care. The registered nurses built up therapeutic relationships with patients as a backbone of patient-centered care (p.153). A nurse practitioner who has gone through credentialing and privileging could be allowed to practice in their scope of practice. Credentialing and privileging applied to physicians but because nurse practitioners are hired in various institutions, it becomes vital to credential nurse practitioners (Reel & Abraham, 2007 p.5). I have discovered that a nurse practitioner can work in multiple settings but, can they hold multiple credentials and use them in practice? This question puts me in a dilemma with

Paraphrase Essay Example | Topics and Well Written Essays - 1250 words - 1

Paraphrase - Essay Example If a firm is operating at or near capacity, it is not very likely to instigate a price war because it wants to raise its prices to increase profits. Also, a firm may not have the resources to dramatically reduce the price of a significant product. 6. â€Å"Pricing cooperation is more likely to emerge in markets where one firm raises a price and competitors follow suit and market shares remain unchanged. It is less likely to work well in markets where price matching may not leave market shares constant. Evaluate this statement. Can you think of circumstances under which price matching behavior could alter market shares? Greater prices will always benefit a company. Also, it is easier for a company to observe higher prices rather than lower prices. In this instance, the price of a good acts like an identical feature of the market. A firm that could gain a significant market share due to reducing prices would be inclined to employ price matching behavior. Firms that are perceived to produce high quality products may also think about this strategy. 7. Suppose that you were an industry analyst trying to determine whether the leading firms in the automobile manufacturing industry are playing a tit-for-tat pricing game. What real-world data would you want to examine? What would you consider to be evidence of tit-for-tat pricing? The real-world data that I would want to consider would be the advertised price for a product. To get a better understanding of the market, I would compare the current price with the last financial period. 8. Studies of pricing in the airline industry show that carriers that dominate hub airports (Delta in Atlanta, USAir in Pittsburgh, American in Dallas) tend to charge higher fares on average for flights into and out of the hub airport than other, non-dominant carriers flying in and out of the hub. What might explain this pattern of prices? First of all, carriers that

The Movement of Travel Services Online Case Study

The Movement of Travel Services Online - Case Study Example of large call volumes and increase the number of varied types of calls throughout several sites which enhances the recording of customer interaction and eventually leads to general consistency in experience of customers, improved productivity of supervisors, increase in reservation sales and improvement of the quality of services offered. Another future strategic role that the call centers can perform is to improve the access of information. The overload of information makes it hard for customers to understand about the services and products offered in the various hotels. In that case, call centers will help to improve the marketing of the services and get to pass the right information to the hotel customers (Enz, 2010). It will then be easy to get and retain customers for a very long time especially in the competitive market. It is however recommended that hotels chains do some improvements on the positioning of the call centers. The call centers should be in strategic positions where customers can easily contact and be served efficiently. This will then increase customer satisfaction. Hotel call centers should be positioned where there is internet access. This will make the receipt and dissemination of information very effective and very reliable on the part of the customers. 2. According to (Enz, 2010), the shifting of hotel bookings from the initial use of agents to the use their own websites has proved to be more efficient and the initiative worked very well. Online booking from hotel websites increased the growth of transactions was modest due to the adoption of direct online transactions done by suppliers in hotels. The optimization of search engines and building of keywords made the online transactions very effective. The level of activities such as reservations cancellations and loyal guest were well catered for through online services. This was then a very wise move for hotels because it has increased the efficiency and effectiveness of

The Analysis of the Mythic Dimension in ‘a Streetcar Named Desired’ Essay Example for Free

The Analysis of the Mythic Dimension in ‘a Streetcar Named Desired’ Essay This paper tells about American South which exposed in A Streetcar Named Desire written by Tennesse Williams. The changes were drawn from the life experience of the main characters in the play, named Blanche Du Bois. Here, we try to explore about the analysis of the main character, Blanch Du Bois. Problem and its Scope This study principally constitus the analyze of the myth in a play that written by Tennese William entitled ‘A Streecar Named Desire’.  This study explores the mythic dimension of one of Tennessee Williams’s best-known and most enduring plays. The author’s revival of ancient myths and archetypes in Streetcar illustrates his professed belief in the collective unconscious as the source of his richly symbolic dramas. The conflict between the main characters is endowed with universal significance—the clash of two rival myths vying for dominance in Williams’s imagination. While Stanley Kowalski is presented as a modern day avatar of Dionysus, the amoral, primitive god of drink and fertility, Blanche DuBois’s descent into the underworld of Elysian Fields makes her the failed embodiment of the guilt-ridden, inconsolable Orpheus. A yearning for the reconciliation of opposites is ultimately revealed in the myth of the androgyn, the third substratum of Streetcar and the spring of Williams’s alchemical art. MYTHOLOGY can be defined as a body of interconnected myths, or stories, told by a specific cultural group to explain the world consistent with a people’s experience of the world in which they live. [The word â€Å"myth† comes from the ancient Greek word meaning â€Å"story† or â€Å"plot,† and was applied to stories sacred and secular, invented and true.] Myths often begin as sacred stories that offer supernatural explanations for the creation of the world . . . and humanity, as well as for death, judgment, and the afterlife (Myth 284). A mythology or belief system often concerns supernatural beings/powers of a culture, provides a rationale for a culture’s religion and practices, and reflects how people relate to each other in everyday life. Creation or origin myths explain how the world came to be in its present form, and often position the cultural group telling the myth as the first people or the true people (Myth 284). Such  sacred stories, or narratives, concern where a people and the things of their world come from, why they are here, where they are going. Myths and mythology express a culture’s worldview: that is, a people’s conceptions and assumptions about humankind’s place in nature and the universe, and the limits and workings of the natural and spiritual world. Analysis The classic definition of myth from folklore studies finds clearest delineation in William Bascom’s article â€Å"The Forms of Folklore: Prose Narratives† where myths are defined as tales believed as true, usually sacred, set in the distant past or other worlds or parts of the world, and with extra-human, inhuman, or heroic characters. Such myths, often described as â€Å"cosmogonic,† or â€Å"origin† myths, function to provide order or cosmology, based on â€Å"cosmic† from the Greek kosmos meaning order (Leeming 1990, 3, 13; Bascom, 1965). Cosmology’s concern with the order of the universe finds narrative, symbolic expression in myths, which thus often help establish important values or aspects of a culture’s worldview. For many people, myths remain value-laden discourse that explain much about human nature. The concept of Myth in the literature is The word ‘myth’ is derived from the Greek word ‘mythos’, which means a traditional tale common to the member of a tribe, race or nation. It usually involves the supernatural elements to explain some natural phenomenon in boldly imaginative terms. Today myth has become one of the most prominent terms in contemporary literature analysis. It was Northrop Frye, one of the most influential myth critics (others including Robert Graves, Francis Fersusson, Richard Chase, Philip Wheelwright), who discovered certain formulas in the word order. He identified these formulas as the â€Å"conventional myths and metaphors† which he calls archetypes. C.G. Jung was of the view the materials of the myth lie in the collective unconscious of the race. This analysis based on the theory of semiotics that tells about the mythology. Semiotics, also called semiotic studies or (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism,  signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and meaning of language more specifically. Semiotics is often divided into three branches: * Semantics: Relation between signs and the things to which they refer; their denotata, or meaning * Syntactics: Relations among signs in formal structures * Pragmatics: Relation between signs and the effects they have on the people who use them In the nineteenth century, Charles Sanders Peirce defined what he termed semiotic (which he sometimes spelled as semeiotic) as the quasi-necessary, or formal doctrine of signs, which abstracts what must be the characters of all signs used byan intelligence capable of learning by experience,[9] and which is philosophical logic pursued in terms of signs and sign processes.[10] Charles Morris followed Peirce in using the term semiotic and in extending the discipline beyond human communication to animal learning and use of signals. In his essentially Southern play, A Streetcar Named Desire, Tennessee Williams observes a uniquely Southern phenomenon: the Southern belle. In scene seven of the play Stella Kowalski says the following: â€Å"†¦you’ve got to realize that Blanche and I grew up under very different circumstances than you did† (Williams, 99). With this sentence Williams introduces a possible starting point for an analysis of the Southern belle myth. The figure of the Southern belle is founded on a canonized discourse, resting on a cultural and social personification – a description, a code, a stereotype – which legitimizes and authorizes the interpretation of culture and nature, masculinity and femininity, superiority and inferiority, power and subordination. In other words, the Southern belle stereotype is based on a fear that women â€Å"might escape the rule of the patriarchy, that the oppositions of white/black, master/slave, lady/whore, even male/female might colla pse into an anarchic conflagration threatening to bring down the symbolic order† (Roberts, xii). Additionally, this Southern woman stereotype is both a literature-generating principle, often supporting the very concept of Southern fiction, and a social construct, supporting the writing of  Southern history and culture. In both cases it has to be read â€Å"against the South that created [it] for different social purposes, or reinvented [it] at crucial moments in history† (Roberts, xii) providing insight â€Å"into anxieties and aspirations of the culture† (Roberts, xii). Before I show how Williams approached this myth in his A Streetcar Named Desire, a few remarks about the appearance, development and ‘purpose’ of the Southern belle stereotype are in order. First, its appearance was tied to the Southern antebellum chivalry and masculinity code origin of which can be looked for in attempts to preserve English moral standards in the U.S. South. They, based on the Victorian model of a woman as an angel in house as well as on the small number of upper cl ass women who were, thereby, considered â€Å"custodians of culture† (Bartlett and Cambor, 11), confirmed and authorized the hyperevaluation of upper class Southern women. Second, the Southern belle stereotype rested on a set of very strict class, race and gender traits. Drawing on this statement, it went without saying that the belle was white and of aristocratic origin. She was lively, little bit vain, rather naà ¯ve and â€Å"had few tasks other than to be obedient, to ride, to sew, and perhaps to learn reading and writing† (Seidel, 6). Since courtship, innocent romances, and, consequently, marriage were considered to be the highest aspirations of her life, the belle’s energies and skills were mainly directed to finding and marrying real Southern gentleman. And â€Å"if she was pretty and charming and thus could participate in the process of husband-getting, so much the better† (Seidel, 6). The act of marriage gave this stereotype something new – the aura of legal commitment; it consequently transformed her into a â€Å"hardworking matron who was supervisor of the plantation, nurse, and mother† (Seidel, 6). Third, the purpose of this Southern woman stereotype was justified upon, at least, three premises. It was, to begin with, a compensation for gender devaluation which began practically with the belle’s birth, when her mother ‘handed her over’ to mammy, and continued during her childhood and youth. This placed the belle in a kind of limbo: just as her mother was forced to accept the cultural role which denied her sexual and maternal identity, so too the belle had to deny her sexuality and, at the same time, perform passion without taking part in it. As one would expect, the construction of Southern bellehood had its racial background which was tied to sexual exploitation of African  American women legalized by the institution of slavery and Jim Crow legislation. Their very presence paid homage to white upper class woman as a person who legitimately preserved white superiority since her racial ‘purity’ guaranteed her inaccessibility to inferior races and classes of men. Further investigation helps to reveal how the divinization process of white Southern upper class woman resulted in her identification with the U. S. South itself. The attacks on Southern way of life were thus interpreted as the attacks on the honor and integrity of its greatest ornament – white Southern upper class woman. Lastly, partaking in the construction of this Southern woman stereotype was a matter of prestige. Even though Southern upper class women had many reasons for abolition of slavery – sexual transgressions of their fiancà ©es, husbands, fathers and brothers, isolation on plantations, problems in managing slaves and servants, supervision of agricultural production, dealing with slave insurrections in absence of their husbands, fathers or brothers, and were, on the other hand, attributed chastity, gentleness, compassion – virtues that corresponded to abolitionist rather than proslavery movement, they did not rebel, they did not subvert or transgress the prescribed codes of behavior. They remained loyal to the institution of slavery and Southern social system and, as a consequence, ‘earned’ the pedestal they were put on. Challenges to this viewpoint began to appear during the Civil War. It, by contrast, put emphasis on the belle’s determinacy, strength, and inventiveness. During the period of Reconstruction and the New South â€Å"the terror of losing jurisdiction over women’s bodies created discourses of nostalgia and threat† (Roberts, 104) and transformed the belle’s suffering into that of the U. S. South. She represented the symbol of the U. S. South and one of the most important constructs of Southern mythology. During and after the 1920s, owing to changed economic, political, and social situation which allowed women, even in the U. S. South, to vote, work, get educated and, consequently, enjoy greater financial and personal independence, a new discursive space on the meaning of the Southern belle mythology was opened. It, for sure, rested on criticism and judgment rather than on eulogies. The Southern belle was now used to demythologize Southern myths since the virtues she should have been the embodiment of – beauty, passivity, submissiveness, virginity, and asexuality – proved to be the unstable and destructive property. Quite  specifically, it was then asserted that society’s emphasis on the beauty of the belle can produce a selfishness and narcissism that cause her to ignore the development of positive aspects of her personality. Taught to see herself as a beautiful object, the belle accentuates only her appearance and is not concerned with any talents that do not contribute to the goal her society has chosen for her: winning a man. (†¦) The sheltering of the belle leads to a harmful innocence: she cannot adequately interpret the behavior of men who do not believe in the code of southern chivalry that respects the purity of women. Moreover, (†¦) the repression required by the ‘ethic of purity’ which leads to a variety of physical and mental disorders, including frigidity and exaggerated subservience [is also condemned]. (Seidel, 32) My point in citing Kathryn Lee Seidel at length here is not simply to draw attention to the subversion of the old stereotype, but to emphasize the fact that these changes did not automatically mean the inauguration of the Southern anti-belle. This was mainly possible because deeply rooted prejudices concerning women’s behavior were still the part of Southern culture. In sum, even â€Å"though southern women might be no longer queens and saints, they were not allowed to be ‘flesh and blood’ humans either† (Roberts, 109). The failure to respect the prescriptive code of behavior usually implied some kind of punishment – hysteria, madness, rape, losing social privileges, or death. As a Southerner, Williams could not resist the influence of values, myths and images of his birth-place. He, however, tried to redefine them by negotiating them through the subversive potential of the Southern women/men stereotypes and the prescriptive rhetoric of Southern cult ural codes they assert once they are separated from its institutional binding. His A Streetcar Named Desire is, for sure, a perfect example of this, for at its center is Blanche DuBois. Through this woman character, Williams appears to celebrate the gentility and sensitivity of the Old South as well as the Southern belle as its greatest ornament. But, as the representative of Southern Renaissance, he himself is ambivalent as well as suspicious about the possibility of the belle’s permanent affirmation in the modern world. As if to clarify this point, Williams portrays Blanche as the last representative of the old aristocracy who tries to survive in the modern world by escaping to alcohol, madness, promiscuity and whose memories are bitter since they are burdened by racial and sexual sins of her  ancestors. From the very outset of the play, Blanche is seen as affirmation and subversion, symbol and antithesis of the Southern belle stereotype. This conflict of opposing principles begins with her name which Blanche explains as follows: â€Å"It’s a French name. It means woods and Blanche means white, so the two together mean white woods. Like an orchard in spring!† (Williams, 54-55). The connotative value of this naming act has an exciting importance for it puts emphasis on, at least, two aspects of the (demythologized) Southern myth. It connects, on the one hand, Blanche’s French, colonial and aristocratic origin, or, at least, what has remained of it, with the antebellum U. S. South and, consequently, with the idea of Southern gentility and chivalry (this particular idea was introduced by the first colonists who were either of aristocratic origin or earned this status in their community; this, in turn, helped to establish the metaphor of the US as Europe’s noble heiress). Blanche’s name, on the other hand, reveals what is hidden between the lines: centuries and generations of moral and physical corruption and degeneracy of both her aristocratic family and the U. S. South itself. Another interpretative possibility, which again underlines conflicting nature of Blanche’s identity, sets forth her name as the conflict of binaries – body and mind, nature and culture. Her name, which means both ‘white’ and ‘blank’ and thus connotes the virginity of female body â€Å"predetermined to succumb to inscription† (Vlasopolos, 326) in the tabula rasa manner, refers to body and nature, or the female binary, and defines her as the belle. Her family name, meaning ‘woods’ and consequently referring to papers and pencils (keep in mind that Blanche is a teacher and actually needs these stationery in her job), i.e. intellectual activities, introduces the idea of mind and culture, or the male binary, and places her in the exclusively anti-belle context. Similar reading of Blanche’s name, combining connotations of the lost physical virginity and the â€Å"beauty of the mind and richness of the spirit† (Williams, 126), offers Bert Cardullo in his paper â€Å"Scene 11 of A Streetcar Named Desire,† where the duality of Blanche’s name is explained with the help of the New Testament symbolism. Cardullo thus argues that her name links her not only to the purity of the Virgin Mary, but also to the reclaimed innocence of Mary Magdalene, who was cured of her sexual waywardness by Jesus (just as Blanche was suddenly cured of hers when she remarked to Mitch, ‘Sometimes – there is God – so  quickly!’. (Cardullo, 96) The duality of Blanche’s personality, indicated by the linguistic polysemy of her name, continues by opening a discursive space on the possible existence of two Blanches: the one is the ‘passive-submissive’ Blanche who, as such, is the embodiment, and the symbol, of the Southern bellehood; the other is the ‘victimized’ Blanche who, by subverting the each and every trait of the Southern bellehood, becomes its antithesis. As one would expect, both performances are founded on a set of distinctive characteristics, features, and situations which throw new light on the existing debate. Drawing on that approach, B lanche’s partaking in the Southern belle performance is supported by several factors. Firstly and most obviously, Blanche’s plantation origin marks her inescapably as the Southern aristocrat. Secondly, Blanche is brought up in the Southern tradition of idealization of woman’s beauty. She perceives herself as a beautiful object which has to be properly decorated in order to sell well. As such, Blanche depends heavily on exterior beauty markers – dresses, hats, jewelry, perfumes, and cosmetics which are, in her brother-in-laws’s discourse, magnified into â€Å"solid-gold dress[es,] (†¦) genuine fox fur-pieces, (†¦) pearls, bracelets of solid gold, (†¦) and diamonds† (Williams, 35-36). These things, even though cheap and artificial, represent Blanche’s only inheritance and Blanche’s only future insurance; they remind her of the life she used to live. Thirdly, Blanche is educated. Blanche’s participation in education process foregrounds the idea of the time that college education presented â€Å"prope r youthful behavior for a young woman [and] a pleasant interlude on the way to growing up† (Graham, 770-7719) insofar as it was percieved as â€Å"an asset in the marriage market† (Jabour, 40) and â€Å"the final polish necessary to gentility† (Jabour, 40). So judged, it is then not surprising that Blanche was somehow predestined to choose liberal arts, study English and â€Å"teach high school to instill a bunch of bobby-soxers and drug-store Romeos with reverence for Hawthorne and Whitman and Poe!† (Williams, 56). Access to education, on the other hand, gave Blanche the opportunity to cultivate sophisticated way of speaking and behaving; it allowed her to understand the life as ‘poetry’ in Southern plantation myth manner. Further investigation helps to reveal how Blanche’s arrival at her sister’s home in New Orleans, her insisting on staying there – â€Å"I guess you’re hoping I’ll say I’ll put up at a hotel, but I’m not going  to put up at a hotel. I want to be near you, got to be with somebody, I can’t be alone!† (Williams, 23) – announces â€Å"her basic motive: need for refuge and desire for human contact† (Hardison Londre, 52), need for protection which, in the tradition of the Old South, had to be through another person, through family. In much the same way Blanche clings to the antebellum chivalry codes which obliged men to protect women in return for their contribution to cultural and social capital, their attention, love and, of course, wealth. She thus, in the tradition of the antebellum Southern belle, tries to ‘save’ herself and her sister Stella from inappropriate way of life at Stanley’s home by looking for protection in another man – her former beau Shep Huntleigh. Blanche’s behavior can be understood as â€Å"reflexive reversion to the Southern belle’s habits of thought – that is, emotional dependence on a patriarchal system of male protection for the helpless female – just moments after she had said, â€Å"I’m going to do something. Get hold of myself and make myself a new life!† (313) (Hardison Londre, 56). This particular pattern of Blanche’s behavior occurs repeatedly during the play and culminates in the last scene when Docto r and Matron come to take her to asylum. In order to avoid humiliation and save her dignity, she once again plays the role of the helpless but flirtatious Southern belle and treats Doctor as a gentleman who knows how to protect and behave to a lady in distress. One final point. Blanche’s relationship with Stanley once again ties her to the antebellum period when the principle of noblesse oblige promoted patronizing relationship between upper and lower classes and races in the U. S. South. She behaves to Stanley as â€Å"the aristocrat who condescends to the plebeian when she is not actually scorning him. This is compulsive conduct on her part, because she must feel superior to her sister’s husband if she is not to feel inferior in view of her helplessness† (Gassner, 375). The extreme polarization of relationship between Blanche and Stanley could also be read as a â€Å"critical struggle between [two different] ways of life† (Jackson, 59) – as the struggle between Blanche’s traditional, civilized, artistic, and spiritual self and Stanley’s modern, primitive, physical, and animalistic other. Blanche, by finding additional support for her point of view in science – biology, anthropology, history, even verbalizes this struggle: He acts like an animal, has an animal’s habits! Eats like one, moves like one, talks like one! There’s even something –  sub-human – something not quite to the stage of humanity yet! Yes, something – ape-like about him, like one of those pictures I’ve seen in – anthropological studies! Thousands and thousands of years have passed him right by, and there he is – Stanley Kowalski – survivor of the stone age! Bearing the raw meat from the kill in the jungle! And you – you here – waiting for him! Maybe he’ll strike you or maybe grunt and kiss you! That is, if kisses have been discovered yet! Night falls and the other apes gather! There in front of the cave, all grunting like him, and swilling and gnawing and hulking! His poker night! – you call it – this party of apes! Somebody growls – some creature snatches at something – the fight is on! God! Maybe we are a long way from being made in God’s image, but Stella – my sister – there has been some progress since then! Such things as art – as poetry and music – such kinds of new light have come into the world since then! In some kinds of people some tender feelings have had some little beginning! That we have got to make grow! And cling to, and hold as our flag! In this dark march toward whatever it is we’re approaching †¦ Don’t – don’t hang back with the brutes! (Williams, 72) Their conflict, or, it is tempting to claim, the struggle over authority in the house, culminates in Stanley’s rape of Blanche. The very act of the rape, which Stanley rationalizes by his famous line: â€Å"We’ve had this date with each other from the beginning† (Williams, 130), is also fueled by Blanche’s refusal â€Å"to become the woman in the traveling-salesman joke, the stereotype of the nymphomaniacal upper-class girl† (Vlasopolos, 333). It, once again, demonstrates convincingly the victory of primitive over civilized, physical over spiritual, male over female†¦ Just as some aspects of Blanche’s personality pay homage to the concept of the Southern bellehood, so too there are other aspects of her personality that can be read against the culture which created them and reinvented them when it had found this necessary. Such reading introduces Blanche as the woman who defies to be classified as the â€Å"active property shaping the so cial and sexual relations† (Van Duyvenbode, 208) in the U. S. South and â€Å"shatter[s] the stereotypic chaste heroine/whore dichotomy to show women in their complexity† (Hale, 22). It also offers a new, rather different, image of Blanche as it portraits her as a victim and a potential subversive female force in the play. To discover it one has to discuss factors, features and  characteristics that promoted this shift in Blanche’s character. The ground from which we need to begin is to investigate the origin, or perhaps the reason, of Blanche’s victimization. A possible starting point for this investigation can be found in Joseph N. Riddel’s paper, â€Å"A Streetcar Named Desire – Nietzsche Descending.† Riddel thus argues that Blanche’s life could be seen as a reflection of â€Å"living division of two warring principles, desire and decorum, and she is the victim of civilization’s attempt to reconcile the two in a morality† (Riddel, 17). In other words, Blanche’s past, as well as her present, is a mixture of sin and romanticism, reality and illusion, personal excessiveness and social discipline. Th ese are all elements that would justify a rendering of Blanche as hypersensitive, tragic woman who is, because of her uniqueness, forced to create her own world on principles of exclusion, isolation, and imagination. She is â€Å"the sensitive, misunderstood exile, (†¦) fugitive kind, who (†¦) [is] too fragile to face a malignant reality and must have a special world in which (†¦) [she] can take shelter† (Ganz, 101-102). As a result of Blanche’s balancing between desire to act as she wants to act and a compulsive need to behave according to prescribed standards, norms and codes, many compulsive, obsessive and, to some extent, subversive reactions – illusions, alcoholism and promiscuity – appear in her behavior. They, for much of the play, represent Blanche’s attempts to stand up to harassment and stereotyping she is exposed to. Illusions, or, to quote Blanche, â€Å"magic (†¦), misrepresent[ing] things (†¦), tell[ing] what ought to be truth† (Williams, 117), are found as a continuous thread woven into the fabric of A Streetcar Named Desire. Consequently, a number of interesting points arise from Blanche’s definition of it. ‘Magic’ is, to begin with, throughout the play confronted with the authority of reality which, even though manipulative, tangible, and limited, is the inseparable part of human experience and has to be accepted as the dominant mode of living. As such, it is brought into being by Blanche’s brother-in-law, Stanley Kowalski. Stanley, by using sources whose existence we are forced to acknowledge in our everyday life: the power of authority, physical force, intimidation, economic domination, manages to overpower Blanche’s ‘magic’. In his quest Stanley additionally â€Å"profits from staying within the parameters set for him by his sex and class† (Vlasopolos, 337). He is, thereby, seen as normal (read: ‘real’): his pleasures are normal  pleasures – poker, sex, drinking, bowling; he is a good provider and a loyal member of community and society. Except for his rape of Blanche, which has actually no witnesses and thus creates a reasonable doubt in its occurrence, â€Å"nothing Stanley does threaten the social fabric† (Vlasopolos, 337). Blanche, on the contrary, builds up her ‘magic’ on her failure to conform and her deviance of her class and sex. She, one realizes, although (†¦) maintains the trappings of the aristocrat in her expensive and elegant tastes, has allowed the rest to slip, like Belle Reve, away from her. In seeking emotional fulfillment, she has disregarded the barriers of â€Å"normal† female sexuality and of class. Her actions subvert the social order: she remains loyal to the memory of her homosexual husband, she fulfills the desires of young soldiers outside of very walls of her ancestral mansion, she is oblivious to class in her promiscuity, and she seduces one of her seventeen-year-old student. (Vlasopolos, 337) When in New Orleans, she attempts to split up the Kowalskis even after she learns that Stella is pregnant and makes plans to take Stella away from Stanley. Being aware of this, Stanley enters the battle for weak and indecisive Stella, who functions as the prize between warring parts – Blanche and Stanley. He ruthlessly engages in exposing Blanche as a fraud, a prostitute, and an alcoholic, mercilessly destroys veils of ‘magic’ Blanche wrapped herself in, makes her look old and cheap in the light of the bare electric bulb, and, by imposing his reality in the form of the rape on her, eventually wins. Not only does Blanche’s system of illusions prove to be he r response to the reality of the everyday life, but it also seems to possess a redeeming merit. To understand it, one realizes, attention should first be drawn to the fact that Blanche, confronted with the disappearance of the old South and its codes and myths expressed by the selling of her plantation because of â€Å"epic fornications† (Williams, 43) of her ancestors and deaths that followed them, tries to preserve the past by marrying â€Å"the urbane and civilized, the ‘light and culture’ of the South in the form of Allan Gray† (Bigsby, 64) which thus presents â€Å"a logical extension of her desire to aestheticise experience, her preference for style over function† (Bigsby, 43). His poetic delicacy and refinement, however, turns out to be the cover for his homosexuality. Shocked and disgusted by this discovery, Blanche publicly exposes her husband and makes him commit suicide. In other words,  she â€Å"discovers the corruption, or, at the very least, the profound deceit which lies behind the veneer of that side of the Southern pastâ₠¬  (Bigsby, 64). Seen in this light, Blanche’s cruel exposure of her husband becomes the origin of guilt which has to be expiated and redeemed by her own system of illusions. She had to â€Å"turn from the death in Belle Reve to the ‘life of casual _amours_’, (†¦) she had [to] turn away from the misery of ‘reality’ to her romantic evasions† (Kernan, 11). In the end, or rather from the very beginning of the play, Blanche’s system of illusions proves to be a not well-chosen reaction since reality, in the character of Stanley Kowalski, forcefully imposes on her, leaving her only one exit – that of asylum as a sea resort. Blanche – homeless, ravished, and abandoned – gets confined inside the boundaries of her own illusive fiction (asylum as sea resort, Doctor as Southern gentleman) which makes her invulnerable to further assaults but, nevertheless, destroys her humanity. Blanche’s challenges to the Southern belle stereotype are also pointed up by her excessive alcohol consummation and innumerous love affairs. Throughout A Streetcar Named Desire Blanche has a drink in her hands which is quite unusual for the Southern belle she is supposed to represent. This ‘unusual spectacle’ occurs repeatedly in scene 1 when Blanche, waiting for Stella, â€Å"tosses a half tumbler of whiskey down† ( Williams, 18), â€Å"looks[s again] around for some liquor (†¦) [which then] buzzes right through [her] and feels so good† (Williams, 19-21) when talking with Stella. Although Blanche â€Å"rarely touch[es] it† (Williams, 30) and is â€Å"not accustomed to having more than one drink† (Williams, 54), she, nevertheless, falls under alcoholic spell again and again and again – in particular in the scenes 5, 6, 9, 10 and 11. For instance, she cannot imagine her coke without â€Å"a shot in it† (Williams, 79) or a date with Mitch without a drink or two; she needs â€Å"a bottle of liquor† (Williams, 113) not only to stop the Varsouviana tune in her head but also to get over Mitch’s betrayal†¦ It is striking in all these instances that Blanche actually uses alcohol to â€Å"extirpate moral contradictions† (Riddel, 18) that stand between her and the concept of the idealized white Southern bellehood whose principles she was supposed to have internalized as her own. Perhaps it would also be correct to say that alcohol, in these specific fictional instances, operates as the means of encouragement against the humiliation of being an unwanted intruder and a fallen role model in her own  family who ‘forgot’, although they live in New Orleans, the basic codes of Southern hospitality. Relatedly, Blanche’s frequent love affairs justify their rendering as Blanche’s physical redemption for the responsibility and guilt she has felt since she confronted her husband with his homosexuality: I had many intimacies with strangers. After the death of Allan – intimacies with strangers was all I seemed able to fill my empty heart with. †¦ I think it was panic, just panic, that drove me from one to another, hunting for some protection – here and there, in the most – unlikely places – even, at last, in a seventeen-year-old boy†¦ (Williams, 118), In finding it perverse, she could neither live with the idea of Allan’s homosexuality nor could she help him. The ‘neither-nor’ situation in which Blanche found herself caused Allan’s death and, consequently, made her guilt and pain-ridden. This pain, which is almost literally tearing her apart, is thus the pain of the woman violated and abused by the men-domi nated culture, which cannot necessarily be heterosexually oriented. In order to live with it, she had to neutralize it with desire – a succession of sexual encounters with even younger and younger men. To Blanche, â€Å"desire was the antithesis of death and her relationship with young men a defense against the destructive processes of time† (Bigsby, 60). Blanche, for her part, was attracted by their innocence and purity – the features she, as the Southern belle, was supposed to possess; or she saw in them the reincarnation of her dead husband and, consequently, a chance to redeem her own conduct and start a new ‘marriage’ based on understanding, compassion, and gentleness; or maybe she, as Tennessee Williams argued, â€Å"in her mind has become Allan. She acts out her fantasy of how Allan would have approached a young boy† (Hardison Londre, 58) subverting and travestying in that way, the Southern belle myth that promoted clear cut borderlines between genders and sexes, races and classes. In the end, there is only a hope that this paper, which attempted to give an insight into the historically (de)constructed myth of the Southern belle and its literary affirmation and/or subversion in the character of Blanche DuBois in Williams’s A Streetcar Named Desire, has been successful enough to explain the complex and, at the moments, perplexing development of Williams’s (anti)belle concept. Given this fact, the paper, beginning with a description of the Southern belle stereotype, pointed out that this very stereotype was (de)constructed along class, race and gender lines. In the  second section, I discussed aspects of Blanche’s identity which were tied to the historical construction of the passive-submissive Southern bellehood. The third major section focused on Blanche’s victimization and her, more or less, subversive reactions to it. Blanche, for her part, is, most obviously, capable to shake and, occasionally, break the Southern bellehood myth; there are, at the moments, greater or smaller rebellions and transgressions she is tempted to perform. But, sometimes, just as it is courageous to deconstruct the pedestal, so too it is safer to find shelter in the well-known patterns of behavior, it is safer to be center than margin, we than other†¦ Conclusion In the analysis of the American play â€Å"Streetcar Named Desire† that written by Tennesse William. The myth in the end, there is only a hope that this paper, which attempted to give an insight into the historically (de)constructed myth of the Southern belle and its literary affirmation and/or subversion in the character of Blanche DuBois in Williams’s A Streetcar Named Desire, has been successful enough to explain the complex and, at the moments, perplexing development of Williams’s (anti)belle concept. Given this fact, the paper, beginning with a description of the Southern belle stereotype, pointed out that this very stereotype was (de)constructed along class, race and gender lines. In the second section, I discussed aspects of Blanche’s identity which were tied to the historical construction of the passive-submissive Southern bellehood. The third major section focused on Blanche’s victimization and her, more or less, subversive reactions to it. Blanche, for her part, is, most obviously, capable to shake and, occasionally, break the Southern bellehood myth; there are, at the moments, greater or smaller rebellions and transgressions she is tempted to perform. But, sometimes, just as it is courageous to deconstruct the pedestal, so too it is safer to find shelter in the well-known patterns of behavior, it is safer to be center than margin, we than other. Based on the theory of Semiotics in this play Semiotics, also called semiotic studies or (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism, signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and  meaning of language more specifically. Refference * Williams, Tennessee. A Streetcar Named Desire. New York: Signet Books, 1974. * Elengton, Terry. Teori Sastra. 2006. Yogyakarta : Pecetakan Jalasutra * http://en.wikipedia.org/wiki/Classical_mythology The Analysis of Main Character ‘Blanche DuBois’ in ‘A Streetcar Named Desire’

Preparation For Providing Effective And Efficient Mentorship Nursing Essay

Preparation For Providing Effective And Efficient Mentorship Nursing Essay In preparation for this assignment searches have been conducted using the following databases: Cinahl, Pubmed and Medline search terms Learning theories, Learning styles, Mentorship and Practice Education Facilitator were used singularly or in combination. Manual searching of relevant nursing journals and publications have been performed. Articles published in English in the last 10 years were reviewed. This assignment will examine the issues and processes that need to be considered whilst facilitating and supporting a student to meet their learning outcomes in a practice placement, there will be discussion regarding the assessment strategies available as a mentor, which contribute to the overall assessment of students. Furthermore learning styles and theories will be discussed, along with the clinical setting as an environment to facilitate the learning needs required to achieve success in completing the practice placement learning outcomes. A brief overview of the clinical setting will be provided to capture the ambiance of the learning environment. The setting for this location is an Elective Orthopaedic Unit within the Northwest and in conforming to the Nursing and Midwifery Council (NMC (2008); any names used will be pseudonyms to protect identification, confidentiality and dignity will be maintained at all times. NMC (2008) states that a mentor is a registered nurse who has completed the approved mentorship programme and meets the criteria set out in NMC (2008) standards for mentors, practice teachers and teachers. Whereas Gopee (2008) argues the term mentor is frequently used to mean trusted friend, guide and advisor. There is also identified the eight mandatory standards that must be achieved to become a mentor, the author will be referring to these standards to support learning and development in practice. To ensure the student who will be named as Lucy for the purpose of this assignment has a positive learning experience it is paramount that learning environment is supportive for Lucy and for those who work alongside her. An orientation pack and welcoming letter are provided with useful information and an introduction to the allocated mentor is provided when ever possible on attendance the first shift. Kenworthy and Nicklin (2000) support the view that the more comfortable and welcome a student feels within the working environment, the more likely it is that effective learning will take place which is a key factor in successful learning. Pearcy and Elliot (2004) found that students who have had negative experiences with their mentor and placements, tend to leave the course before qualifying however Beskine (2009) advocates that starting off with a positive approach promotes the students experience as well as the quality of the placement. Adhering to the mandatory standards set by the NMC (2008) Standards to Support Learning and Assessment in Practice; and in order to establish the stage of Lucys training and her learning needs and style a mutually agreed time and location is identified for the initial meeting to take place. This meeting provides the opportunity to co-ordinate off duty and to identify another team member who will be available to support Lucys learning needs in the absence of her mentor. Once Lucys learning style had been established, then negotiating the best way forward to facilitate the learning experiences relevant to the placement can take place This provides the opportunities for Lucy to meet all of the learning outcomes and needs. Direction towards self-management of learning should be encouraged to help promote professional development, and to instil the importance of responsibility and accountability. At the half way point Lucy and her mentor will have a formative assessment, evaluation of her progress this will determine any action plans or adjustments necessary to enable Lucy to meet her learning outcomes. NMC standards for mentors (2008) state that a mentor must contribute to evaluation of student learning and assessment experiences, suggesting aspects for change resulting from such evaluation. A summative assessment would usually take place when completing student documents whilst focusing on the whole of the placement. In a study by Hart and Rotem (1994) it is indicated that the qualities of a mentor are a vital factor in providing and achieving a positive and valuable learning environment; moreover the study found that stressful events for nursing students during clinical practice have shown the initial clinical experience was the most anxiety producing part of clinical experience Cahill (1996) acknowledges that the single most crucial factor in creating a positive learning environment is the relationship between staff and the student nurse; it is also discussed that a common problem that arises for a student is that they are regularly unable to work with their mentor. Many nurses and nursing students in the past found themselves to be autonomous practitioners, learning their skills within the situations they found themselves in without adequate guidance or support (Bray Nettleton, 2008). Whereas Higgins et al (2009) suggest the success of any nursing student in any program in any clinical setting is complex, enhancing the complicated nature of education and the perception of competencies whether student or mentor. This is an important concept to be sensitive to, as the process of moving forward with the knowledge and skills needs to be supported and nurtured in order to facilitate the standard of care that is safe, accountable, and competent. Honey and Mumford (1992) Identified If mentors are to teach students effectively they must be aware of different learning styles and the importance of them; furthermore Honey and Mumford explore four different styles of learning and is a variation on Kolbs learning cycle, which was originally adapted from Kolb and Fry (1975). It is thought whenever possible, it is essential to allow the students individual style of learning determine the choice of teaching. Within Kolbs model there are four different styles of learning they describe, activist, theorist, pragmatist, and reflector. They also propose that although many people can be a mixture of the four styles, they primarily have a preference for only one. However Clark (2007) suggests that labelling such as activist versus reflector has no scientific justification. Downie and Basford (2003) believe, that to identify the learning outcomes at the beginning of the placement is of great benefit to the student, knowing the stage of training that the student is currently at helps to support a student effectively within the clinical setting; moreover they suggest that most students prefer the traditional learning method described as pedagogy which is where the mentor or teacher has full responsibility for what the student learns. Andragogy is described by Knowles (1990) as adult learning where the student is motivated and applies life experiences to learning, therefore this suggests the use of andragogy teaching method would be beneficial to Lucy as she is very motivated in learning outside if the learning outcomes. When establishing Lucys learning style, formal teaching sessions were introduced to demonstrate how theory is applied in practice. A taxonomy frequently used in nursing is the framework by Benner (1984) in which there are five levels; novice, beginner, competent, proficient and expert. According to Benners stages of clinical competence, which shows the journey of a novice to an expert then Lucy appears to be an advanced beginner as signs of understanding NMC The code: standards of conduct, performance and ethics for nurses and midwifes have been identified along with previous experience in other clinical areas. As required By NMC (2008) Standards to Support Learning and Assessment in Practice along with fostering professional growth, the mentor encourages Lucy to reflect on her practice and empowered Lucy to be autonomous within the limitations of the supervised role, whilst being fair and accurate in the assessment of the student. Validity is the most crucial aspect of any assessment; it shows the extent to which the assessment measures and what it is expected to measure. A valid assessment is one that assesses learning outcome; it is set out to assess and not to target other outcomes that may not have been learnt adequately at that point. Reliability is also a key factor to be considered in assessments, the term reliability is used to indicate the consistency of which an assessment measures and what it is designed to measure. However Goding (1997) suggests that reliability and validity are inappropriate indicators of nursing practice and that they reduce practice to a list of objectives, which holds very little relation to the intricacy of practice. The NMC (2006) advocate that assessment is said to be reliable, if it gives similar results when used on different occasions, and with different assessors. It is suggested by Hand (2006) that continuous assessment allows the student to achieve their target through progressive goal setting. Whereas Clifford (1994) explains continual assessment of practice, implies the students performance is monitored on a daily basis during clinical practice, which would be done on a day-to-day basis. Regular meetings between Lucy and her mentor allow discussions with mutual respect to evaluate the progress she is or may not be making, enabling action plans to be implemented if necessary. According to NMC (2008) the mentor should provide the student with constructive feedback and assist them in identifying future learning needs and actions. Employing evidence-based practice, observation and communication equips the mentor with some of the necessary tools to identify the strengths and weaknesses and provide feedback; remaining objective when assessing the student to meet the required outcomes also means being objective when completing student documentation. It could be tempting when assessing Lucy to overeat her performance causing the halo effect, although by underrating her performance could cause the horn effect; this could happen if there is a clash of personalities between a student and a mentor. Krech et al (1962) document that human tendencies can influence a manager or mentors point of view causing stereotyping and the halo and horn effect Research by Watson Harris (1999) that examines support of students in practice placement established that some student nurses are being allowed to pass clinical assessments without having demonstrated sufficient competence; the study revealed that some Practioners did not feel it was their responsibility to fail students. Moreover Duffy (2003) reports that it is inevitable that some students will not be able to meet the required level of practice and it is essential that mentors do not avoid the difficult issue of having to fail these students. Duffy (2003) identified that weak students tend to have poor interpersonal skills, are disinterested in practice learning and are frequently late, and that they also lack personal insight and the awareness of professional boundaries. Duffy goes on to recommend that early intervention is essential if mentors or the clinical team notice an issue or concern about students, time must be made to discuss the issues. There may be other factors affecting performance and these mitigating circumstances may need to be considered, however performance must meet the required standard. The NMC (2008) Standards to support learning and assessment in practice state the mentor is accountable and responsible for assessing the total performance of the student including attitude, skills and behaviour. There are fundamental individuals that can offer support and guidance to the mentor. The mentor can access support in assessing a student by way of the links to the Practice Education Facilitator (PEF), whose multidimensional role includes; according to Salvoni (2001) helping to support and enhance clinical practice and teach student nurses practical skills within the academic setting, in recognition of the theory-practice relationship. In addition to this Rowan Barber (2000) and Richards et al (2001) support the view that the PEF furthers staff in the development of their teaching and assessment skills. The PEF, University Link Lecturer and The Academic Adviser are pivotal in supporting and guiding both the mentor and the student if there have been concerns expressed in a students progress within the placement. There is a potential that a mentor could be mentoring a student who is not able to achieve within the placement, if a mentor has concerns it is essential that this concerns be acted upon in the appropriate and in a timely manner. Duffy (2003) recognised mentors do not always identify and deal with problems early enough in students placement, they find it difficult to fail a student, in order to prepare a mentor for their role and the responsibilities in failing the student it is vital that they are supported and backed up by the PEF. The NMC (2008) states mentors should manage failing students to enable them to enhance their performance and capabilities for safe and effective practice. The student should also understand their failure and the implications of this for their future. NMC (2006) states students must evaluate their placement as part of the educational audit process. Also as the named mentor you are responsible for making the final assessment and are accountable for passing or failing the student. It is inescapable that some students will not be able to achieve the required level of competence whilst in the practice placement and it is essential that mentors do not evade the difficult issue of having to fail a student. In conclusion this assignment has examined a plethora of evidence, research, reviews and studies to elicit discussions and reflection surrounding what issues and processes have to be considered whilst supporting a student in a practice placement along with comparing the range of assessment strategies accessible to mentors which, contributes to the overall assessment of students. Wilkinson (1999) argues liasing between clinicians and educationalist enhances the quality of assessment and promotes a practice based learning culture. Learning styles and learning theories have been investigated. It is important to assess each student as an individual in the context of their learning needs to strengthen the integration of theory and practice within the clinical setting likewise it is imperative that the mentor has an understanding of the learning outcomes. The mentor was able to pass Lucy in her practice placement and maintained professional boundaries throughout the experience.

The Cantebury Tales was Geoffrey Chaucers Satire Towards the Catholic

Geoffrey Chaucer expresses his disillusionment with the Catholic Church, during the Medieval Era, through satire when he wrote, The Canterbury Tales. The Medieval Era was a time when the Catholic Church governed England and was extremely wealthy. Expensive Cathedrals and shrines to saints' relics were built at a time when the country was suffering from famine, scarce labor, disease and the Bubonic Plague, which was the cause of death to a third of Europe's population and contributed to the rise of the middle class. It seemed hypocritical to the people when the church preached against the sin of greed when the church was built and dressed so lavishly. There were rumors of corrupt Popes, church clerical and priest ignoring their vows of poverty and celibacy. They ignored the Canon law, which is an ecclesiastical law that governs the Roman Catholic Church. This triggered Chaucer to satirize the corruption through his use of comedic, pleasant ridicule of human vices with his characters, the Pardoner, the Monk, the Prioress, the Summoner and the Friar. He incorporates the seven deadly sins in his stories, which are pride, envy, sloth, gluttony, avarice, lechery and wrath to explain the fall of man with his religion. The Canterbury Tales is recognized as the first book written in English and this paved the way for other writers such as Shakespeare. With his collection of stories written in English it gave the non wealthy an opportunity to enjoy his literature, because before Chaucer only the wealthy had the education to read stories that were written in other languages, such as French. The Canterbury Tales is written about a group of pilgrims wh... ... preached what God would desire of man and that there are many ways to heaven as part of his tale to the other pilgrims. The second part of the tale is about asking for forgiveness for one?s sins. He went on explaining the seven deadly sins to the other pilgrims. Chaucer sent an intelligent, virtuous churchman on the journey to Canterbury as an example to the other pilgrims and an opportunity for them to seek redemption. Geoffrey Chaucer created ironies between the church clergy's characterizations and their duties to express the corruption and the decline of the Catholic Church in England. Most of the English clergy did not live up to the expectations of the congregation. The Church was so full of hypocrisy that this left the congregation feeling disillusioned with their church leaders and paved the rise of Protestantism.

Once and Future King Essay -- essays research papers

Once and Future King Experience is Everything   Ã‚  Ã‚  Ã‚  Ã‚  In the book, The Once and Future King, T.H. White shows the importance that education relies heavily upon ones own personal experiences. When Merlyn is called on to tutor Wart, an adopted child, he uses this exact learning method on Wart. Merlyn, who is a magician, uses transformation as a his learning tool. Merlyn turns Wart into different animals to show Wart lessons of life. Through each transformation Wart experiences different forms of power, each being a part of how he should rule as king. When Wart experiences each of these different stages of lesson he finds out from Mr. P that mind power is nothing, from the wild goose he learns freedom, and the badger teaches him to accept what you have.   Ã‚  Ã‚  Ã‚  Ã‚  When Wart is transformed into a fish Merlyn takes him to go talk to the master of the moat, Mr. P. This is the first transformation that Wart will learn his first lesson in. When Wart approaches Mr. P he already senses a great deal of danger because of his massive size and strength. Wart was so flabbergasted by his enormous structure that he could not think of anything to ask Mr. P. Then Mr. P replies with his view on life, a simple statement, â€Å"There is only power. Power is of the individual mind, but the mind’s power is not enough† (52). Mr. P is showing the importance of physical power over the minds with this comment he makes . What Mr. P states astonishes ...

americanisation of australian television Essay -- essays research pape

The Americanization of Australian Television is a sad and terrible thing. It is a process whereby ordinary Australians are bombarded every day with images of American lifestyle, so much that it merges almost unnoticed into their own lifestyle. It is a process whereby our home-grown entertainment industry is overwhelmed by the enormous powerhouse of the American economy, with drastic effects upon the modern Australian nation. Not only is Australian free to air TV being dominated by American produced shows, but a lot of the content on the Australian TV shows is sourced from America. American culture is part of Australian mass consumer culture, It dominates our television. If we look at the early history of Australian television, virtually all program material until 1963 was of foreign origin, of which eighty three percent was American and the rest British (Cited in an article by Cunningham Stuart ,â€Å"History, Contexts, Politics, Policy†.) Philip Bell discusses in his article that even in the first two decades of television ‘American programs and formats dominated commercial channels’ ( Cited in an article by Bell Phillip, ‘Television’). So Americanization of Australian television is not just a recent development. This problem has been there right from the beginning with American shows like Leave it to Beaver and I love Lucy dominating the TV screens of Australian households. Many are concerned with this issue, a good example is shown in an article written by David Dale, readers were asked if they were shocked by the revelation that all the most popular dramas and comedies on Australian television were made in America, and whether they thought TV stations should be forced to show more stories from other countries, including Australia. Carolina Peters talks about her concerns over this issue, she quotes, â€Å"I am not at all shocked that so much of the drivel on our TV screen comes from the US. I am, however, deeply concerned that so much of our programming is either direct from or heavily influenced by the US. The influence is clearly seen in the way kids today are affecting US accents and using US terms. I have heard many kids lately referring to their mothers as 'mom' instead of 'mum'.† ( Cited in the Sydney Morning Herald, David Dale).Whilst people like Terry North disagreed, Terry North talks about how the Australian networks should not be for ced to show mo... ...ence, and now talk and act like American teenagers. Australian television is threatened by the influx of American culture. Phillip Bell talks about the rise of Australian ‘soaps’ in his article, for example Neighbours which began in 1985, he talks about how the show deals with ‘Australian’ issues. (Bell Phillip, ‘Television’), this isn’t necessarily true. In fact many of the storylines in Neighbours are taken from American soaps like Day of our lives or Bold And The Beautiful. Our screens are increasingly filled with disturbing storylines which continually push the boundaries of human depravity. Australian commercial television has imported American formats (Bell Phillip, ‘Television’). Even the Australian Logies are becoming Americanised. At the 2005 Logie awards, there were at least two American celebrity guests, CSI Miami actress †¦Ã¢â‚¬ ¦ was given a lot of attention at the Logies, because of her famous American celebrity status. The Logie awards which were supposed to be awarded to shows that are produced in Australia, this year awarded a Logie to the OC for the best overseas program. The influence of the American culture on Australian television was clearly evident at the Logies.

Cooking Is My Hobby Essay

I enjoy cooking because it keeps me happy in my life. Whenever I feel sad or upset, cooking ease that for me in a big way. I started cooking when I was 6, but it was as simple as putting ham and cheese between 2 slices of bread and used my favorite condiment of maynaise and let it heat up for about 30 seconds. When I grew older, my knowledge of food grew to new depths when I learned how to cook American food on the grill when I was 13 and my dad was the sole reason why I got better since he explained to me how to use temperature control. The 1st dish I made on my own without any kind of assistance was Alaskan Cod with Lemon Pepper which I enjoyed very much when it was baked in an oven. Now, in my college years, I evolved into making cursine in many cultures such as tacos from Mexico, crepes from France, peking duck from China, and pizza from Italy using my ingredients I purchased from HEB, Fiesta, or Chinatown in my hometown. Cooking is the only thing in which I know how to do best and I usually cook for my family, relatives, friends, or people whom I do not know. Sometimes, I cook multiple of one thing for homeless people and disturbute them across the city. My least favorite thing to cook is vegetables since I do not like them, but if someone requests them on their plate, I will not be unwilling to cook them. Instead, I would embrace their desires and make it for them. I have invested hours of my time per day to be more knowlegable about different cooking methods from various chefs instead of just one in order to be prepared for different styles of cooking and perferences from guests. My signature dish is pork and leek dumplings with either soy sauce or vinegar or my orange chicken with basil and coconut broth so if you are ever in my area, I will be willing to cook for you.

Christmas past Essay

The plot of the story goes as follows. Right from the start it is made clear that scrooge’s partner Marley is dead. Scrooge then goes several years without changing a single thing in the business. He and his only worker bob Cratchit work alone in the small dark office. Then one Christmas Eve two charity workers call round to ask him to make a donation. This is when we find out that scrooge despises charity. Later that day his nephew Fred comes to invite him round for Christmas dinner, an invite that is turned down by scrooge. That night when he gets home the ghost of his dead partener marley visits him. He tells scrooge that he must change his ways or he will end up like him not being able to allow his spirit to rest. But being force to â€Å"wear to chain he created in life. † Marley tells him that he is to be visited by three spirits over the next three nights. These spirits would show him the error of his ways. The first spirit is Christmas past. This spirit shows him his past again. The things he enjoyed as a young boy and his desisons he made that affected his current life. The next spirit is Christmas present. He shows scrooge what is currently happening in the people close to him and shows him what he is missing out on. The final spirit is Christmas future. He shows scrooge what will happen in his future if he doesn’t change his ways and that he will die a lonely old man. Scrooge then accepts the advice given by the spirits and generally becomes the ideal human often giving to charity and folks worse off than him. The first stave in the novello is when his former partner Marley visits scrooge. Right form the very beginning it is made clear Marley is dead. The first words on page one are â€Å"Marley was dead to begin with† â€Å"Scrooge new he was dead† as he signed for the register of his death. So when Marley appears to him his being there traumatizes him. Marley warns scrooge of the spiritual after life. He explains that man must share his humanity with others if he is not t be condemned to an after life. â€Å"It is required by every man†¦ that the spirit within him should walk abroad. † Scrooge also observes that Marley is â€Å"fettered† Marley explains â€Å"these are these the chains I forged in life†¦ I made it link by link, yard by yard of my own free will and of my own free will I wear it. † Marley then informs scrooge of what his afterlife will be like if he doesn’t change his ways â€Å"the weight and length of the chain you bare. † Marley then tells scrooge that he will be visit by three spirits, which will show him the error of his ways. Stave two tells the arrival of the first spirit the ghost of Christmas pass. This spirit, â€Å"a strange figure, like child like, old man viewed though some supernatural substance†, shows scrooge his most enjoyable moments of his past. One place which scrooge is taken is taken is his old work place, to Fezziwigs Christmas party. While there the spirit says â€Å"a small make to these silly folk so full of gratitude. † The spirit playing devils advocate by criticises Fessiwig causes scrooge to defend him â€Å"he has the power to flauntier† the spirit also shows him women which he once loved like his sister and a girl he once loved as a young boy. Stave three shows the next spirit, the ghost of Christmas present. This spirit, a large jolly old fellow, shows scrooge the true meaning of Christmas. First scrooge is taken to the cratchits house where he is shown how much such a large family appreciate so little. He has enough money to buy what ever he wants but then he realises that the simple things to him are luxuries to then that they can’t even really afford at Christmas, The joy on the faces of the children when they see that they are getting a pudding after dinner. He even is surprised to find that they are grateful to scrooge for putting the meal on the table even though scrooge knows that he is under paying Bob Cratchit. The spirit then takes scrooge to his nephew Fred’s home where he was having a Christmas party. Scrooge sees on the fun, which he is missing out on. The games and dancing which scrooge turns down as his despises sharing his fortune. Stave four shows the arrival of the final spirit, the ghost of Christmas future. This spirit, a ghostly figure dressed in black gown, takes scrooge to see his current future if he doesn’t change his ways. The spirit takes him to see his self in the future lay in bed. This is where scrooge comforts his own dead body without realising that he is dead. â€Å"Avarice, hard-dealing, griping cares? They have brought to a rich end truly. † â€Å"This is a fearful place†¦ In leaving it, I shall not leave its lesson, trust me and let me go! † scrooge finally realises what his dead body means: he loves his nerve and begs the spirit to let him go. The ghost insists, by pointing a finger that scrooge should lift the sheet to see the body scrooge responds â€Å"I understand you†¦ and I would do it if I could. But I have not the power, spirit. I have not the power†¦ † meaning that scrooge cannot bring him self to lift the sheet because it would mean coming to terms with his own death. Scrooge wants to kwon if anyone grieved for him â€Å"is there any person in the town who feels emotion cursed by this mans death, show me and that person spirit. † The spirit shows people who grieved for scrooge: ironically it is his debtors. When scrooge has died. They have lingered to pay off the debt. Scrooge is then taken to the churchyard to a churchyard: scrooge still needs to know the identity of the dead man but has lung suspected that it is himself. Scrooge is shown a tombstone and a new grave. Scrooge remarks ironically that the graveyard is a â€Å"worthy place† full of worthless dead bodies costumed by worms. â€Å"He advanced towards it trembling† he confronts the truth. Scrooge suddenly under stands the phantom:† he saw new meaning in its solemn shape†¦ † scrooge seems to understand that he can change his future. † Tell me I may sponge away the writing on this stone†¦ † scrooge is asking the spirit for a chance to avoid death. Scrooge is completely transformed â€Å"I will honour Christmas in my heart and try to keep it all the year. I will live in the past, present and future. The spirits all three shall strive within me. I will not shirk the lessons they teach. † The ghost fades away. Stave five is the final stave in the novello. It is when scrooge realises that he can alter his ways. â€Å"The time before him was his own, to make amends in†¦ † scrooge now seeks not to be a good businessman but to be a good man. â€Å"Glowing with his good intentions†¦ sobbing violently†¦ † yet even though scrooge has changed his way of life completely for the benefit of others. He is still happy with the new life he leads. â€Å"I am as a feather†¦ I am as happy as an angel; I am as merry as a schoolboy†¦ I am as giddy as a drunken man. † After scrooges complete change, the church bells ring out to celebrate Christmas morning and scrooge’s rebirth was on the birthday of Christ. Scrooge is completely changed: well-dressed and wearing a â€Å"delighted smile. † Scrooge rejoices in humanity: he enjoys the company of people and attending church. Now Scrooge visits Fred and accepts his invitation to Christmas lunch. Scrooge tells Bob Cratchit that he will raise his salary. Scrooge will become a â€Å"second farther† to tiny Tim. The transformation is complete. Scrooge has be come † as good a friend, as good a master, as good a man as the good old city knew†¦ â€Å"